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The moment a person makes the decision to change their life choices about their physical and mental wellbeing, work towards a meaningful self-directed life, and strive to achieve their maximum potential, then we can say that they have begun their recovery journey. With this in mind, we can define recovery as the process of combating a disorder with the aim of returning to a state of mental and health normalcy. Recovery is a lifelong process and staying either substance free or committed to mental health improvement programs can be challenging. At the beginning of the recovery process, the acknowledgement of the current situation and the need for change by a victim of drug abuse or mental health disorders is fundamental. This important step is critical to identify the parties involved in the recovery journey and to craft a recovery plan suitable to the person.  The parties often involved in taking victims of drug abuse or mental health disorders through the recovery process are educators and coaches who have the technical skills to deal with such issues. The AIFED Recover project (ERASMUS+2023-2-LT01-K210-ADU-000185371), recognizes the important role these educators play in helping individuals in recovery rebuild their lives. The project advocates for the involvement of recovered individuals as volunteers or staff members, as they have walked the journey and possess useful insights for recoverees.  The training and involvement of recovered individual will ensure their have the skills to transmit their knowledge. These individuals are crucial in the trust building process with the recoverees. With a foundation of trust established, crafting a curtailed recovery plan with the recovering individual will create a feasible roadmap to a better lifestyle for the individual. In conclusion, the starting point of recovery, unlike any other starting points requires, commitment as well as a strategic, thoughtful, and thorough approach. Setting a strong base for recovery will significantly contribute to perseverance, abstinence and eventually the full recovery of the victim. With projects such as the Recover project by AIFED, these recoverees have the opportunity to share their journey and help other individuals going through the same struggles. This creates a sustained system of support and a clearer roadmap to recovery.

The path to recovery is never simple. Addiction can take away loved ones, strain relationships, and lead to feelings of despair when relapse happens more than once. In these moments, it is not unusual for family and friends to lose hope, believing their loved one will never change. For many, this loss of trust can lead to isolation, and in the most painful cases, to losing everything, including a home. Yet, recovery is possible, and it grows stronger when people feel supported and included. When individuals are reminded that they still belong—that they are part of a family, a community, or a society that believes in their ability to heal, it makes a profound difference. With patience, love, and the right resources, they can rebuild their lives and grow into stronger versions of themselves. Many even go on to inspire others, using their stories to encourage those who are still struggling and to remind them that they are never truly alone. Too often, the systems in place rely on rigid, one-size-fits-all approaches that fail to reflect the diversity of real human experiences. Educators and coaches, though often deeply dedicated, do not always have the tools, training, or innovative methods needed to meet the complex realities of recovery. That gap can mean the difference between relapse and resilience. RECOVER was designed to close that gap. By equipping adult educators with new competences, inclusive practices, and innovative methodologies, the project empowers them to support people in recovery with compassion, skill, and adaptability. In doing so, it not only strengthens the process for individuals but also creates opportunities for those who have come through recovery themselves to step forward as volunteers, mentors, or even professionals who guide others along the way. Education plays a powerful role in this transformation. Learning environments provide stability, constructive goals, and motivation by helping individuals refocus away from harmful patterns and build healthier ones. Structured routines replace old habits, self-discipline is restored, and the future begins to take shape. Recovery is not just about surviving; it is about thriving. It is about transforming pain into purpose, rebuilding trust, and finding strength in connection. With the right support systems, people in recovery can not only reclaim their lives but also spark hope and change in the lives of others.

There are many studies about recovery, offering a lot of information, strategies, and solutions. However, what is often missing is the voice of those who are directly affected. Education programs can be a valuable tool to support people on their way back to social life and overall well-being. Through coaching, people can receive the guidance they need to rebuild their lives. The following three people share their personal recovery stories and explain how education or coaching played a part in their journey. Arturo: Arturo had a difficult past marked by alcohol abuse and drug addiction. He had several encounters with the police and spent time in jail. When he thought things couldn’t get any worse, his mother passed away from cancer. After several failed attempts to get sober, he finally entered a recovery program and decided to continue his education at college. “ I would go to school during the day and go to work at night,”  he recalls. “There were times when I slept in my car while waiting for my next class.” Education became his source of hope, structure, and motivation to recover. Months later, he graduated and decided to continue to university, where he earned his bachelor’s degree and later a master’s degree in social work. Today, he works at the recovery center where he once began his new life, helping people in situations similar to his own to get a chance at a better future.   JJ: JJ struggled with addiction in her youth and found support through the Process Recovery Center’s coaching program. With individualized guidance, she was able to overcome her substance use, build stability and self-confidence, and create a fulfilling life. She secured a steady job, moved into her own apartment, and became involved in teaching and coaching cheerleading. Reflecting on her journey, she says: “I’ve been sober 15.45 months. It might not be the longest time, but when I remember how impossible it was for me to go even an hour without a drink, I’m pretty proud.”   Michael: Michael Walsh struggled for years with addiction, facing the highs and lows that come with long-term substance use. After multiple relapses, he realized he needed more than willpower, he needed guidance and support. Michael turned to a recovery coaching program, where he began learning strategies to manage his addiction and rebuild his life. Through coaching, he discovered new ways to cope, regain confidence, and set goals for his future. Today, Michael is not only sober but also works as a recovery coach himself, helping others navigate the challenges he once faced, showing how personalized support and mentorship can transform lives.   These stories demonstrate the crucial role that education and mentoring play in the recovery process. Such programs provide not only knowledge and skills but also the structure, guidance, and encouragement needed to rebuild lives. By combining education, personalized coaching, and supportive networks, individuals are empowered to overcome addiction, regain independence, and contribute positively to society.       References: https://michaelwalsh.com/recovery-coaching-abstinence https://owensboro.kctcs.edu/blog/posts/20230615-addiction-to-academic-success.aspx https://www.theprocessrecoverycenter.com/drug-alcohol-addiction-success-stories/jjs-success-story/

