Recovery and self-management


This module will build knowledge, skills and expertise relevant to recovery focused mental health practice. The contribution of key recovery concepts: strengths based; narratives; self-management; peer working and critical perspectives will be vital to learning.


The aim of this Module is to provide the student with :the knowledge and skills to be a positive, skilled practitioner who acts as a facilitator of change in order to critically appraise and translate the vision of recovery orientated services into a reality.

Learning Outcomes

By the end of this module the student should be able to:

1.  Critically analyse, discuss and apply policy, guidelines, research and theories related to excellence in recovery orientated services.

2.  Critically discuss and apply key principles of recovery in all aspects of practice.

3.  Critically analyse, apply and evaluate evidence based approaches that empower individuals to develop their self-management.

4.  Critically reflect upon their leadership skills and values, in order to personally develop and facilitate change towards recovery focused care.

Indicative Content

1 Evidence and principles of recovery, social movement and policy goals

Examine the recovery timeline, service user movement, national and international research developments, policy and critical perspectives, key concepts and practice.

2 Recovery technologies to navigate recovery focused practice

Strengths and solution based approaches as interventions recovery and self-management; resources such as WRAP, hearing voices networks, peer support and lived experience, education, trialogues and narratives as a therapeutic approach to recovery.

3 Recovery leadership, values and facilitating change

Models of leadership, managing change, becoming a change agent, reflective practice, self- management, collaborative relationships with partner agencies.

Statement on Teaching, Learning and Assessment

This course will be delivered utilising a blended learning approach and offering a flexible, learning opportunity through a variety of student centred teaching methods. This module will include 2 study days which will support introduction to the topic, their learning community, skills required for online learning and relevant skills based learning. Distance learning will include online tutorials, webinars, articulate story software and interactive activities through the online blackboard. All teaching strategies will encourage participation to enable integration and application of theoretical principles into practice. Participation in interactive discussion through online discussion forums is significant to enable sharing of ideas, reflection on previous experience and to develop problem solving skills. Private study is also an important element of the programme which enables the student to be fully responsible for achieving their learning needs. Reading / study material will guide learning via our online blackboard. A library session will familiarise students with the Abertay library and online journal search facilities. Structured Feedback will take place in week 7. Reflection and analysis of individual progress will be supported through Blackboard by access to resources and the online forums. Students will be expected to spend time this week drafting an outline of their assignment for comments by the module leader and planning their study activity for the remaining 7 weeks.

Teaching and Learning Work Loads

Total 200
Lecture 0
Tutorial/Seminar 15
Supervised Practical Activity 0
Unsupervised Practical Activity 0
Assessment 60
Independent 125

Guidance notes

Credit Value – The total value of SCQF credits for the module. 20 credits are the equivalent of 10 ECTS credits. A full-time student should normally register for 60 SCQF credits per semester.


We make every effort to ensure that the information on our website is accurate but it is possible that some changes may occur prior to the academic year of entry. The modules listed in this catalogue are offered subject to availability during academic year 2019/10 , and may be subject to change for future years.