ORIGINAL RESEARCH article
Front. Psychiatry
Sec. Social Psychiatry and Psychiatric Rehabilitation
Volume 16 - 2025 | doi: 10.3389/fpsyt.2025.1606180
This article is part of the Research TopicThe Recovery College model: state of the art, current research developments and future directionsView all 5 articles
Social Frames Promoting Sharing in Norwegian Recovery Colleges: An Ethnographic Study
Provisionally accepted
- Western Norway University of Applied Sciences, Bergen, Norway
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AbstractIntroduction: Recovery colleges (RCs) for people with substance use and mental health challenges represent an innovation in mental health services, emphasising co-creation and adult learning. Students and course facilitators with diverse experiences engage in collaborative learning in these settings by sharing experiences, knowledge, and skills. This paper examines the social frameworks that facilitate or hinder sharing within RCs. Methods: We conducted an ethnographic study in two distinct RC settings, using participatory observation and semi-structured interviews with facilitators, students, and leaders. We employed Goffman`s frame analysis to understand the social framework in RC and how its organisational structures and physical premises influence sharing among students and facilitators. Results: Our results reveal layers of social frameworks that emphasise learning, recovery, strengths, equality, and open discussions about mental health. Organisational structures and physical premises significantly support or hinder these social frameworks. Clear communication, preparatory conversations, respect for boundaries, and neutral settings were identified as key aspects promoting sharing. Conversely, focus on diagnoses, top-down attitudes, inadequate preparations, excessive facilitator involvement, health-related settings, and overly exposed arrangements could inhibit sharing.Discussion: The organic interactions within RC courses create complexities in understanding the promoters and inhibitors of sharing within these social frameworks. What promotes sharing in one setting can inhibit sharing in another. We illustrated situations where disruptions to the frames either promoted active participation for some or inhibited sharing for those who felt overwhelmed. Recognising this complexity is crucial for facilitators in RCs to effectively frame sharing and achieve mutual learning among students.
Keywords: Recovery college, Mental health service, Substance Use and Mental Health Challenges, social interaction, Sharing & Disclosing, co-creation, adult learning
Received: 04 Apr 2025; Accepted: 04 Jun 2025.
Copyright: © 2025 Sjursæther, Øye and Mellingen. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Therese Ersvær Sjursæther, Western Norway University of Applied Sciences, Bergen, Norway
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