@article{pmid40496830,

title = {Clustering change patterns among learners of an online Recovery College in Quebec},

author = {Filippo Rapisarda and Catherine Briand and Catherine Vallée and Brigitte Vachon and Galaad Lefay},

doi = {10.3389/fpsyt.2025.1534349},

issn = {1664-0640},

year  = {2025},

date = {2025-01-01},

journal = {Front Psychiatry},

volume = {16},

pages = {1534349},

abstract = {INTRODUCTION: Recovery Colleges (RCs) are educational hubs offering free courses on mental health, well-being, and recovery through mutual and transformative learning. These co-learning spaces bring together individuals with diverse backgrounds-such as those with lived experience of mental illness, family members, and mental health practitioners-to collaboratively produce knowledge on mental health topics. Studies have shown RC participation leads to improvements in several psychosocial dimensions (e.g. mental health literacy, empowerment, well-being, reduced anxiety, stigma) and healthcare utilization. However, the methodological approach of averaging outcomes across all participants can mask important individual differences in experiences and outcomes, which is particularly significant given the heterogeneity of RC learners. In light of these limitations, this study aims to explore the heterogeneity of change among RC learners by identifying different trajectories of change and exploring their determinants.nnMETHODS: The study adopts a quasi-experimental longitudinal design with repeated measures, utilizing data from 353 participants recruited from a French-language RC in Quebec, Canada. Data were collected at three time points: baseline (T0) prior to program participation, one-month post-program (T1), and three to four months post-program (T2). The study uses clustering techniques to identify distinct patterns of change across participants, focusing on key outcome measures such as well-being, anxiety, resilience, empowerment, and stigma.nnRESULTS: The results identified three distinct clusters of change trajectories. The largest cluster (Cluster A) demonstrated moderate improvements in well-being, anxiety reduction, and slight increases in empowerment and resilience. Cluster B, characterized by participants with higher baseline well-being and lower stigma, showed improvements in empowerment and a slight reduction in stigma, often linked to participants with clinical backgrounds, such as healthcare practitioners. Cluster C, primarily composed of participants with clinical levels of anxiety and lower baseline empowerment, exhibited significant reductions in anxiety and increases in empowerment over time.nnDISCUSSION: This study contributes to a more nuanced understanding of the diverse outcomes associated with RC participation and highlights the importance of tailoring RC programs to meet the heterogeneous needs of learners. It also reinforces the role of empowerment as a central mechanism of change within the RC model, suggesting that empowerment fosters not only personal growth but also improved well-being and reduced stigma.},

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}

@article{pmid38704843,

title = {Implementation of the strengths model of case management for people with a traumatic brain injury: a qualitative pre-implementation study},

author = {Pascale Simard and Samuel Turcotte and Catherine Vallée and Marie-Eve Lamontagne},

doi = {10.1080/02699052.2024.2347548},

issn = {1362-301X},

year  = {2024},

date = {2024-07-01},

journal = {Brain Inj},

volume = {38},

number = {9},

pages = {734--741},

abstract = {INTRODUCTION: People who sustain a traumatic brain injury (TBI) may have to live with permanent sequelae such as mental health problems, cognitive impairments, and poor social participation. The strengths-based approach (SBA) of case management has a number of positive impacts such as greater community integration but it has never been implemented for persons with TBI. To support its successful implementation with this population, it is essential to gain understanding of how the key components of the intervention are perceived within the organization applying the approach.nnOBJECTIVES: Documenting the barriers and facilitators in the implementation of the SBA as perceived by potential adopters.nnMETHODS: A qualitative pre-implementation study was conducted using semi-structured interviews with community workers and managers of the community organization where the SBA is to be implemented. Data were analyzed using a deductive approach based on the Consolidated Framework for Implementation Research (CFIR).nnRESULTS: The major barriers are associated with the intervention (e.g. adaptability of the intervention) and the external context (e.g. the impact of the pandemic). Perceived facilitators are mainly associated with the internal context (e.g. compatibility with current values).nnCONCLUSION: The barriers and facilitators identified will inform the research team's actions to maximize the likelihood of successful implementation.},

