The Recovery Education in the Academy Program: Transforming academic curricula with the principles of recovery and self-determination
| Autor: | Michelle Garrido, Jessica A. Jonikas, Melissa A. Goelitz, Marie M. Hamilton, Lisa A. Razzano, Robert Marvin, Judith A. Cook, Nicole Jones-Martinez, Damaris Ortiz |
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| Rok vydání: | 2010 |
| Předmět: |
Social Work
Students Medical Medical psychology Behavioural sciences Health Professions (miscellaneous) ComputingMilieux_COMPUTERSANDEDUCATION Humans Psychology Medicine Curriculum Accreditation Chicago Psychiatry Medical education Evidence-Based Medicine Education Medical ComputingMilieux_THECOMPUTINGPROFESSION Social work business.industry Mental Disorders Rehabilitation Internship and Residency Evidence-based medicine Workforce development Mental health Psychiatry and Mental health Personal Autonomy business |
| Zdroj: | Psychiatric Rehabilitation Journal. 34:130-136 |
| ISSN: | 1559-3126 1095-158X |
| DOI: | 10.2975/34.2.2010.130.136 |
| Popis: | Topic This article describes a curricular transformation initiative, the Recovery Education in the Academy Program (REAP), spearheaded by the University of Illinois at Chicago's National Research and Training Center on Psychiatric Disability. Purpose REAP is designed to integrate principles of recovery, self-determination, and other evidence-based practices for people with psychiatric disabilities into medical, social, and behavioral sciences curricula. The principles on which the curricula transformation efforts are based, the instructional activities employed, early outcomes of the endeavor, and future plans for replication are delineated. Sources used As described in this paper, REAP builds on a theoretical framework derived from the evidence-based literature, multiple technical reports, and curricular initiatives, including the Institute of Medicine, the Annapolis Coalition for Behavioral Workforce Development, and the Final Report of President's New Freedom Commission on Mental Health. Conclusions REAP has delivered state-of-the-science education to over 1,000 trainees, including medical students, psychiatry residents, psychology and social work interns, and rehabilitation counselors, pre/post-doctoral students and professionals within a variety of academic settings. REAP serves as a replicable structure to successfully integrate recovery education into existing, accredited academic programs and curricula using the parameters outlined by multiple experts and stakeholders. Barriers to curricular transformation and strategies to overcome these barriers are highlighted. |
| Databáze: | OpenAIRE |
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