Search Results

My name is Federica Egidia Nato, I’m a student at the University of Bari “Aldo Moro”, I come from Italy. I’m a trainee here in Granada at AIFED. I watched the “Mental Health Care” video and I really found it functional, because it talks about a very significant issue. This video is entitled “Mental Health Care” and it’s part of the project “Recover”. Taking care of our mental health care is one of everyone’s rights and, for this reason, checking if we are good mentally and phisically is our duty. Nowadays it’s not easy to admit and accept that we can have sometimes some psychological problems. In our society it’s common to complain and to consider normal only physical problems, like our mind wasn’t part of our bodies. We’re ashamed to accept that we have mental health problems and, consequentially, asking for help. This video shows through the illustration of comics how to approach to this situation and not to be ashamed to ask for help. The use of comics gives to the video a simple style that can be understood from a varied public. There are two young guys. The girl tells the boy that lately she’s reasoning about how to manage some mental problems, but she’s scared, because she’s worried about others’ prejudices. The guy tells her not to be worried, because we don’t have to stigmatize mental health issues. So, this video demonstrates not only the normality of asking for help about that but also not to give importance about what other people think.

“Better than a thousand days of diligent study is one day with a great teacher.” – Japanese proverb. If the notion of diligent study  appears to be crystal clear, the one of “great teacher”  is harder to define. A great teacher  should definitely be passionate about the transmission of knowledge . Apparently, they should be able to get respected. But high relapse rate  in vulnerability recovery highlights that a great teacher should not be only that. SocHUB , SiB and AIFED project “RECOVER”  addresses the pressing issue of Rebuilding Educator Competences for Overcoming Vulnerabilities . The group of three associations, co-funded by the European Union, found that volunteers and staff members  helping individuals in recovery are lacking some skills that are nevertheless essential to empower beneficiaries to navigate their journey towards sustainable recovery . They argue the deficiency of inclusiveness and diversification  in coaching methodologies to adapt to the personal diversity of individuals is portrayed by the lack of innovative remedial methods , leading to a misty recovery . Their project consequently revolves around providing training to individuals that accompany people in recovery , using a manual  addressing several subjects such as emotional regulation , adaptability , self-care , patient needs , feedback … The team benefits from their transnational partnership  as it allows them to access international expertise , benefit from other points of view, and discuss innovative solutions together . It also creates a larger network to implement the project in different European countries , with diverse target groups in terms of cultural backgrounds , languages , and needs . With a serious focus on inclusion , quality of realization , and sustainability , this project appears to be a viable and concrete solution to promote better healthcare for recovery patients.

The RECOVER project is an Erasmus+ initiative led by AIFED. Its main goal is to support people in recovery by training adult educators to use better, more inclusive coaching methods. The idea is simple: when educators are better prepared, people in recovery get the help they need to rebuild their lives. Why this project matters People who are recovering from addiction often face many challenges 1 such as battling the stigma of addiction, delaying help-seeking and isolating individuals. Another example of a challenge: difficulties to manage real-life stressors without relapse. Thus, they need strong support, understanding, and practical tools to move forward. That’s why this project focuses on: empowering people in recovery, helping educators improve their coaching skills, promoting inclusion, diversity, and equal access to education, bringing in new, innovative ways to support recovery. What are we doing? With RECOVER, we want to develop inclusive and diverse coaching methods, improve educators’ skills in addiction recovery and personal growth, offer better learning tools for adult education and recovery and finally make recovery resources easier to access for everyone. Who benefits? The project helps many people and groups such as adult educators who gain new skills to support people in recovery. Education centers which improve their services with better coaching methods. People in recovery who get stronger support and more learning opportunities. Community organizations which use new tools to better support their clients. Trainers and coaches who learn innovative ways to help others and finally a wider public who learn more about recovery and help reduce stigma. What do we expect? With this project, we hope to see more trained recovery coaches, leading to fewer relapses, stronger and better-prepared adult education providers, educators with more skills in inclusion and post-addiction support and last but not least high-quality materials and tools for recovery coaching. Who is involved? Several partners are working together on this project. For instance, SocHUB supports disadvantaged groups and promotes empowerment. As for AIFED, we work on equal opportunities, education, and social inclusion. SiB offers counseling, personal development, and stress support. Why is it important to work across borders? Working with partners from different countries brings many benefits such as new ideas and best practices from other places, long-term cooperation and project sustainability, reaching more people from different backgrounds and creating more inclusive and effective tools together. The RECOVER project is more than just a training program. It’s about building a better, more supportive system for people in recovery. By improving education and coaching, we can help individuals feel stronger, reduce relapse rates, and support healthier communities.

