No abstract

The results highlight the interweaving of religious and secular perspectives on mental distress and responses to it. Potential barriers are discussed, as are the important characteristics of therapy, therapists, and service provision. Clinical implications are presented along with the limitations of this study and suggestions for future research.

The 'social inclusion' of young people, particularly those who are 'not in education, employment or training', is a contemporary concern in policy discourses. However, it has been argued that the term 'social inclusion' is defined by adults and imposed on young people, and there is little understanding of what 'social inclusion' means to young people themselves. Using a participatory methodology, this study investigated what 'being included' meant to young people. A qualitative approach with a thematic analysis was used to explore the accounts of 11 participants and yielded three main themes. '"Acceptance"-the building blocks of inclusion' reflected the power of interpersonal acceptance in determining young people's sense of inclusion. '"Learning why I don't matter"-when power and discourse shape inclusion' illustrated how social discourses and power dynamics influenced young people's experience of inclusion. '"Keeping up or falling behind"-internalising the discourse of inclusion' reflected how young people internalised some of these societal definitions of inclusion and responded to them. Those who felt 'accepted' or 'included' in a 'mainstream' sense articulated a sense of agency and hope. For those who did not, it appeared that agency dissolved as did a sense of hope for the future. Although the participants negotiated their 'inclusion' through close, trusting relationships with others, the application of the societal discourses of inclusion such as productivity, independence and career mindedness had the potential to leave them feeling excluded, isolated and distressed.

Purpose – As part of an attitudinal shift surrounding personality disorder stigma, a training package termed the Knowledge and Understanding Framework (KUF) is delivered in collaboration between experts by experience (EBE) and professionals. The purpose of this paper is to explore the narratives of EBE delivering KUF; in particular the impact of this role and its varying contexts. Design/methodology/approach – Eight women took part in the study and a narrative analysis explored their stories. Findings – The analysis suggested five temporal chapters: first, life before becoming involved: “Like being in a milk bottle screaming”; second, a turning point: “It wasn’t actually me that was disordered it was the life that I’d had”; third, taking up the trainer role: “It all just […] took off”; fourth, the emergence of a professional identity: “I am no longer a service user”; and fifth, impact on self, impact on others. Originality/value – The use of qualitative literature is sparse within co-production research. The study therefore adds value in exploring in-depth experiences of the phenomena.

The narrative is characterized by a lack of movement and resolution, with participants engaged in an enduring struggle against the challenges of FM. Psychological approaches that facilitate this ongoing adjustment process may prove beneficial in FM treatment and rehabilitation.