Recovery in Action Paper
Submit a Recovery in Action Paper to PSR/RPS Canada for approval, that reflects proficiency in the practice of recovery-oriented PSR through application of the 2017 PSR/RPS Canada Competencies of Practice for Canadian Recovery-Oriented PSR Practitioners and reference to the Guidelines for Recovery-oriented Practice (MHCC, 2015).
Since you meet the eligibility criteria for CPRRP, we believe that you are an expert in the area of Recovery-Oriented PSR approaches for recovery.
This paper is your opportunity to shine!
This is what you need to know for your paper:
- Please demonstrate your expertise via your paper outlining a real or imaginary scenario.
- Your paper is intended to show your knowledge, skills and behaviours and your competence in applying these components to your chosen scenario.
- Please reference with an informed critique of, at least 4 specific up to date evidence-based (EB) recovery-oriented PSR best and promising practices. These practices can be shown in a setting of your choice such as; a mental health practice setting, a policy setting, a management context, education, or in a research setting.
- The EB practices may include supported employment, family involvement, skills training and peer involvement.
Please note: If a candidate fails to meet the standards for the Recovery in Action Paper, s/he may re-submit within three months and an administration fee of $75 will apply. Candidates who fail for a second time are expected to acquire Maintentance of Certification credits in order to build up strength in their area(s) of weakness. Such candidates must wait at least one year before re- submitting. They may choose to write on their previously chosen topic.
We know that this process may seem overwhelming, but know that we are here to support you through.
A minimum of fourteen (14) days advance notice must be provided to the Registrar, by any applicant requesting an extension to the due date for their Recovery In Action paper as a result of extenuating circumstances. The approval of the request for an extension due to extenuating circumstances will be on case-by-case consideration by the Certification Committee. The applicant will be notified by the Registrar as soon as possible regarding their request.
Keep Track of Your Due Date
Please note for all applicants writing the Recovery In Action paper: You are responsible to keep track on your own of when your paper is due for submission. If you miss the deadline and any requests for extensions have not been accepted by the Certification Committee, your application will not proceed. You would be welcomed to reapply at a future date.
Other Information you need to write your paper:
The Recovery in Action paper/scenario should draw on applicants’ experience - be it related to direct service, leadership, management, advocacy, policy, research or other roles, within a recovery-oriented PSR context. The focus topic of the paper is flexible, and may include such elements as a practice success, past or current dilemma(s), plans for future plans or service projects, or policy, procedure and /or research development/implementation.
Applicants will submit via the data base login for members, a paper that meets the following requirement in order to be considered for successful registration completion:
Length: 1250 – 1500-word paper (excluding references), double-spaced including:
- Topic Statement
- Discussion (including at least 4 related evidence based practices and discussion on all core competencies and relevant indicators)
- Conclusion linked into the topic statement
- Use of at least 10 up-to-date high quality, original evidence based references to support your discussion.
- Please refer to the Core Competencies. Include well-articulated practical application and reflection of Units A, B, C, D, and E as they relate to your chosen scenario.
- Effective discussion will showcase application of the relevant; 1) 5 specified Competency Units and associated Performance Indicators AND 2) the inclusion of and discussion of relevant Evidence Based Practices
- Competencies and Performance Indicators addressed in your paper will be identified clearly (for example, cited as B.1.2 - please see example below)
Please note: The paper must be submitted to the member’s account with only their membership number on it as identification. The Registrar forwards the paper to the reviewers.
Example of an outline of a Recovery In Action Paper
The high numbers of persons who are unemployed and who also attend a recovery-oriented PSR program is of concern the manager of a mental health organization. The manager (the applicant) would like to see this situation improve. For the Recovery in Action paper the applicant articulates the various competency domains in describing their process and the specific steps they use to develop a new employment initiative.
