RSE3015 - Summer School: Collaborative Research in Mental Health

MQF Level

Duration and Credits

Summer Period

5 ECTS

Mode of Study

Part-Time Day

This summer school responds to the increased demand for mental health promotion and well-being within an participatory approach and offers a unique introduction to a practically oriented collaborative research project. Participants will receive training in how to facilitate CORE- Arctic, various methods and theories related to collaborative research and a broad overview of findings and strategies that can be used in practice and research. In this way, participants can develop their own version of collaborative research, well suited with the local context. Throughout the week, the students will design a collaborative research project with a high degree of user participation. The presentation of the project is made at the end of the study-unit.

Method of Assessment

Assessment Component/s

Weighting

Assignment

50%

Presentation

50%

Main Reading List

Dall, & Juhila, K. (2021). Interprofessional collaboration and service user participation: analysing meetings in social welfare. The Policy Press.
Wallcraft, J., Schrank, B., & Amering, M. (2009). Handbook of service user involvement in mental health research. John Wiley & Sons.

Supplementary Reading List

Opening up for many voices in knowledge construction. In Forum Qualitative Sozialforschung/Forum: Qualitative Social Research (Vol. 13, No. 1).
Ghaye, T. (2019). Participatory and Appreciative Action Research in Mental Health and Substance Abuse in Norway鈥檚 High North. Practitioner.
Hickey, G., & Kipping, C. (1998). Exploring the concept of user involvement in mental health through a participation continuum. Journal of clinical nursing, 7(1), 83-88.
Laitila, M., Nummelin, J., Kortteisto, T., & Pitk盲nen, A. (2018). Service users' views regarding user involvement in mental health services: A qualitative study. Archives of psychiatric nursing, 32(5), 695-701.
Ness, O., Borg, M., Semb, R., & Karlsson, B. (2014). 鈥淲alking alongside:鈥� collaborative practices in mental health and substance use care. International journal of mental health systems, 8(1), 1-8.
S酶rly, R., Sivertsen, K., & Stalsberg Mydland, T. (2022). An exploration of recovery competence among Norwegian peer workers in substance abuse services. Social Work in Mental Health, 20(1), 44-59.
S酶rly, R., Ghaye, T., & 脜rst, W. (2021). Learning through lived experiences: A structural narrative analysis of one person's journey of recovery and implications for peer support services. In Stories of Change and Sustainability in the Arctic Regions (pp. 111-125). Routledge.
Vargas, C., Whelan, J., Brimblecombe, J., & Allender, S. (2022). Co-creation, co-design, co-production for public health: a perspective on definition and distinctions. Public Health Research & Practice, 32(2).

Need help?

Please check your eligibility to join this short course and time-tabling details with the Centre for Resilience and Socio-Emotional Health. The short course will only be delivered subject to a minimum number of applications being received.

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Study-unit Aims

The aim of this summer school is to give students knowledge about current topics and issues in collaborative research and to equip them with tools and skills for the successful implementation of collaborative projects in their own local environment. The content of the course originates from research and evidence within the scientific field of collaborative research, which integrates research, theory, and practice. The summer school is designed to provide participants from healthcare, education, social work, and research with the practical and research skills required in designing, implementing, and evaluating collaborative projects in mental health. It emphasizes the scientific understanding of practical conditions that improve research and practice on mental health, substance abuse, recovery, and well-being, which is fundamentally important both at individual and societal level.

Learning Outcomes: Knowledge and Understanding

By the end of the study-unit the student will be able to:

identify the resources and barriers to user involvement in research on mental health and substance abuse;
define the importance of collaborative research as promoting well- being in local environments;
identify their own collaborative strengths and know how to use them more efficiently in daily life;
identify the key factors of collaborative research and user involvement in research and practice;
suggest simple interventions for improving participation in various contexts within research and practice.

Learning Outcomes: Skills

By the end of the study-unit the student will be able to:

apply scientific findings of collaborative research in personal, academic and/or professional life;
use appropriate strategies to develop collaborative projects;
develop, implement, and evaluate user involvement in research and practice together in teams consisting of service users, practitioners, and researchers;
contribute to destigmatization of mental health and substance abuse in the local community.

Non EU Applicants:

EUR325

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Micro-credentials offer the possibility of providing flexible learning pathways to respond to evolving needs and new developments, thus enabling students to tailor their studies to their needs. Micro-credentials may be combined or transferred into larger credentials, such as certificates, diplomas and degrees, provided that the relevant programme requirements are met. Applicants wishing to transfer micro-credentials to a programme of study are encouraged to seek the advice of the relevant academic entity.