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}

@article{pmid38698411,

title = {The effectiveness of an online short-format Recovery College model: a co-learning model to support mental health},

author = {Catherine Briand and Charles-Édouard Giguère and Julio Macario de Medeiros and Catherine Vallée and Francesca Luconi and Brigitte Vachon and Marie-Josée Drolet and Johana Monthuy-Blanc and Amani Mahroug and Régis Hakin},

doi = {10.1186/s13033-024-00637-7},

issn = {1752-4458},

year  = {2024},

date = {2024-05-01},

journal = {Int J Ment Health Syst},

volume = {18},

number = {1},

pages = {17},

abstract = {BACKGROUND: Our societies are facing mental health challenges, which have been compounded by the Covid-19. This event led people to isolate themselves and to stop seeking the help they needed. In response to this situation, the Health and Recovery Learning Center, applying the Recovery College (RC) model, modified its training program to a shorter online format. This study examines the effectiveness of a single RC training course delivered in a shortened online format to a diverse population at risk of mental health deterioration in the context of Covid-19.nnMETHODS: This quasi-experimental study used a one-group pretest-posttest design with repeated measures. Three hundred and fifteen (n = 315) learners agreed to take part in the study and completed questionnaires on wellbeing, anxiety, resilience, self-management, empowerment and stigmatizing attitudes and behaviors.nnRESULTS: Analyses of variance using a linear mixed models revealed that attending a RC training course had, over time, a statistically significant effect on wellbeing (p = 0.004), anxiety (p < 0.001), self-esteem/self-efficacy (p = 0.005), disclosure/help-seeking (p < 0.001) and a slight effect on resilience (p = 0.019) and optimism/control over the future (p = 0.01).nnCONCLUSIONS: This study is the first to measure participation in a single online short-format RC training course, with a diversity of learners and a large sample. These results support the hypothesis that an online short-format training course can reduce psychological distress and increase self-efficacy and help-seeking.nnTRIAL REGISTRATION: This study was previously approved by two certified ethics committees: Comité d'éthique de la recherche du CIUSSS EMTL, which acted as the committee responsible for the multicenter study, reference number MP-12-2021-2421, and Comité d'éthique avec les êtres humains de l'UQTR, reference number CER-20-270-07.01.},

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pubstate = {published},

tppubtype = {article}

}

@article{pmid38566287,

title = {Implementation of a strengths-based approach in a traumatic brain injury community service; perspectives of community workers},

author = {Pascale Simard and Samuel Turcotte and Catherine Vallée and Marie-Eve Lamontagne},

doi = {10.1071/IB23063},

issn = {1839-5252},

year  = {2024},

date = {2024-02-01},

journal = {Brain Impair},

volume = {25},

abstract = {Background The strengths-based approach (SBA) was initially developed for people living with mental health issues but may represent a promising support option for community participation of people living with a traumatic brain injury (TBI). A community-based organisation working with people living with TBI is in the process of adapting this approach to implement it in their organisation. No studies explored an SBA implementation with this population. This study explores the implementation of key components of the SBA in a community-based organisation dedicated to people living with TBI. Methods A qualitative descriptive design using semi-structured interviews (n  = 10) with community workers, before and during implementation, was used. Transcripts were analysed inductively and deductively. Deductive coding was informed by the SBA fidelity scale. Results Group supervision and mobilisation of personal strengths are key SBA components that were reported as being integrated within practice. These changes led to improved team communication and cohesiveness in and across services, more structured interventions, and greater engagement of clients. No changes were reported regarding the mobilisation of environmental strengths and the provision of individual supervision. Conclusion The implementation of the SBA had positive impacts on the community-based organisation. This suggests that it is valuable to implement an adaptation of the SBA for people living with TBI.},

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pubstate = {published},

tppubtype = {article}

}

@article{pmid39290297,

title = {Exploring the role of the Recovery College model as a transformative tool for recovery-oriented practice: perceived benefits and perspectives from health practitioners in Quebec, Canada},

author = {Julie Bellemare and Catherine Vallée and Catherine Briand and Anick Sauvageau and Marie-Josée Drolet},

doi = {10.3389/fpsyt.2024.1440840},

issn = {1664-0640},

year  = {2024},

date = {2024-01-01},

journal = {Front Psychiatry},

volume = {15},

pages = {1440840},

abstract = {INTRODUCTION: Mental health practitioners (MHPs), including occupational therapists (OTs), need support to adopt a truly recovery-oriented practice. Like other practitioners, if OTs often embrace the principles of recovery as a philosophical foundation for their practice, these principles may not always reflect in their attitudes, behaviors or in their interventions. While further research is needed to demonstrate the positive effects of recovery-oriented training programs on MHPs' attitudes and practice, there is a need to explore novel training programs. The Recovery College (RC) model is one of the interventions that are designed to facilitate these changes in practice, through co-production and co-delivery of recovery-focused courses curriculum. Although the perceived benefits and outcomes of RC courses are widely documented, very few studies focus specifically on what MHPs gain from them or on their global experience. The aim of this article is to describe the experience of MHPs learners in RC courses and the perceived benefits on their practice.nnMETHODS: An exploratory descriptive qualitative study was conducted. Data were collected through semi-structured interviews and analyzed using Miles and Huberman's stepwise qualitative analysis method.nnRESULTS: Participants were 13 MHPs working in community organizations or healthcare institutions and who participated as learners in a RC, in the province of Quebec, Canada. Ten themes emerged from the qualitative analysis. Participants expressed their perspectives on the format of the courses, their initial expectations and their recommendations. They also identified the types of knowledge they shared during the courses. Participants reported changes in their practice, raised awareness on their clinical and personal issues, improved well-being and recovery. Group composition, interactions within the group, complementarity of the different types of knowledge, and pedagogical design and learning activities were identified as key ingredients of RC.nnCONCLUSIONS: This study highlighted RCs' role in enriching MHPs clinically and personally. RC curriculum and courses drive changes in practice and attitudes towards service users. RCs may assist MHPs reflect on practice and improve their clinical reasoning. This study advances understanding of a promising, accessible training program for adopting a recovery-oriented practice amid a paradigm shift among MHPs and OTs.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{pmid36767864,

