Brigitte Vachon
Biographic Data
| ID | 4457113 |
|---|---|
| NAME | Brigitte Vachon |
| GIVEN NAMES | Brigitte |
| FAMILY NAME | Vachon |
| SIGNATURE | VACHON B |
| AFFILIATIONS | Université de Montréal |
| ORCID | 0000-0003-2899-2120 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Clustering change patterns among learners of an online Recovery College in Quebec
This study contributes to a more nuanced understanding of the diverse outcomes associated with RC participation and highlights the importance of tailoring RC programs to meet the heterogeneous needs of learners. It also reinforces the role of empowerment as a central mechanism of change within the RC model, suggesting that empowerment fosters not only personal growth but also improved well-being and reduced stigma
Supporting Recovery College trainers
Results suggest the importance of raising awareness among trainers about relevant elements to be considered in designing and implementing a RC training program. It is therefore important to foster egalitarian and supportive relationships in the trainers' dyad, as these can serve as a model for co-production during RC courses. Finally, to improve knowledge complementarity, trainers need to receive continuous support, through ongoing training activ…
Philosophical analysis of the Recovery College learning model
The Recovery College proposes an innovative approach that values the plurality of knowledge (clinical, experiential, theoretical) to redress epistemic injustices and rebalance relationships among different types of knowledge. Creating safe and egalitarian epistemic spaces supports inclusive learning aligned with principles of equity, diversity, and inclusion. Its ethico-political stance addresses systems of oppression (ableism, ageism, sanism) by…
Expériences de soins en télésanté lors de la pandémie de Covid-19
La pandémie de COVID-19 a engendré de profonds changements dans les modalités de prestation des soins de santé, notamment l’adoption rapide de la télésanté. Bien que certaines études aient exploré les avantages et les défis liés à la télésanté en contexte de pandémie, peu d’études se sont penchées sur les expériences de soins en télésanté d’individus vivant avec des troubles de santé mentale et des maladies physiques chroniques. Cet article propo…
Critical reflection in team‐based practice
Factors affecting patients' journey with primary healthcare services during mental health‐related sick leave
CONTEXT: Best practice guidelines for the recovery and return to work (RTW) of people with mental disorders recommend access to the services of an interdisciplinary team combining pharmacological, psychological and work rehabilitation interventions. In the Canadian context, primary healthcare services are responsible for providing these services for people with common mental disorders, such as depressive or anxiety disorders. However, not everyon…
Acceptability and exploratory effects of an occupational therapy intervention to improve recovery and return to work of workers with mental health disorders in primary care
We expect that the provision of this innovative occupational therapy program will improve patients' outcomes and the service trajectory of people with CMD. This study will document how to enhance interprofessional collaboration within family medicine groups and to ensure equitable access to work rehabilitation services for all patients, thereby improving recovery and healthy sustainable return-to-work
Learner Experience of an Online Co-Learning Model to Support Mental Health during the Covid-19 Pandemic
The COVID-19 pandemic has had a negative impact on the mental health of the population such as increased levels of anxiety, psychological distress, isolation, etc. Access to mental health services has been limited due to the "overflow" of demands. The Recovery College (RC) model, an education-based approach, has addressed this challenge and provided online well-being and mental health courses to at-risk populations. The RC model proposes a co-lea…
No prominent works on this page.
Learner Experience of an Online Co-Learning Model to Support Mental Health during the Covid-19 Pandemic
The COVID-19 pandemic has had a negative impact on the mental health of the population such as increased levels of anxiety, psychological distress, isolation, etc. Access to mental health services has been limited due to the "overflow" of demands. The Recovery College (RC) model, an education-based approach, has addressed this challenge and provided online well-being and mental health courses to at-risk populations. The RC model proposes a co-lea…
Critical reflection in team‐based practice
Factors affecting patients' journey with primary healthcare services during mental health‐related sick leave
CONTEXT: Best practice guidelines for the recovery and return to work (RTW) of people with mental disorders recommend access to the services of an interdisciplinary team combining pharmacological, psychological and work rehabilitation interventions. In the Canadian context, primary healthcare services are responsible for providing these services for people with common mental disorders, such as depressive or anxiety disorders. However, not everyon…
Acceptability and exploratory effects of an occupational therapy intervention to improve recovery and return to work of workers with mental health disorders in primary care
We expect that the provision of this innovative occupational therapy program will improve patients' outcomes and the service trajectory of people with CMD. This study will document how to enhance interprofessional collaboration within family medicine groups and to ensure equitable access to work rehabilitation services for all patients, thereby improving recovery and healthy sustainable return-to-work
Clustering change patterns among learners of an online Recovery College in Quebec
This study contributes to a more nuanced understanding of the diverse outcomes associated with RC participation and highlights the importance of tailoring RC programs to meet the heterogeneous needs of learners. It also reinforces the role of empowerment as a central mechanism of change within the RC model, suggesting that empowerment fosters not only personal growth but also improved well-being and reduced stigma
Supporting Recovery College trainers
Results suggest the importance of raising awareness among trainers about relevant elements to be considered in designing and implementing a RC training program. It is therefore important to foster egalitarian and supportive relationships in the trainers' dyad, as these can serve as a model for co-production during RC courses. Finally, to improve knowledge complementarity, trainers need to receive continuous support, through ongoing training activ…
Philosophical analysis of the Recovery College learning model
The Recovery College proposes an innovative approach that values the plurality of knowledge (clinical, experiential, theoretical) to redress epistemic injustices and rebalance relationships among different types of knowledge. Creating safe and egalitarian epistemic spaces supports inclusive learning aligned with principles of equity, diversity, and inclusion. Its ethico-political stance addresses systems of oppression (ableism, ageism, sanism) by…
Expériences de soins en télésanté lors de la pandémie de Covid-19
La pandémie de COVID-19 a engendré de profonds changements dans les modalités de prestation des soins de santé, notamment l’adoption rapide de la télésanté. Bien que certaines études aient exploré les avantages et les défis liés à la télésanté en contexte de pandémie, peu d’études se sont penchées sur les expériences de soins en télésanté d’individus vivant avec des troubles de santé mentale et des maladies physiques chroniques. Cet article propo…
Psychology (5 works) · Medicine (4 works) · Mental health (4 works) · Psychiatry (3 works) · Qualitative research (3 works) · Anxiety (2 works) · Clinical Psychology (2 works) · Clinical Psychology (2 works) · COVID-19 and Mental Health (2 works) · Higher Education Learning Practices (2 works)