The recovery paradigm is increasingly being adopted within mental health services internationally, to support a process of personal change for affected individuals, with the aim of living a satisfying, hopeful, contributing life within the limitations of mental illness. In efforts to assist the process of recovery, Recovery Education Centres (REC), offering recovery supports through education rather than traditional service models, have been widely implemented; there is limited evidence to date with respect to the experiences and outcomes of disadvantaged populations, such as people experiencing homelessness, with recovery education. This study used qualitative methods to explore the perspectives and experiences of service users and providers of the Supporting Transitions and Recovery (STAR) Learning Centre in Toronto, Canada, focused on supporting the process of recovery for individuals with histories of homelessness. Between July 2017 and June 2018, semistructured interviews with 20 service users, one key informant, and a focus group comprising eight current and former REC staff and volunteers were conducted to explore opportunities to better tailor the curriculum, and key programmatic features, to the needs of the population. Interviews were analysed using inductive thematic analysis. Most participants described favourable experiences with the REC and suggested adding more challenging course content (n = 10) and increasing delivery options (n = 8), highlighting the diversity of participant needs. Others described the importance of improving accessibility through geographic expansion, offering transit subsidies, and using innovative media. In addition, the importance of delivering more courses in partnership with community partners, to maximise reach and impact, was also highlighted (n = 15). This study underscores the importance of engaging service users and providers, including peers, in ongoing adaptations to best serve the target populations. The expertise and lived experience of these key stakeholders offer a unique lens, supporting the process of recovery, through co-production of curriculum content and joint program planning and improvements. Findings can inform REC development for disadvantaged populations and potentially enhance recovery outcomes for those experiencing multiple barriers to recovery.

中文翻译：

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推进住房不稳定人群的康复教育：对加拿大服务用户和提供者观点的定性分析

康复模式越来越多地被国际精神卫生服务采用，以支持受影响个人的个人改变过程，目的是在精神疾病的限制下过上令人满意、充满希望、有贡献的生活。为了协助康复过程，康复教育中心 (REC) 通过教育而非传统服务模式提供康复支持，已得到广泛实施；迄今为止，关于弱势群体（例如无家可归者）接受康复教育的经历和结果的证据有限。本研究使用定性方法来探索加拿大多伦多支持过渡和恢复 (STAR) 学习中心的服务用户和提供者的观点和经验，专注于支持有无家可归历史的个人的康复过程。在 2017 年 7 月至 2018 年 6 月期间，对 20 名服务用户、一名关键线人以及由 8 名现任和前任 REC 员工和志愿者组成的焦点小组进行了半结构化访谈，以探索更好地根据需求调整课程和关键计划特征的机会的人口。访谈采用归纳主题分析法进行分析。大多数参与者描述了对 REC 的良好体验，并建议增加更具挑战性的课程内容（并开展了一个由八名现任和前任 REC 工作人员和志愿者组成的焦点小组，以探索更好地根据人群需求调整课程和关键计划特征的机会。访谈采用归纳主题分析法进行分析。大多数参与者描述了对 REC 的良好体验，并建议增加更具挑战性的课程内容（并开展了一个由八名现任和前任 REC 工作人员和志愿者组成的焦点小组，以探索更好地根据人群需求定制课程和关键计划特征的机会。访谈采用归纳主题分析法进行分析。大多数参与者描述了对 REC 的良好体验，并建议增加更具挑战性的课程内容（n  = 10）和增加交付选项（n  = 8），突出参与者需求的多样性。其他人则描述了通过地理扩张、提供交通补贴和使用创新媒体来提高可达性的重要性。此外，还强调了与社区合作伙伴合作提供更多课程以最大限度地扩大覆盖面和影响力的重要性（n = 15)。这项研究强调了让服务用户和提供者（包括同行）参与持续调整以最好地为目标人群服务的重要性。这些主要利益相关者的专业知识和生活经验提供了一个独特的视角，通过共同制作课程内容以及联合项目规划和改进来支持恢复过程。研究结果可以为弱势群体的 REC 发展提供信息，并可能为那些遇到多种恢复障碍的人提高恢复结果。