With a commitment to engage in continuous improvement, Grow commissioned a comprehensive literature review to identify the most robust theories about what contributes to mental health recovery and evidence-based “best” practices in peer support models, in particular mutual help programs. The review included the most effective organizational designs, practice principles, operational values and group practices.
“Best” practices in facilitating mental health recovery are extremely hard to identify because the research is still quite patchy. It is probably safer to talk about “promising” practices that appear to accord with the models of mental health recovery and evidence from disparate types of qualitative research. This review found sets of principles and standards, key components and operational guidelines that together seem to capture effective ways of working. These key components were synthesised into a model that can be used to assess the application of evidence based, or good practice in service delivery.
The model proposes that where practice aligns with the evidence-based model, then the outcomes for participants should be recovery orientated. Grow is currently trialling the tool to assess our practice, which will provide indicators for service improvement and strategic decision making.

The Victorian mental health sector is undergoing a system-wide transformation by adopting recovery oriented practice through policy and legislation. However, such transformation requires responding to challenges that arise from a need to change culture and staff attitudes that will support consumers to have choice and control in their lives. As demonstrated in some American and British NHS services, meeting these challenges is done best by having a recovery oriented approach that is clearly operationalized, documented, tailored to the specifics of the regional environment, and robustly evaluated.
PULSAR (Principles Unite Local Services Assisting Recovery) recognises the need for recovery-oriented principles, as articulated by Slade, to be brought into practical application. With significant Victorian government funding, the PULSAR research project aims to respond to this need by exploring the impact of a recovery focussed training intervention, co-facilitated by a consumer educator and worker trainer, on the outcomes for primary and secondary mental health service consumers. PULSAR is being undertaken in the Southern Metropolitan region of Melbourne, led by Monash University and in partnership with Monash Health, Ermha and Mind Australia.
This paper will give a brief outline of
• background to the project funding
• PULSAR project development and design
• Benefits and challenges with adaption and delivery of training
• Challenges of recruitment across primary and secondary sectors
• and progress to date.

The ATAPS (access to allied Psychological services)1 program provides mental health services to people who are underrepresented in utilising mental health services2 such as CALD, ATSI as well as children and parents. The ATAPS program deliver services beyond the Medicare funded – Better Access, by providing intensive, local, recovery focussed approach to mental health services.

In western Sydney ATAPS program was designed with four additional outcomes. As follows:
1) No cost to the consumer.
2) Referrals are triaged to target and monitor service demand.
3) The ATAPS provider must provide feedback to the referring agent in a timely manner.
4) A robust process to recruit Mental Health professionals.

Recent figures in evaluating the Western Sydney ATAPS program have found:
1) 3 fold increases in unique referring agents to the program.
2) 99% of all referrals to the ATAPS suicide prevention contacted within 48 hours and appointment within 3 days.
3) 90% retention of ATAPS providers during a 3 year cycle.

Feedback from consumers, providers and referring agents indicates the ATAPS methodology is achieving the right care, at the right time in the right setting.

Mental ill-health is prevalent in higher education, but little has been understood from students themselves about their experiences and the impacts of their ill-health on their studies. This grounded theory study used a participatory framework to explore the experiences of university students experiencing mental ill-health.
Data were gathered through 21 in-depth interviews with 15 current students, and twelve reference group meetings that involved discussions between six people with lived experience of mental ill-health and the three investigators. Rigorous comparative analysis of data revealed a theoretical understanding of the process of studying for students with mental ill-health.
Being a student while living with mental illness involves doing all the usual student tasks, while actively managing feeling different. Participants managed feeling different in three main ways: hanging in, taking action, and moving on. This is achieved through a range of extra occupations that are effortful and time consuming.
These findings provide insight into how services and supports are offered to, and accepted by students, reframing this group of students as resourceful and resilient. Sharing these findings with students who experience mental ill-health may decrease their sense of difference and isolation, and offer additional strategies for managing their experiences of difference.