Logic model for mental health interventions: the recovery College Model in Quebec, Canada

The Recovery College (RC) model represents a worldwide innovation in health systems. First appeared in England and now established in five continents, the RC model proposes a mental health educational approach in the community, emphasizingco-production, co-learning, and equity between theoretical/clinic knowledge and experiential knowledge (1-3). All participants(individuals with or without mental health challenges, their relatives, mental health professionals, health and education service providers, citizens) have access to mental health, recovery, and well-being training(4). Both participants and trainers collectively learn and reflect on their mental health attitudes, behaviors, and practices. This article reports on the co-construction process followed by Quebec's RC team, the first to have developed a RC logic model. The logic model conception followed six steps/strategies: 1) Participant observations, 2) Analysis of administrative documents, 3) Informal interviews and meetings with stakeholders (trainers, health service managers, and partner organizations) to better understand the implicit assumptions of the intervention, 4) Review of the literature related to the recovery college model, 5) Co-construction of causal links between resources, activities, and outcomes, 6) Validation and synthesis of the logic model. Finally, the logic model was disseminated, highlighting the relationships between the strategic resources needed for the key activities of the intervention to produce the expected outcomes.