According to WHO (2018), over 3 million people have died due to alcoholic drinks in 2016. Aggressive use of alcohol has caused more than 5% of the global burden of diseases. Of all alcohol-related deaths, 28% are due to injuries such as road traffic accidents, self-harm and interpersonal violence; 21% are due to gastrointestinal diseases; 19% are due to cardiovascular diseases, and the remainder are due to infectious diseases, cancers, mental disorders and other diseases. Worldwide, an estimated 237 million men and 46 million women suffer from alcohol dependence, with the highest rates in the European region (14.8% and 3.5%) and the Americas region (11.5% and 5.1%). Alcohol dependence is more common in high-income countries.   Alcohol addiction is not only a burden to alcohol users but also a heavy stone on their families. The constant use of alcohol may lead to Alcohol use disorder (AUD), which is among the most prevalent psychiatric disorders and is associated with enormous public health costs (Montes, Schwebel, Tucker, Witkiewitz, 2020). Importantly, behaviours of people with AUD can severely affect their intimate relationships, including their partners, children and maybe parents. Spouses and children of adults with Alcohol Use Disorder (AUD) or other substance use issues often face emotional distress and health problems. For example, women with a partner who has AUD and drinks heavily report higher levels of depression, anxiety, physical complaints, and difficulties with work and social activities, and they tend to use more healthcare services (Boyer, Lambert & Tempier, et al., 2006; Mertens, Ray, Weisner, 2009; Stanley, 2018 as cited in Flanagan, McCrady, 2021). This is easily comprehensible as partners of AUD-diagnosed patients have been with them from the time they struggle with their disease and then have to assist them on their recovery journey. Inevitably, they will also suffer from exhaustion; therefore, directly affecting their efficiency and concentration at work. Likewise, children of parents with AUD often struggle with emotional, behavioural, and academic issues (Brennan, Hammen, Grekin, 2005; Chen, Weitzman, 2005 as cited in Flanagan, McCrady, 2021). Children are the most vulnerable when it comes to parental-related issues, having parents with AUD is not an exception. Children often tend to mimic their parents' behaviours, which can result in future similar alcoholic addiction patterns. Living with parents who are usually drunk and may have aggressive actions or words could lead to emotional and mental damage from childhood. This stigma can follow them until their adulthood and further in their lives.   However, it is irrefutable that family is a crucial factor in patients’ recovery. Research has shown that family behaviour contributes to the rise in the possibility of seeking help from an individual with AUD (Bischof, Freyer-Adam, Iwen, et al., 2016). Important family actions that help start change include ignoring behaviours linked to alcohol or drug use, encouraging positive actions related to staying sober or getting help, letting the person experience the natural negative effects of drinking, and making clear and positive requests for changes in drinking habits, like drinking less or getting help (Meyers, Wolfe, 2004). Families and other members of the social network of individuals with AUD also play a crucial role in facilitating successful changes in drinking behaviour. Although scientific research on specific family behaviours that promote successful recovery from AUD is limited, there is evidence that active partner coping is associated with positive outcomes. Types of active partner coping that support successful change include: (a) reducing negative or controlling behaviours that trigger drinking; (b) enhancing supportive and problem-solving communication; (c) reinforcing positive behaviour changes in the partner with an alcohol problem; (d) increasing shared positive activities; and (e) reducing drinking behaviour in family members to support changes in the individual with AUD (Epstein, McCrady, 2009).   In conclusion, family is highly affected by AUD people and also influences the AUD. Families which have AUD patients must be strong and have great effort together with AUD patients must fight their disease and recover for a better lifestyle and future.   References: https://medinet.gov.vn/quan-ly-chat-luong-kham-chua-benh/to-chuc-y-te-the-gioi-canh-bao-tac-hai-nguy-hiem-cua-ruou-bia-so-y-te-hcm-cmobile8-9033.aspx#:~:text=Tr%C3%AAn%20to%C3%A0n%20th%E1%BA%BF%20gi%E1%BB%9Bi%2C%20%C6%B0%E1%BB%9Bc,n%C6%B0%E1%BB%9Bc%20c%C3%B3%20thu%20nh%E1%BA%ADp%20cao . https://pmc.ncbi.nlm.nih.gov/articles/PMC7505137/ https://pmc.ncbi.nlm.nih.gov/articles/PMC8104924/#b2-arcr-41-1-6

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 .