Title: Helping people to get jobs
The author/applicant begins by identifying the current situation and engages in Continuing Quality Improvement (Unit C. Competency 7) by stating they will formally evaluate current services (Unit C, competency 7. Indicator 4 = C.7.2). The author begins their inquiry to identify how many people are currently employed among program participants and learn that 15% of people in the program are employed part-time. The author reflects on this number and considers how this number relates to employment rates in general for people in their region (* helpful here would be adding references and discussing i) rates of employment in similar contexts (such as including people of similar age, diagnosis, and cultural background) across the country, plus ii) comparing/contrasting the numbers of people engaged in evidence based supported employment programs - including enhanced programs such as Cognitive Remediation and Independent Placement and Support for example, would demonstrate the essential Professional Skill of being aware of, and applying lifelong professional development/learning B.4.) The applicant might critique current best and promising practices (C.4) citing current evidence including various approaches to Supported Employment (C.4.2 & B.4.2) and/or Supported Education (C.4.3.) – adding references 2*). The applicant could note that they might further discuss these ideas with potential clients and supported employment experts in other regions.
The author could use this aforementioned evidence based information to set possible outcome targets that could subsequently be measured as a new employment initiative begins and at completion of the initiative. For example, the author might propose that 30% of program participants will be employed in one year of initiating this new program. The applicant may show that they demonstrate commitment to participation/ choice/ responsibility of the individual when developing and working towards goals (C.6.9) by assessing individuals’ preferences related to their own work and education aspirations. The applicant may collaboratively develop potential programming that may be of benefit to individuals receiving services and their loved ones (D.3.1, D.1.4), as a way to help individuals reach their personal goals. In order to embody the psychosocial rehabilitation and recovery principles and values that guide practice (E.1), the author might discuss holding staff in-services to review the literature related to employment and the central role of hope in recovery (C.6.7) (adding additional references * 3) thus, promoting buy-in for the project from staff and helping staff identify that the person-centered pursuit of meaningful activity through employment and/or education could reinforce hope.
Once staff have the necessary knowledge the applicant may engage the staff to assess individual needs, create PSR and recovery-oriented service plans, and measure outcomes (B.2.6) using standardized and non-standardized assessment tools (C.6.6) as identified by the team.
During these last two steps the applicant may demonstrate strong relational skills (B.1.6) through the promotion of honest communication – noting that some staff may not be convinced of the value of this proposed employment strategy and the applicant may create space for the team to work through these issues (B.2.1). The applicant may describe how they could involve family members and peers who could be currently employed in the development/delivery of this new initiative – this discussion would demonstrate competence in developing positive relationships with stakeholders (*Reference 4). Finally, the applicant may describe how they demonstrate competence in Unit D in particular, performance Indicator D.1.3 by actively supporting and encouraging people with lived experience to use, enhance, or create opportunities to become employed in jobs that reflect their values and aspirations and promote a sense of self-reliance (D.1.3) *Reference 5).
The applicant may consider evaluating the service at 6/12 months, to ensure the program continues to respond to current/changing needs (C.7) and adjust target goals accordingly. They may also choose to demonstrate competence (D.3) by describing how they would celebrate the successes of the program – for example, by designing an opportunity to hear from program participants at a celebratory lunch that includes local business people and potential new stakeholders from the community (D.3.2). The applicant might comment that this event may be an effective way to challenge stigma and help the community minimize social exclusion (D.4) and build future partnerships.
References: (should be less than 5 years old unless it is a formative piece of work and should also include high quality work such as RCTs)
1) could be a reference related to statistics to help situate the issue a) cite the percentage of people who are employed who have mental illness and or, b) the percentage of people would like to be employed and or c) examples of programs that are successful in helping people become employed
2) Citation could include references on Best Practices in Supported Employment/Supported Education
3) Could add reference on MHCC Guidelines for Recovery-Oriented Practices
4) Could add something about change management theory and evidence on Family Involvement and Peer Involvement
5) Could include a reference relating to the link between social inclusion and employment
For further reference: