Understanding the work of FLOs through a recovery framework lens

ABSTRACT

This paper examines the value of a recovery theory framework for understanding the practices employed by teachers at Flexible Learning Option (FLO) schools. Recovery theory is a psychological framework with an empowerment focus that looks to assist people to live a satisfying, contributing and hopeful life. Key elements of the recovery theory framework include an emphasis on connectedness, hope and optimism, identity, meaning in life and empowerment [Anthony, W. A. 1993. ‘Recovery from mental illness: the guiding vision of the mental health service system in the 1990’s.’ Psychosocial Rehabilitation Journal 16: 11–23]. This framework has been used to examine interview data gathered through an Australian Research Council Linkage Project with staff and students across a range of Australian FLOs, to better understand ‘what works’ in relation to achieving positive well-being outcomes for students in the FLO environment. Results of the study demonstrate that students respond positively to the use of key elements of the recovery framework. Thus, use of the recovery framework might have wider implications for guiding the work of schools in supporting young people at risk of disengagement.

KEYWORDS:

• Flexible Learning Options
• recovery theory
• well-being

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Cindy Rushton http://orcid.org/0000-0002-1213-970X

Kimberley Wilson http://orcid.org/0000-0001-5467-093X

Notes

1 Extracts from student interview data.

Additional information

Funding

The research for this paper was supported by the Australian Research Council Linkage Projects funding scheme, for the project ‘Gauging the value of flexible learning options for disenfranchised youth and the Australian community’ [grant number LP130100344].

Notes on contributors

Cindy Rushton

Cindy Rushton holds an honours degree in psychology and is pursuing a career as a clinical psychologist. She has a keen interest in youth and youth-related issues such as eating disorders and body image, self-esteem and identity, along with anxiety and depression. Currently, Cindy is writing a monograph on eating disorders to raise awareness and provide guidance for parents and teachers Australia wide.

Kimberley Wilson

Dr Kimberley Wilson has been researching the work of Australian Flexible Learning Options since 2008. She has been engaged in two ARC Linkage Projects investigating the role of FLOs in the Australian educational landscape and has produced a variety of publications on the topic of more effectively engaging youth in education through a responsive and flexible curriculum approach.