Eating disorders  are serious psychiatric conditions that affect our relationship with food and body image . Conditions like anorexia, bulimia, or binge eating  affect more than 7.8% of the population worldwide  (Dr. Jake Linardon, 2019). These disorders are often accompanied by feelings of shame, guilt, and isolation , making the path to recovery challenging. Peer mentorship , however, can offer critical support  for those facing these challenges. Mentors who have experienced an eating disorder themselves  can offer unique support  to those currently battling the condition. Their personal experience  dealing with the disorder gives them a natural sense of empathy and shared understanding , which, in turn, reduce the feeling of isolation  of the patient. Having peer mentors  reduces the challenge of trusting medical professionals , as the mentors have previously been in the same situation  and therefore understand the struggles of battling with an eating disorder . In a way, they can help by creating a bridge gap between the doctors and the patient  while also providing emotional validation  and giving practical tips and coping strategies . Moreover, peer mentors  can help to prevent relapse  by providing continuous support  during the challenging moments in recovery . They have a role in providing encouragement and accountability  as well as helping individuals build resilience . Of course, creating a peer mentoring system  does come with its own set of challenges . Even if peer mentoring  can be useful in order to tackle eating disorders , it is important that peer mentors are trained  to address sensitive situations , not only for the sake of the patient but also for the mentor , as the situations they encounter may put them at risk, triggering harmful behaviors . It is also necessary to establish clear boundaries  to avoid mental burnout, enabling unhealthy behaviors or becoming overly enmeshed  with the mentees. Training mentors  is also important from the point of view of the confidentiality of the patient  and the emotional well-being of the mentee . Another challenge to be addressed is the cultural and societal attitudes towards eating disorders , which can greatly influence the effectiveness  of peer mentorship programs . Cultural stigmas and misconceptions  prevent people suffering from these disorders from recognizing their need for help . Nevertheless, peer mentorship  does have an important role  in challenging harmful societal standards  related to body image and food . Peer mentorship  can serve as a tool for empowerment  in someone’s eating disorder recovery journey . As it helps those who have recovered reinforce their own healing  and encourages self-reflection, accountability, and growth . Peer mentorship  not only helps individuals with eating disorders recover  but also creates a community that challenges stigma, promotes self-love, and fosters a sense of hope for the future . Dr Jake Linardon. (2019, June 18).   Eating Disorder Statistics: Statistics on EDs in Australia & Globally [2019].  Break Binge Eating. https://breakbingeeating.com/eating-disorder-statistics/

What obstacles do we encounter in our lives? Every individual encounters distinct challenges and situations. For some, this journey may be characterized by a struggle against substance abuse and dependency, a struggle that can appear endless. However, in the midst of the darkness there is always a light, a hope that offers the possibility of rebirth and new life. Recovery from addiction  is not only a physical process, but also an emotional one. It is a process that requires courage, determination and a lot of support. For those struggling with addiction, every step on the road to recovery is an achievement , and an act of inner strength. Asking for help is essential  and you don't have to go it alone. One of the key things is support from caring and compassionate people : friends, family and mental health and addiction professionals. The recovery process greatly relies on the vital role played by social support, education , and access to information. Building a strong base for sustained recovery involves grasping the elements that contribute to addiction, acquiring effective coping mechanisms , and establishing attainable objectives. How can we prioritize self-preservation during this journey? Self-care also serves as a vital component in thwarting relapse. This encompasses nurturing both the physical and mental well-being through nutritious eating, consistent physical activity, sufficient rest, and stress management techniques. From my perspective , the process of healing is an individual and exceptional expedition. With the right support, education, and self-care, we can overcome challenges and find the peace and happiness we each deserve.

