A Holistic Approach to Recovery Education Leadership

A: So, we're looking at Paul McConaghie, a candidate for the Recovery College Lead role. He's bringing some serious experience to the table: over 15 years in education and training, primarily as a Learning and Development Specialist.

B: Fifteen years, that's substantial. And his current gig as a Course Leader for Financial Studies sounds pretty demanding, focusing on curriculum innovation, digital learning, and blended learning design. Those are all highly relevant skills for a modern educational setting.

A: Absolutely. He's clearly adept at shaping learning programs. But what really stands out to me is how he bridges that professional expertise with his personal passion.

B: You're talking about his 25 years as a Volunteer Leader for the Boys' Brigade, right? That's quite a commitment. How do you see that, and his Mental Health First Aider qualification, feeding into a Recovery College role? It feels like more than just a side note.

A: It's fundamental, actually. That long-term volunteering with young people, focusing on confidence and wellbeing, combined with the MHFA training, provides a really deep understanding of the human element in education. It cultivates an interest in inclusive, recovery-focused learning environments, which is exactly what a Recovery College aims to be.

A: Building on that, and moving from his personal background, let's dive into his practical approach to leadership. In his current role as Course Leader for Financial Studies, he really focused on improving student satisfaction through collaboration and innovation. It wasn't just about delivering content, but making sure the experience was genuinely valuable and engaging for the learners.

B: That makes sense. So, how does that translate to co-production, which is so central to a Recovery College model? How does he move from leading a curriculum to designing with people who have lived experience?

A: That's precisely where his deep understanding of inclusive education comes in. He emphasizes the idea of valuing lived experience directly in programme design. It's about bringing service users into the creative process, ensuring the courses truly resonate with their needs and recovery journeys, rather than being imposed from above.

B: And what about engaging learners who might be hesitant or feel disenfranchised? What strategies does he bring to make sure people stick with it, find it relevant?

A: He has a very clear strategy here: relevance, small wins, and digital creativity. It's about showing learners how the material directly applies to their lives, celebrating incremental progress to build confidence, and leveraging digital tools to make learning dynamic and accessible. He links learning directly to personal goals, which is key.

B: That holistic view is powerful. But in a recovery setting, navigating personal stories also means thinking about risk. How does he approach professional boundaries and sensitive risk management?

A: An excellent point. Paul highlights his experience in setting clear professional boundaries and, importantly, using supervision regularly. His Mental Health First Aider training also equips him to manage risk sensitively, ensuring support is provided appropriately without overstepping professional lines. It's about informed, compassionate care within a structured framework.

A: So, beyond just the day-to-day leadership and managing those sensitivities, a critical component of any leadership role is demonstrating impact. How does Paul show that his programs are truly making a difference?

B: Right, it's not enough to just say it's working. His approach seems quite balanced, focusing on both tangible metrics and personal growth, doesn't it?

A: Absolutely. He emphasizes measuring success through a combination of hard data points, like engagement rates and program completion, alongside the more qualitative, yet equally vital, personal feedback. Things like observed gains in confidence and overall wellbeing are key indicators for him.

B: And this strategic mindset extends to his questions for the panel too, which I think truly demonstrate that forward-thinking inquiry we discussed earlier.

A: They really do. His first question, for instance, probes into how service users currently influence course design at the Recovery College. That shows a deep commitment to co-production, which is so central to this role.

B: And then he broadens it, asking about the main priorities for developing the college over the next year, and crucially, how Cygnet supports staff wellbeing and reflective practice. These aren't just polite inquiries; they're about understanding the strategic landscape and internal support structures.