title = {Learner Experience of an Online Co-Learning Model to Support Mental Health during the COVID-19 Pandemic: A Qualitative Study},

author = {Catherine Briand and Regis Hakin and Julio Macario de Medeiros and Francesca Luconi and Brigitte Vachon and Marie-Josée Drolet and Antoine Boivin and Catherine Vallée and Sarah Montminy},

doi = {10.3390/ijerph20032498},

issn = {1660-4601},

year  = {2023},

date = {2023-01-01},

journal = {Int J Environ Res Public Health},

volume = {20},

number = {3},

abstract = {The COVID-19 pandemic has had a negative impact on the mental health of the population such as increased levels of anxiety, psychological distress, isolation, etc. Access to mental health services has been limited due to the "overflow" of demands. The Recovery College (RC) model, an education-based approach, has addressed this challenge and provided online well-being and mental health courses to at-risk populations. The RC model proposes a co-learning space in an adult education program where learners from diverse backgrounds collectively learn and empower themselves to better address psychological well-being and mental health issues. The aim of this study was to document the experience of learners who participated in online RC courses during the COVID-19 pandemic and the perceived impact of these courses on their mental health. A qualitative interpretative descriptive study design was employed, and Miles and Huberman's stepwise content analysis method was used to mine the data for themes. Fourteen structured online interviews were conducted with a sample representative of the diversity of learners. Five categories of themes emerged: (1) updating and validating your mental health knowledge, (2) taking care of yourself and your mental health, (3) improving and modifying your behaviors and practices, (4) changing how you look at yourself and others, and (5) interacting and connecting with others. Results suggest that online RC courses can be an effective strategy for supporting individual self-regulation and empowerment, breaking social isolation, and reducing the effects of stress in times of social confinement measures and limited access to care.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{pmid35560475,

title = {Implementation of strengths model case management in seven mental health agencies in Canada: Direct-service practitioners' implementation experience},

author = {Catherine Briand and Maryann Roebuck and Catherine Vallée and Christiane Bergeron-Leclerc and Terry Krupa and Janet Durbin and Tim Aubry and Rick Goscha and Eric Latimer},

doi = {10.1111/jep.13696},

issn = {1365-2753},

year  = {2022},

date = {2022-12-01},

journal = {J Eval Clin Pract},

volume = {28},

number = {6},

pages = {1127--1137},

abstract = {RATIONALE: Implementation of strengths model case management is increasing internationally. However, few studies have focused on its implementation process, and none have specifically addressed the implementation experience of direct-service practitioners.nnOBJECTIVE: This paper presents factors that facilitate and impede the successful implementation of the strengths model, with a specific focus on practitioners who deliver the intervention directly to service recipients.nnMETHOD: To address this objective, a qualitative study of seven mental health agencies that implemented the model was conducted, involving a combination of participant observations and qualitative semistructured interviews with case managers, team supervisors, and senior managers. Qualitative data were analyzed using open coding followed by axial coding. Finally, the findings were aligned with an adapted Consolidated Framework for Implementation Research.nnRESULTS: Implementation of the strengths model involved a significant change in practice for case management practitioners. The results confirm that at the beginning of implementation, the strengths model was perceived as complex and not always adaptable to on-the-ground realities. With time, and with support from management, ongoing training and supervision sessions, and reflection and discussion, practitioners regained feelings of competence and resistance to the model diminished. The use of the model's structured team-based supervision tools was fundamental to supporting the implementation process by enabling an interactive and concrete training approach.nnCONCLUSIONS: The more an approach leads to changes in daily practice and is perceived as complex, the more concrete support is needed during implementation. This article highlights the importance of attending to a practitioner's sense of personal effectiveness and competence in the adoption of new practices.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{pmid35397721,

title = {Implementing the Strengths Model of Case Management: Assessing Practice Three Years After Initial Implementation},

