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MENTAL HEALTH RECOVERY PROCESS

EDUCATION

 

DEPENDENT/
UNAWARE

DEPENDENT/
AWARE

INDEPENDENT/
AWARE

INTERDEPENDENT/
AWARE

CONSUMER’S STATUS

Does not understand how learning applies to achieving personal and vocational goals;

Does not understand relationship between formal/informal education and the attainment of quality of life experiences;

May not be educated about illness.

Begins to understand basic information about illness, symptoms and treatment;

May attempt or return to educational pursuits.

Establishes partnership with clinician in planning and making educated choices about treatment & medication;

Begins to understand more complicated aspects of medications.

Uses knowledge to obtain formal education to further goals;

Adeptly utilizes knowledge in seeking & maintaining intimate relationships.

CLINICIANS’ ROLES

Provides consumer and family/significant others with information about mental illness;

Offers consumer hope;

Makes consumer aware of educational opportunities and resources;

Promotes concept that education (formal/informal) and understanding about illness enhances and increases personal growth and recovery.

Involves consumer, family/significant others in educational opportunities for the purpose of establishing personal, social and work goals;

Provides consumer and family/significant others with information about illness and medications.

Provides consumer opportunity to personally participate in educational opportunities and/or obtain educational and learning materials (e.g., copies of books, Internet access, etc.). Joins consumer in defining steps he/she must take toward establishing independence from mental health system;

Supports consumer’s choices.

COMMUNITY SUPPORTS’ ROLES

 

 

Makes available educational opportunities and experiences that focus on mental illness;

Makes available formal and informal educational opportunities (i.e. GED classes, Jr. College and College level opportunities, community classes in art, dance, etc.).

Makes available to consumers and their families/significant others educational experiences, opportunities and products;

Continues activities in Level 1.

Continues to offer upgraded and updated formal and informal training/work opportunities;

Continues educational support as identified in previous levels.

Continues educational supports of previous levels;

Peer Supporters participate in providing upgraded training/work opportunities.

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MENTAL HEALTH RECOVERY PROCESS BEST PRACTICES

EDUCATION

 

DEPENDENT/
UNAWARE

DEPENDENT/
AWARE

INDEPENDENT/
AWARE

INTERDEPENDENT/
AWARE

CONSUMER’S
BEST PRACTICES

Seeks feedback about mental illness, recovery process, stigma, self esteem, and self confidence from family, significant others, friends, peers and clinicians;

Begins to focus on defining life roles, identifying potential work, educational needs and developing relationships.

Begins to take responsibility for gathering information about illness and recovery process;

Recognizes and begins to value self-reliance and to trust self;

Begins to understand relationship between education, work and meaningful life activities;

Begins to pursue education and training opportunities.

Participates actively in developing a knowledgeable Recovery Management Plan;

Focuses on how education can assist him/her in achieving personal, social & physical goals;

Participates in consumer groups;

Obtains more formal/ informal education.

Focuses on targeted life goals, career plans at work and satisfying intimate relationships;

Asks family/significant others, friends, peers for feedback;

Takes responsibility for gathering information about illness, recovery process, stigma, self-esteem and building self-confidence.

CLINICIANS’ BEST PRACTICES

Identifies consumer’s educational level/ preferred learning methods (e.g., visual/ auditory);

Provides educational materials/opportunities based upon information learned about consumer;

Provides consumer with information about his/her illness and medication;

Educates community about mental health issues;

Involves consumer in educational support groups to instill hope;

Makes consumer and others aware of impact education has on recovery.

Provides training to consumer that focuses on developing problem solving skills;

Teaches consumer how to maximize use of community services & resources;

Helps consumer learn coping skills;

Teaches consumer symptom management.

Develops with consumers effective education and symptom management activities to enhance their personal Recovery Management Plan;

Involves consumer in groups that focus on maximizing use of knowledge in recovery process.

Helps consumer to integrate skills learned into his/her chosen life style.

COMMUNITY SUPPORTS’
BEST PRACTICES

Community provides educational materials, programs and opportunities that meet the needs of the consumer;

Community ensures educational opportunities are accessible, appropriate & available;

Community assures consumers are aware of educational programs, products & opportunities.

Integrates educational printed materials into a unified learning program;

Continues activities in Level 1.

Peer Support Groups provide educational opportunities that focus on vocation & life issues;

Offers personalized career opportunity programs.

Provides updated & upgraded educational opportunities;

Makes educational opportunities accessible (e.g. community colleges, universities, mental health centers);

Peer supporters mentor others.

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