“A springboard back to life”: The voices of people with mental health conditions on the process and outcomes of a pre-academic arts program

Abstract

According to recent United Nations reports, actions are needed to improve the educational, occupational, and social justice of people with mental health conditions. This qualitative study examined a related innovative initiative in Israel, the Garage pre-academic arts program for people with mental health conditions. Based on the constructivist grounded theory approach, service users' voices on the program’s contribution and its change-process factors were collected via six focus groups of students and graduates from three academic cohorts (N = 51). The analysis resulted in “a springboard back to life” theoretical model, presenting the program’s process and outcomes. Participants highlighted components of the approach, the framework, and the arts in the program that contributed to their mental health, personal recovery, and integration into post-secondary education and work. The theoretical model provides valuable knowledge to program developers and policymakers that may promote the human rights and social inclusion of people with mental health conditions.