When backstage becomes frontstage? A critical ethnographic study of Norwegian recovery colleges

• Published in: SSM - mental health 2024-12, Vol.6, p.100335, Article 100335
• Main Authors: Ersvær Sjursæther, Therese, Øye, Christine, Ådnøy Eriksen, Kristin
• Format: Article
• Language: English
• Subjects: Co-creation; Goffman; Mental health services; Recovery colleges; Social inclusion; Social interactions; Social scripts
• ISSN: 2666-5603; 2666-5603
• DOI: 10.1016/j.ssmmh.2024.100335

This study investigates the co-creation process between course facilitators and students while the course takes place at recovery colleges (RCs), emphasising the synergistic partnership where individuals with lived experience of mental health issues collaborate with professionals in course delivery. This paper focuses on understanding the dynamics of these interactions from the students’ perspectives and the dynamic shifts between the private realm and the public space. We conducted a qualitative study inspired by critical ethnography, collecting data from participatory observations in RCs at two locations and focus group interviews with students. Goffman’s dramaturgical approach guided us in examining social interactions in RC as theatrical performances with students playing specific roles, managing impressions, and navigating the front and backstage of their lives. During the analysis, we separated the data into front- and backstage contexts where we identified moments where students were actively performing a social role and moments revealing more authentic sides of themselves. We demonstrate that a RC is a stage where students can test their performance and adapt to their audience’s reactions. Uncertainty about their roles, social scripts, and the audience’s reactions lead them to switch between front- and backstage appearances, either performing a role or revealing their authentic sides. While exploring appearances, students develop social scripts aligning with their roles as performers and audience, eventually promoting security by mutual understanding of appropriate appearances. Emotional support, collaborative relationships, and group dynamics were critical factors in fostering an environment conducive to authentic participation. Challenges persist, such as vulnerability, recognizing the value of personal contributions, and establishing personal boundaries. Safety within the college environment was paramount for genuine engagement in co-creation, leading to personal and collective benefits for mental health services. The study suggests an in-depth investigation into the structural and power dynamics that shape such interactive processes within RCs. •Goffman's dramaturgy was applied to understand social interactions in RC.•Co-creation involves service users participating in all aspects of service delivery.•A stage to test participants' performance and adapt to the audience's reactions.•Social scripts develop gradually for mutual understanding of app