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Abstract Recovery Colleges (RCs) are learning-based mental health recovery communities, located globally. However, evidence on RC effectiveness outside Western, educated, industrialised, rich, and democratic (WEIRD) countries is limited. This study aimed to evaluate associations between cultural characteristics and RC fidelity, to understand how culture impacts RC operation. Service managers from 169 RCs spanning 28 WEIRD and non-WEIRD countries assessed the fidelity using the RECOLLECT Fidelity Measure, developed based upon key RC operation components. Hofstede’s cultural dimension scores were entered as predictors in linear mixed-effects regression models, controlling for GDP spent on healthcare and Gini coefficient. Higher Individualism and Indulgence, and lower Uncertainty Avoidance were associated with higher fidelity, while Long-Term Orientation was a borderline negative predictor. RC operations were predominantly aligned with WEIRD cultures, highlighting the need to incorporate non-WEIRD cultural perspectives to enhance RCs’ global impact. Findings can inform the refinement and evaluation of mental health recovery interventions worldwide.

Objective: To explore the changes between before and after residential psychiatric rehabilitation in functioning and psychiatric symptoms in young adults with severe mental disorders. Method: Participants (n = 39) were aged 18-29 and had been in residential psychiatric rehabilitation for the period 2011-2017. We gathered data retrospectively from clinical registers, day-to-day records, rehabilitation plans and interRAI community mental health evaluations. Changes in several outcomes of functioning and psychiatric symptoms were analysed in young adults with severe mental disorders at the end of rehabilitation. Results: Median length of rehabilitation was 29 months. Symptoms of depression (p=0.001), mania (p=0.009), negative symptoms (p=0.017), anhedonia (p=0.012), the risk of harming others (p=0.010) and severity of selfharm (p= 0.015) had decreased from before to end of rehabilitation. In addition, performance in activities of daily living (p=0.016) had improved and the number of persons living independently had increased (p=0.001). Conclusion: Psychiatric rehabilitation may be effective in decreasing psychiatric symptoms, improving functioning and increasing independent living among young adults with severe mental disorders. These results support the need for comprehensive psychiatric rehabilitation with evidence-based interventions. This important research area requires further investigation with larger sample sizes, prospective study settings and longer follow-up times.

This systematic review aimed to synthesize the best available research evidence regarding the effectiveness of school-based occupational therapy interventions on school skills and abilities among children with ADHD (attention deficit hyperactivity disorder) and ASD (autism spectrum disorder). The review was conducted according to JBI (Joanna Briggs Institute) guidelines . A three-step search strategy was conducted from five electronic databases (CINAHL, PubMed, OTDBASE, Google Scholar, and Oula-Finna) in January 2022. This review considered randomized and quasi-randomized studies that evaluated school-based occupational therapy interventions for children on school skills and abilities, specifically outcomes of social interaction and process skills, and cognitive abilities. This review includes thirteen studies with a total sample size of 375 participants. Results are divided into two categories: school-based occupational interventions for children with ADHD (three studies) and school-based occupational interventions for children with ASD (ten studies). Results from school-based occupational therapy intervention studies for children and adolescents with ADHD indicate that this group of students benefits from manualized interventions that focus on social interaction skills, process skills, and cognitive abilities. Positive responses to these outcomes were found when using interventions concerning mindfulness, weighted vests, and executive function training programs. Results from school-based occupational therapy intervention studies for children and adolescents with ASD emphasize using interventions that affect social interaction skills.