Practice Standards for Recovery-Oriented Care

Author(s):  
Larry Davidson ◽  
Michael Rowe ◽  
Janis Tondora ◽  
Maria J. O'Connell ◽  
Martha Staeheli Lawless

What does a recovery-oriented system of care look like in practice? As we suggested in the preceding chapters, the primary aim of recovery-oriented care is to offer people with serious mental illness a range of effective and culturally responsive interventions from which they may choose those services and supports they find useful in promoting or protecting their own recovery. In addition to diagnosing and reducing symptoms and deficits, a recovery-oriented system of care also identifies and builds on each individual’s assets and areas of health and competence to support that person in achieving a sense of mastery over his or her condition while regaining a meaningful, constructive sense of membership in the broader community (Davidson et al., 2007). While the goal of recovery-oriented care may appear, in this way, to be relatively clear and straightforward, the ways in which care can be used to promote recovery are neither so clear nor so straightforward—neither, unfortunately, are the ways in which care, as currently configured, may impede or undermine recovery. The following practice standards are offered as a beginning roadmap of this territory, bringing together what we think we know at this point about how care can best promote and sustain recovery, and how care may need to be transformed to no longer impede it. These standards are drawn from over two years of conversations with practitioners, people in recovery, families, and program managers and are informed by the current professional literature on recovery and recovery-oriented practice. These standards focus primarily on the concrete work of practitioners and provider agencies so as to provide practical and useful direction to individuals and collectives that are committed to implementing recovery-oriented care. We recognize, however, that many of the practices described will require a broader commitment of agency leadership to significant and ongoing administrative restructuring. In the future, we also anticipate that systems will want to add domains to the ones we propose here, in such areas as prevention, early intervention, cultural competence, and the assessment and monitoring of outcomes.

2021 ◽  
pp. 136346152110583
Author(s):  
Evgeny Knaifel

The successful integration of cultural competence with evidence-based practices in mental health services is still limited for particular cultural populations. The current study explored culturally adapted family psychoeducation intervention for immigrants from the former Soviet Union (FSU) in Israel who care for a family member with severe mental illness (SMI). Semi-structured in-depth interviews were conducted with 18 immigrant mothers about their experience of taking part in Russian-speaking multi-family psychoeducation groups (MFPGs). Qualitative content analysis revealed five salient processes and changes that participants attributed to their engagement in the intervention: 1) from a language barrier to utilization of and satisfaction with services; 2) from a lack of information to acquiring new mental health knowledge; 3) from harboring a family secret to exposure and sharing; 4) from social isolation to cultural belonging and support; 5) from families blurring boundaries to physical and emotional separation. The results showed that these changes—linguistic, cognitive, emotional, socio-cultural and relational—improved family coping and recovery. Implications for cultural adaptation of family psychoeducation for Russian-speaking immigrants are discussed.


2022 ◽  
pp. 840-857
Author(s):  
Bridgett A. King

There are a variety of approaches that can be utilized to facilitate public administration students and practitioners using culturally responsive approaches in their professional lives. The importance of understanding cultural diversity extends not only to individual interactions but also the structure of organizations and organizational decision making. The chapter presents one approach to providing students with a diversity-focused curriculum in a graduate-level public administration program. This approach includes an overview of the historical legacy of diversity in public administration, legally required and voluntary approaches to organizational diversity, models that can be used to assess the diverse cultural experiences of individuals for more personalized practice, and activities that can be utilized and adapted to educate public administration students and practitioners on issues of diversity and cultural competency.


Author(s):  
Bridgett A. King

There are a variety of approaches that can be utilized to facilitate public administration students and practitioners using culturally responsive approaches in their professional lives. The importance of understanding cultural diversity extends not only to individual interactions but also the structure of organizations and organizational decision making. The chapter presents one approach to providing students with a diversity-focused curriculum in a graduate-level public administration program. This approach includes an overview of the historical legacy of diversity in public administration, legally required and voluntary approaches to organizational diversity, models that can be used to assess the diverse cultural experiences of individuals for more personalized practice, and activities that can be utilized and adapted to educate public administration students and practitioners on issues of diversity and cultural competency.


2020 ◽  
Vol 113 (9) ◽  
pp. 692-701
Author(s):  
Keith Nabb ◽  
Jaclyn Murawska ◽  
Jessie Doty ◽  
Annie Fredlund ◽  
Stewart Hofer ◽  
...  

Teachers will inevitably encounter mathematical problem contexts that suggest mainstream views, incorporate deficit language, or make inequities visible. This project reports on a small intervention in which prospective elementary teachers were asked to rewrite a mathematics problem exercising the cultural competence needed in both daily teaching and the critical examination of curricular documents.


2021 ◽  
Vol 52 ◽  
pp. 103021
Author(s):  
Kathleen Markey ◽  
Owen Doody ◽  
Liz Kingston ◽  
Mairead Moloney ◽  
Louise Murphy

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 375-375
Author(s):  
Denise Lewis ◽  
Desiree Seponski ◽  
Amber Kelley

Abstract The aim of this presentation is to reveal the importance of engaging older refugee community members in creating partnerships with local healthcare providers to implement culturally responsive interventions. Such engagement invites older refugees’ participation and encourages continued connection to country of origin beliefs and culture, particularly within the sphere of healthcare and medical family therapy. Cambodian and Laotian refugee families in coastal Alabama were interviewed via qualitative community-based participatory research and ethnographic, in-depth interviews focused on familial and communal processes. Local healthcare providers engaged in focus group discussions regarding cultural processes associated with health beliefs and behaviors and in periodic outreach through culturally responsive health fairs. We found that older adults play important roles in refugee populations as community leaders, problem-solvers, and legacy-carriers upholding traditional values and cultural continuity. They also maintain and promote continuity by employing traditional, complementary, or alternative medicine (TCAM). Recursive processes also emerged as older individuals sought care from younger community members in times of sickness, including having younger generations provide language translation and transportation to local healthcare centers and hospitals and in navigating the United States healthcare system. In addition, community members joined with local healthcare providers to aide in health and healthcare literacy among refugees and to educate local physicians on culturally responsive interventions. Implications include the inclusion of older adults in health decisions and the promotion and maintenance of community partnerships with health agencies that both encourage TCAM utilization and also allow for access to ongoing, appropriate treatment within the US healthcare system.


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