The aims of this study were to explore individual and collective understandings of psychological well-being among young Somali (black African Muslim) asylumseeker or refugee women. Three groups and five individual semi-structured interviews were undertaken and themes were identified using Interpretative Phenomenological Analysis. Themes included resilience and protection; identity and beliefs; and concealment, distancing and secrets; which reflected acculturation, Islamic and Somali cultures. Spirit possession was explored in relation to culture and religion, mental health, protection and treatment. The women 'get on', cope with life, and value support from family, services and religion. However, the pressures to navigate conflicting and changing cultural and religious positions, and to conceal distress, frustrate accessing support. The young Somali refugees' understandings of mental health and psychological well-being provide an insight for clinicians into the complexities of approaching services for help, and developing shared understandings transculturally. Clinically, the findings raise the paradox of how Somali women value support, yet also value concealment and fear disclosures. The variation and tensions reflected in the data from a small number of women highlight the importance of not stereotyping refugees, but exploring their individual beliefs and providing a range of service options.

Objectives This review aims to show how people who are categorized as having intellectual disabilities view their social identity, and the impact that this identity has on them. It is felt that research in this area gives valuable insights that are directly applicable to, and raise important questions about, clinical work with people with intellectual disabilities. Methods The diagnostic criteria for and the process of gaining the identity of intellectual disabilities are considered. The literature on stigma and social identity is reviewed and methodological difficulties within these studies are highlighted. Results It is argued that having intellectual disabilities is a powerful and stigmatizing identity. There is a consistent finding in the literature that many people with intellectual disabilities appear unaware of this identity. The possible reasons put forward for this finding are considered, and the clinical implications of the studies reviewed are discussed.Conclusions The few studies that have been undertaken offer useful insights into the effects that having an identity of intellectual disabilities has on an individual. It is argued that further research is needed and that this will be particularly applicable to intellectual disabilities services, where many questions concerning the possible impact of an intellectual disabilities identity remain unanswered.

Purpose  To explore the experience of belonging to a self‐advocacy group for people with intellectual disabilities, and how membership of such a group impacts on individual members. Methods  Eight people with intellectual disabilities, who belonged to a self‐advocacy group for at least 6 months, were interviewed about their experiences of membership. A grounded theory approach was used to generate and analyse the interview data. Results  A model of the impact of belonging to a self‐advocacy group for people with intellectual disabilities on individual members' self‐concept is developed. The model proposes that participants' self‐concept changes as a result of group membership and that this process of change involves six key categories: joining the group; learning about and doing self‐advocacy; becoming aware of group aims and identity; experiencing a positive social environment; identifying positive change in self‐concept and seeing the future of self and group as interlinked. Conclusion  Membership of a self‐advocacy group for people with intellectual disabilities changes the self‐concept of participants. The processes surrounding these changes have important implications for self‐advocacy groups both, in recruitment and in supporting group members.

Leadership-as-practice holds great promise for the re-theorization of leadership in ways that reflect the dynamics of ongoing practice in the day-to-day realities of organizing. However, in order to progress this agenda there is an urgent need to develop more dynamic theories and complementary methodologies that are better able to engage with the continuities of leadership practice. This paper responds to this need firstly by teasing out the conceptual implications of the practices/practice duality, differentiating between leadership as a set of practices, and leadership in the flow of practice. Then, drawing theoretical insights from Austin and Mead, the performative effects of turning points in the flow of ordinary conversation are examined in the context of the leadership talk of a senior management team. The paper makes contributions to both theory and methodology, which are elaborated empirically to show how different types of talk relate to different phases of leadership practice