Although studies show that loneliness increases risk of illness and hastens death, it is poorly understood among persons with severe mental illness (SMI). Using data on 150 people with SMI, we used logistic regression to predict (1) loneliness from sociodemographic and clinical characteristics, and (2) psychiatric hospitalization from presence of loneliness. We also examined mediating effects. Study participants who were most willing to ask for help were 70% less likely (odds ratio [OR], 0.30; confidence interval [CI], 0.09-0.99; p < 0.05) to be lonely than those who were least willing, and participants with high levels of internalized stigma were 9.25 times as likely (CI, 9.25; OR, 2.29-37.32; p < 0.01) as other participants to be lonely. Participants who were most lonely were 2.69 times (CI, 1.03-7.04, p < 0.05) as likely to be placed in psychiatric hospitals as those who were less lonely. Loneliness mediates the association between internalized stigma and psychiatric hospitalization (OR, 1.30; CI, 1.04-1.73). Findings can be used to help prevent inpatient stay.

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Much of the literature on teaching qualitative research consists of instructional philosophies or descriptions of classroom activities. Little has been written about the actual experience of a qualitative research course, especially from the students' perspective. Writing about a course without the voices of those being taught would be like critiquing a meal only by speaking with those who cooked it: we might know what was intended but not what was experienced. Thus, this collaborative paper, written from the perspectives of both instructor and students, offers a unique multilensed view of a course on qualitative social work research. Doctoral students from diverse backgrounds describe their struggles, frustrations, and moments of illumination as they engaged with this new paradigm of knowledge. Because no teaching module will affect all students in the same way, their reflections also explore the role of culture and individual history in shaping response to qualitative methods. Theories of adult learning are suggested as a way to assist the process of adjustment to what are, for many, unsettling new concepts. Students' experiences are then compared with the existing literature. The paper concludes with applications of qualitative research for social justice and human rights.

There are times when people with severe mental illness (SMI) must be willing to ask for help (e.g., with managing symptoms). But what makes one person ask for help and another decide to go it alone? We used logistic regression to assess willingness to request assistance among 150 people with SMI. Hispanics were more likely (OR 8.51, CI 2.05-35.36, p < .01) than Caucasians to be willing to ask for help, and people with the highest incomes (relative to the lowest) were more likely (OR 7.23, CI 1.76-29.97, p > .01). Individuals with the most social support (relative to the least) were more likely (OR 12.36, CI 3.01-50.85, p < .001) to be willing to request assistance, and people who were willing to ask for help were more likely (OR 2.07, CI 1.01-4.26, p < .05) than less willing individuals to report being happy. More research is needed in order to better understand predisposition to seek aid, and interventions are needed that promote it.