RECOVER: 2023-2-LT01-K210-ADU-000185371 The 'European Drug Report 2022: Trends and Developments'  provides some very significant data that allow us to understand how the drug problem in Europe is an extremely topical issue. In 2022, it is estimated that about 1.2% of the European population , 3.5 million people, had used cocaine , 2.2 million of whom were in the 15-35 age group . Still with regard to MDMA use , the report states that about 0.9% of the population  had used it, about 2.6 million people. In this case, the very young appear to be the main users, about 1.9 million , this being a drug that is mainly used in festive environments  and attracts very young people. Finally, as far as heroin consumption  is concerned, it can be noted that all the information struggle waged in the 1980s/90s is bearing fruit. Opiates  are in fact the least used drug in the EU, affecting about 1 million people (0.33%) . In this case, the age of users is higher, obviously there is still a lot of work to be done. Analysing the reported data, we realise that drug use is still common in EU countries , but what drives a person to take drugs, still in 2024 despite the fact that it is now public knowledge that drugs are detrimental to mental and physical health ? Lack of institutions : It is no coincidence that drugs are mainly consumed in neighbourhoods and cities where institutions are lacking. A 16-year-old boy  living in a neighbourhood that does not allow him to see an alternative street, because it simply does not offer healthy socialising spaces, will be more attracted to drug use, perhaps starting out of boredom . Lack of job opportunities : According to Eurostat data , the unemployment rate in Europe  will be around 6% in 2024 , of which 15% will be youth unemployment . However, there are some countries that are particularly affected by the problem. Italy  has an unemployment rate of 7.2% , of which 21.8% is youth unemployment . A young person who does not succeed in entering the world of work is a young person who can not see future prospects, and this very often leads to a state of depression  that induces them to use drugs. Emulating wrong models : Very frequently nowadays we see films in which the protagonists use drugs, very often they live dream lives that arouse admiration in the minds of the spectators. I do not want to blame the world of cinema in any way, but the role of parents or educators  in making the distinction between fiction and reality  is crucial, especially at a young age. Lack of information : Sometimes it is taken for granted that the population is informed about the actual dangers of drugs. Clearly, if the data on use are still considerable, this is not the case. Everyone of course knows that drugs are bad for mental and physical health , but it would be necessary to distribute information  that is not just rhetoric but that actually explains how drugs can ruin people's lives, for example how drugs can be harmful to family and work relationships . So what is the right way to wage war on drugs? Obviously, the main avenue should be prevention , whether through institutions offering alternatives to drug use, including job creation , or through information . However, when we talk about the rehabilitation of drug addicts , it is first of all necessary to move away from the old 'blaming' approach . In the past, in part because of a strong religious component , there was a tendency to blame the addict, but this path often leads to even stronger states of depression , which in turn leads to greater substance consumption. Instead, it is much more effective to work on an approach that tries to understand the motivations that led the person to start using drugs in the past, and then try to show them different perspectives, not only on a theoretical level , but also and above all on a practical level , for example by teaching them a job  that allows them to live with dignity , or by creating social spaces  and opportunities to meet former drug addicts, thus enabling them not to feel judged. It must also be remembered that the most critical phase is the post-recovery phase , when the former drug addict could relapse into using the substance. For this, it is necessary to structure very long paths  that follow the subjects for years even after detoxification .

RECOVER: 2023-2-LT01-K210-ADU-000185371 In this banal and mundane society, people with a dependency  who are going through a personal recovery need the help of adult educators . This group plays a very important role in society, as they are not only responsible for sharing all their knowledge, but we could say that they are " social builders " who create links that connect people with a dependency to the materials, resources, and support they need to get their lives back on track. The recovery process  from any misfortune, be it addiction , mental illness , or trauma , is a very complicated, unstable process with a very powerful personal background. This requires not only the absence of physical or emotional symptoms, but also the re-establishment of a meaningful and meaningful life . Thus, the greatest responsibility here lies with the adult educators , and they themselves are quite multifaceted in the sense that they provide information, serve as psychological and emotional support , establish a kind of practical guide that helps to orientate the lives of recovering adults, and most importantly, give them hope . We could consider that one of the most remarkable aspects of adult educators is the capacity of adaptability  to each and every personal situation that each user goes through. Each adult has his or her own unique story, with his or her personal challenges and inner fears. All educators need to show a certain sensitivity to these people, and at the same time be able to take approaches appropriate to each individual. The RECOVER project  identifies all these needs and works hard to develop inclusive methodologies  that embrace the personal diversity of adults in recovery. Another important aspect is that educators must have a high level of competence  in their field. This is very important as it concerns the subsequent cycle of recovery, when individuals face social reintegration  and are very much in contact with relapses. On many occasions, this step has not been adequately developed due to the lack of this type of competence among educators. The RECOVER project  aims to address this gap by providing adequate training  and resources for educators, ensuring a quality foundation at all stages of the recovery process. In addition, another relevant challenge to mention is that faced by people going through a recovery process , namely limited access to innovative recovery methods . Resources and treatment options have always been very limited, which makes it difficult for many people to thrive and even have access to recovery. The RECOVER project , in this case, seeks to expand access to such resources by providing new methodologies  and training materials  that can make a difference in the lives of those facing recovery. At the same time, it is worth mentioning that the failure to adequately support the individual in recovery has been one of the main causes of many people relapsing  and failing in their recovery process. The work of a good educator can make a significant difference to the path of each person in recovery. Providing solid and continuous support  really helps to strengthen the foundations on which people can build a stable and dignified life after recovery. The RECOVER project  recognizes the importance of this support and seeks to enhance existing support schemes, ensuring that no one feels alone or is truly alone in the recovery process. In conclusion, we believe that adult educators  play an extremely relevant role in the process of reintegration  and recovery  of a user. This is how through the RECOVER project  we can build links, solid bridges to recovery, giving hope  and opportunities  to all those who are trying to rebuild their lives after adversity.