author = {Janet Durbin and Tim Aubry and Beverley Barrett and Christiane Bergeron-Leclerc and Catherine Briand and Rick Goscha and Terry Krupa and Jennifer Rae and Maryann Roebuck and Alissa Setliff and Jonathan Scaccia and Catherine Vallée and Eric Latimer},

doi = {10.1007/s10597-022-00968-0},

issn = {1573-2789},

year  = {2022},

date = {2022-11-01},

journal = {Community Ment Health J},

volume = {58},

number = {8},

pages = {1535--1543},

abstract = {While strengths approaches are important to recovery-oriented practice, implementation can be challenging. This study implemented the strengths model of case management (SMCM) in 11 CM teams and assessed the fidelity of delivery and staff perceptions of the model after 36 months using the SMCM fidelity scale and the Readiness Monitoring Tool. Paired sample t-tests assessed change in fidelity from baseline to 36 months. Adjusted regression analyses compared survey responses of direct and management staff. While fidelity ratings significantly improved across all domains, at 36 months they remained suboptimal in supervision practices and use of model tools. Staff perceptions were generally positive but consistently lower for front-line than management staff. Implementing SMCM into existing case management practice with good fidelity is feasible. However, clear support from management may strengthen staff motivation and delivery. A review of practice later in implementation can flag challenges for sustainability and guide implementation support.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{pmid35502516,

title = {The Working Alliance as a Mediator Between Fidelity to Strengths Model Case Management and Client Outcomes},

author = {Maryann Roebuck and Eric Latimer and Christiane Bergeron-Leclerc and Catherine Briand and Janet Durbin and Rick Goscha and Terry Krupa and Alissa Setliff and Catherine Vallée and Tim Aubry},

doi = {10.1176/appi.ps.202100387},

issn = {1557-9700},

year  = {2022},

date = {2022-11-01},

journal = {Psychiatr Serv},

volume = {73},

number = {11},

pages = {1248--1254},

abstract = {OBJECTIVE: The purpose of this study was to examine how the client–case manager working alliance in strengths model case management (SMCM) mediates the relationship between fidelity to the SMCM intervention and clients’ quality of life, hope, and community functioning.nnMETHODS: In total, 311 people with severe mental illness, served at seven community mental health agencies in Canada, participated in the study. They were new to SMCM and participated in five structured interviews every 4.5 months for 18 months to measure the quality of the client–case manager working alliance and clients’ quality of life, hope, and community functioning. The team-level SMCM fidelity scale was administered six times over 3 years. Ordinary least-squares path analysis was used to test simple mediation models.nnRESULTS: Higher fidelity to SMCM was associated with better client outcomes indirectly through the working alliance. Higher SMCM fidelity predicted a stronger working alliance, which in turn predicted greater improvements in client quality of life (at 9 months and 18 months), hope (at 18 months), and community functioning (at 9 months).nnCONCLUSIONS: The results support the view that SMCM is an effective intervention. When the intervention was implemented as planned, it fostered stronger working alliances between clients and case managers and contributed to greater improvements in the quality of life, hope, and functioning of people with severe mental illness. The findings of this study highlight the value of ongoing monitoring of implementation fidelity to achieve high-fidelity interventions that may lead to positive client outcomes.},

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@article{pmid35814737,

title = {Assessing Changes in Anxiety, Empowerment, Stigma and Wellbeing in Participants Attending an Online-Based Recovery College in Quebec During the Covid-19 Pandemic: A Pre-Experimental Study},

author = {Filippo Rapisarda and Julio Macario de Medeiros and Catherine Briand and Antoine Boivin and Johana Monthuy-Blanc and Catherine Vallée and Marie-Josée Drolet and Brigitte Vachon and Francesca Luconi},

doi = {10.3389/ijph.2022.1604735},

issn = {1661-8564},

year  = {2022},

date = {2022-01-01},

journal = {Int J Public Health},

volume = {67},

pages = {1604735},

abstract = { The present study aims to evaluate the effect of an online Recovery College (RC) program implemented in Quebec (Canada) during the COVID-19 pandemic. From October 2020 to June 2021, 27 training groups were conducted with a total of 362 attendees.  Outcome was evaluated using a single group repeated measure design, assessing participants prior the training (T0), after the training (T1) and at follow up (T2). 107 learners of the Quebec RC program attended three two-hour sessions agreed to participate to the research.  Overall findings show at T1 a small but statistically significant reduction of anxiety and increase in empowerment, and below threshold reduction of stigmatizing attitudes and increase of wellbeing. Conversely, the medium-term changes at follow up were non-significant for all the outcome dimension except for anxiety.  Findings suggest that the RC online program can be considered as a potential effective strategy to support self-regulation and empowerment of individuals and to reduce anxiety in the context of crisis for the general population.},

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pubstate = {published},

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}