<i>‘Every Voice Matters’:</i> A Photovoice Study on the Personal Impacts of Co‐Production in Recovery Colleges
Bibliographic record
Abstract
BACKGROUND: The engagement of people with lived experience (PWLE) of mental health and substance use health challenges in the co-production of health services, programming and research has many benefits, but how co-production impacts those involved remains unclear. Recovery Colleges are low-barrier, generally co-produced education programmes focused on mental health and wellness. Designed to support individuals on their personal recovery journeys, they provide a meaningful setting to explore the impacts of co-production. OBJECTIVE: This co-produced study explored the impact of co-production within recovery-oriented programming using a photovoice methodology. Photovoice captured the lived experiences and expertise of people involved in Canadian Recovery Colleges as curriculum designers, facilitators and/or students. METHOD: A sample of 21 participants with co-production experience took part in seven photovoice workshops. These culminated in a final photo submission that illustrated how co-production has impacted them. Eighteen participants completed a focus group discussion on the topic, which was audio recorded, transcribed and analysed using codebook thematic analysis. RESULTS: Five themes were generated from the data. Participants found that co-production (1) reduced stigma, (2) provided a space to collectively share lived experience, (3) helped them develop a sense of belonging, (4) helped them advance their personal recovery journeys and (5) supported their personal growth. CONCLUSIONS: This study demonstrated that co-production in Recovery College settings has a wide range of positive impacts for the individuals involved, across a range of personal factors. The co-production of services, programme development and research can create positive meaning for those involved in mental health and substance use health settings, as well as potentially other broader health settings, which may aid in their recovery journeys. PATIENT OR PUBLIC CONTRIBUTION: A Recovery College research subcommittee, including individuals with lived experience of mental health and/or substance use challenges, co-produced every phase of this study.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".