Mental illnesses have long been surrounded by stigma and negative perceptions across Europe.  Historically, these disorders were often considered incurable, a perspective influenced by figures such as Emil Kraepelin . However, this grim view is changing. Today, a notable transformation in the representations and social practices regarding mental disorders is underway, largely thanks to the emergence of the concept of recovery . Traditionally, the management of mental disorders was dominated by psychiatry , seen as the sole authority on the matter. But since the 2000s, this dynamic has been evolving. User associations  have played a key role in influencing patient rights legislation and promoting equal opportunities  in several European countries. The recognition of psychiatric disabilities , for instance, has been a major advancement, highlighting that the obstacles faced by people with mental disorders in their daily lives are often more limiting than the disorders themselves. The concept of recovery , introduced by patients in North America  in the 1980s, has revolutionized the understanding of mental health. Unlike healing, recovery does not mean the elimination of symptoms, but rather a process of personal transformation . It involves accepting one's limitations while discovering new possibilities. According to W. Anthony , recovery is "a deeply personal, unique process of changing one’s attitudes, values, feelings, goals, skills, and/or roles." This approach is primarily subjective, centred on hope , autonomy , and self-rediscovery . Mutual Aid Groups , present in various European countries, exemplify this change. These spaces, managed by users themselves, help break isolation , strengthen social bonds , and redefine self-perception . They facilitate recovery and contribute to the destigmatization of mental disorders . Moreover, the role of peer support workers  and patient experts  is increasingly recognized across Europe. These individuals, who have undergone the recovery process, share their experiential knowledge , providing valuable support to other patients. Their integration into healthcare teams and the training of psychiatry professionals  enrich care practices. Recovery  has become a cornerstone of mental health policies  in many European countries, particularly in the Anglo-Saxon world . However, it is crucial not to turn it into a rigid norm. Recovery must remain a personal choice , supported by a favourable social and medical environment. In conclusion, the new approach to mental illness  in Europe, centred on recovery , marks a significant advancement. It recognizes the complexity of mental disorders and values each individual's potential to reinvent themselves , to regain a satisfying and meaningful life, despite the limitations imposed by illness. This humanistic  and dynamic perspective  helps change how society perceives and treats mental disorders, offering a more inclusive  and optimistic  view of mental health .

Each year, thousands of people around the world receive a diagnosis of a chronic disease.  This diagnosis has become a major burden in many developed countries. The overview that the World Health Organization (WHO)  provides for them is that chronic diseases , also known as noncommunicable diseases (NCDs) , tend to be of long duration and are the result of a combination of genetic , physiological , environmental , and behavioral factors . The diagnosis of a chronic disease changes people’s lives in an instant.  The process of facing such a diagnosis is neither simple nor linear. Rebuilding after that  is not easy. Sometimes, in this situation and throughout the process, the patient may ask unanswered questions. This will cause them to have doubts and fears. This is when the role of non-profit organizations  can be of great help, since through interdisciplinary groups they provide services to guide the newly diagnosed in this process. A comprehensive psychological department  or mentoring service  can be very helpful in these early stages of diagnosis. The mentoring service  is very useful for recent diagnoses, but it can also be helpful at any stage of the process. This is provided by the figure of a mentor , a person who gives younger or less experienced individuals in NCDs concrete advice about the process. The mentor can be a volunteer  or an expert patient  who is adept at identifying some needs that are not considered or are only poorly considered by doctors and other healthcare professionals. A mentor  is a person who gives a younger or less experienced person help and advice over a period of time at any time during the process. The mentor is an important figure who will not give opinions about what the patients should do, but instead poses open questions  to the person seeking mentoring and may enable the mentee to reflect on actions they had not considered before. The mentor helps the patient make their own decisions with their advice and personal experiences. This process helps the mentee to increase self-confidence  that is sometimes lost when you have a chronic disease. The relationship between the mentor  and the mentee  must be based on trust  and confidentiality . A few examples of this program can be found in different non-profit organizations around the world or volunteer organizations, like AGDEM in Granada (Spain) , which works with multiple sclerosis patients. Good support through transversal teams , in which there are, for example, the figures of mentors and psychologists, is the key in recovery processes , inclusion , and empowerment  of newly diagnosed patients with chronic diseases. Only by working together can we have a more inclusive world .

