Dr Catherine Huckle
My first degree was in Psychology at Southampton University. After graduation I travelled for a year before settling in South London. I spent two years working in a partnership project between Childrens' Charity NCH and Surrey County Council, supporting vulnerable children and their families. I then worked in forensic and primary care settings before beginning the Clinical Psychology doctorate training at UCL. Since qualifying as a Clinical Psychologist I have worked with older adults in a CMHT offering services for organic and functional difficulties, within an IAPT setting and within secondary care services for working age adults.
I joined the PsychD Surrey course as an Associate Clinical Tutor in September 2016 and then as a Teaching Fellow in August 2017. I was Admissions Lead from June 2019 - August 2022. I work at the University for four days a week and also work clinically with working age adults.
My interest is in equality, diversity and inclusion, specifically related to the training and qualified clinical psychology community.
I am the Joint Programme Lead for the PsychD Clinical psychology training programme and I am responsible for overseeing admissions, the academic component of the programme and our accredited specialist pathways. I am also the EDI lead for the programme and chair the Equality, Diversity and Inclusion sub-committee.
British Psychological Society: Chartered Clinical Psychologist
Health and Care Professions Council (HCPC): Registered Practioner Psychologist
Recovery colleges have expanded over the last decade, providing educational courses and workshops on topics of mental health and well-being, co-delivered by peer workers and clinicians. This review aims to synthesise findings from the qualitative literature to explore the impact of recovery colleges on student well-being.
A systematic search of the qualitative literature was conducted in December 2021. Four databases were searched: Emerald, PubMed, ProQuest and Scopus. In total, 11 studies met the criteria for review and were subject to thematic synthesis.
Five themes were generated including “A shift in power”, “Being connected”, “Personal growth”, “Adopting the role of a student” and “Meeting expectations”.
Research Limitations Implications
These findings were consistent with previous literature, which suggest that much of the recovery college’s impact lies in its ethos, which promotes empowerment and inclusivity. However, the review also drew attention to lesser explored areas of the recovery college such as how students understand the support on offer from the recovery college and manage their expectations around this.
Several studies lacked methodological and analytical rigour and may well suffer from self-selecting samples leading to an overwhelmingly positive experience. Evaluation by independent researchers is paramount.
It is nearly eight years since this area was previously reviewed during which time considerable growth in the literature has resulted.