The problem of stigmatisation of people with addictions Addictive disorders are highly stigmatised, and this stigmatisation has come more into focus in recent years. The stigma of substance addiction  has long been scientifically neglected. There are generally many incorrect stereotypes about people with addictions. However, there are also many situations in which they are true. For example, violence  and alcohol intoxication  are often closely linked. Even though, of course, not all people with an alcohol problem are violent. Substance dependence and consumption are often problematic, especially if you lose control and disregard social norms. Trivialising consumption and the resulting health and social problems cannot be a credible anti-stigma strategy. When people are ostracised  because of their addictions, this can be understood as a social stigma that addictive behaviour is not tolerated. The exclusion has a kind of educational purpose here; people with addiction problems are treated badly so that they feel the need to change their behaviour. Addiction problems  cannot be solved by stigmatisation. Ostracising people with addiction problems is not a solution for them and can actually exacerbate the problems. How can the stigma of addiction be reduced? Destigmatisation can only work if a better, alternative way of dealing with addiction is demonstrated. This means help  instead of marginalisation  and empowerment  instead of devaluation . Improvements in the help system play an important role. It is strongly criticised here that people are ‘labelled’ and discriminated against by a diagnosis, and that this sticks with them for the rest of their lives. For example, a former alcoholic  has to struggle with stigmatisation even after 10 years of abstinence. Diagnoses should not stick to people for life but should only accompany them for as long as they are useful to them. As long as people with addiction feel badly treated in this way, they will understandably avoid professional help if at all possible. Therefore, it is required that every training programme in the field of health and social sciences includes an ‘anti-stigma competence’ part. In order to promote an appropriate therapeutic attitude towards people with addictions at an early stage. It must be taught here that marginalisation and belittlement achieve the exact opposite of what is actually intended. As long as people with addiction feel badly treated in this way, they will understandably avoid professional help  if at all possible. Therefore, it is required that every training programme  in the field of health and social sciences includes an ‘ anti-stigma competence ’ part. In order to promote an appropriate therapeutic attitude  towards people with addictions at an early stage. It must be taught here that marginalisation  and belittlement  achieve the exact opposite of what is actually intended. “Anti-stigma competence”: a necessary step towards a more humane society In my view, ‘anti-stigma competence’  is very important for all people as a basis for dealing with each other and can have a great impact. People with addictions do not only have contact with people in the social and health sciences . Both the shop assistant  in the kiosk who sells the addict the bottle of vodka, for example, and the ordinary citizen  who walks past him while he takes a sip from it. Everyone should get an understanding and an insight into ‘the other side’, that of the addict. To show people how it feels for this person to be marginalised and sometimes treated and looked at inhumanely. We are all human beings , and everyone has their own individual story. No one has the right to pass judgement on the life of an addict if they are not aware of the person's background. Nevertheless, we are shaped by our experiences and have an image of the world through our childhood , among other things. Addiction  may or may not have played a role in our world view and family experiences. It is therefore in the nature of things that people react individually to addicts. The special added value of the “RECOVER” project The ‘Recover’ project  has a broad target group. This includes teachers , institutions with recovery programmes , those affected themselves who need and seek help in their recovery process, community organisations  such as self-help groups, the general public , and many more. Inclusivity and diversity  are key components of the project. For this reason, particular attention is paid to taking into account the individual needs  of all people. Targeted professional training  is provided to improve the skills of carers in dealing with those affected and to reflect on their own behaviour. The general support system  is strengthened and access to helpful resources  and materials for successful recovery is expanded. The aim is to reduce the relapse rate . The project builds a network  of different actors that contributes to a supportive environment for adults in recovery . By bringing together people from different areas who are pursuing the same overall goal, important challenges can be tackled and positive changes created. This project has a strong added value  and will make the world a little (big) bit better!