‘I hate having my mental health’ – Making sense of mental health through coproduction and visual methods with young people with complex needs

Sims‐Schouten, Wendy; Maynard, Emma; Pound, Megan

doi:10.1080/13676261.2022.2101358

Cited by 7 publications

(3 citation statements)

References 38 publications

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“…Institutional positioning occurs when an institution actively classifies people in ways that bring expectations of how they should function within that institution (28). Following this, individual perceptions and experiences of mental health and wellbeing must be viewed in the light of discursive content and strategies, referring to both the interpersonal and intrapersonal nature of positioning (30).…”

Section: Analytical Frameworkmentioning

confidence: 99%

“A place without walls, only opportunities”: personal accounts of attending Recovery Colleges in Norway

Selbekk,

Kvelland,

Nordås

et al. 2023

Front. Psychiatry

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IntroductionRecovery colleges (RCs) are learning environments, first established in the UK, based on principles that support positive life changes and reduce stigma related to challenges with mental health and substance use problems. RCs offer courses based on co-production processes and are designed and delivered jointly by individuals with lived experience and professional experts. The courses are open to anyone, attracting people with a variety of life experiences. RCs are non-clinical environments that provide individuals with the identities of students and/or trainers as autonomous and independent agents. In this paper, we investigate experiences of being a part of a RC in Norway, either as a student and/or as a course trainer with lived experiences of mental health or substance use challenges. We ask the following research question: What kinds of personal and social processes are enabled by being part of a recovery college from the perspective of persons with experience-based competence?Materials and methodsThe study is qualitative and explorative based on 11 individual (N = 11) and two focus group interviews (N = 8). Participants were recruited from two of the first RCs in Norway between August 2021 and January 2022.ResultsStudy participants describe how their involvement in a RC provided them with opportunities to assume new positions in their recovery process, both related to former institutional identities given in the course of treatment and related to the way they see themselves as people struggling with mental health and substances use challenges. Attending a RC represented significant transitions (1) from an institutional position as “sick” or as “what’s on the paper” into a position as “a whole person”; (2) from being in in a position as a recipient of care to the position as actively responsible for life changes; (3) from seeing themselves as worthless to seeing themselves as persons with resources; (4) from being alone to being part of a fellowship. Participants describe being part of a RC as an invaluable addition to other kind of support or help.DiscussionIt is important to provide alternative arenas like RC for facilitating work with life changes, as an invaluable addition to regular services.

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Section: Analytical Frameworkmentioning

confidence: 99%

“A place without walls, only opportunities”: personal accounts of attending Recovery Colleges in Norway

Selbekk,

Kvelland,

Nordås

et al. 2023

Front. Psychiatry

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“…As children’s involvement in research is becoming more prevalent, researchers are drawing on various (often non-traditional) approaches that allow children to express themselves in ways that best work for them. One approach is the use of arts-based methods such as drama, dance, or visual methods using drawings, photos, or filmmaking ( 33–35 ). These methods are seen as child-friendly as they are more familiar (and often enjoyable), and allow children more agency in expressing themselves ( 36 , 37 ).…”

Section: Introductionmentioning

confidence: 99%

What supports and services post COVID-19 do children with disabilities and their parents need and want, now and into the future?

Pozniak,

Swain,

Currie

et al. 2024

Front. Public Health

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IntroductionChildren and youth with disabilities and special healthcare needs, and their families, have been uniquely affected by the COVID-19 pandemic. However, the voices of children themselves are still not well represented in the existing literature.MethodsThis qualitative descriptive study used a combination of visual methods and interviews to learn about the experiences of Canadian children with disabilities (n=18) and their parents (n=14) during the COVID pandemic and into the post-pandemic period. Data collection was carried out between January and July 2023. The aim was to identify the supports and services children and families need at present and moving forward.ResultsFamilies’ pandemic experiences were complex and nuanced. For many, the pandemic complicated and disrupted everyday activities and supports. These disruptions were largely buffered by parents. However, some families also identified unexpected benefits. Key themes pertaining to present and future needs included the need for services that are flexible; consistent; conducive to relationship-building; comprehensive; coordinated across sectors; and designed to support the needs of the whole family.DiscussionImplications for policy and practice are outlined.

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“…However, we have gone on to share the training with other professionals too, including social work managers, advocacy workers and support workers. From the outset, the project was cognisant of the barriers to achieving a form of coproduction that is equitable and meaningful for everyone involved, as opposed to one that maintains typical research power imbalances in all but name (Flinders et al, 2016; Sims‐Schouten et al, 2022). As such, the project also sought to explore on an ongoing basis the experience of coproduction and the opportunities and hindrances that were met along the way.…”

Section: Introductionmentioning

confidence: 99%

Reconceptualising coproduction as activism together

McMellon,

McCusker,

Roesch‐Marsh

et al. 2023

Children & Society

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The COVID‐19 pandemic disrupted life across the world in multiple ways and those already minoritised and disenfranchised, like care‐experienced young people, bore the brunt of losses and mental health difficulties. This article reports on the findings of ‘Feeling Well, Feeling Cared For’ an innovative knowledge exchange project on care experience and mental health in Scotland that was seriously disrupted by the pandemic. The article explores how these disruptions created new opportunities for deepening and slowing down coproductive practices, allowing relationships between collaborators to become stronger. Three finding areas are presented and discussed through the lenses of coproduction and quiet activism. These include lessons developed through the process of carrying out this project during a pandemic, the findings from our discussions with young people about mental health, and our reflections on the meanings of activism in the context of a coproductive knowledge exchange process. The discussion highlights how learning from this project might benefit coproductive practices in the future, especially as global interest in coproduction continues to grow across a range of disciplines.

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‘I hate having my mental health’ – Making sense of mental health through coproduction and visual methods with young people with complex needs

Cited by 7 publications

References 38 publications

“A place without walls, only opportunities”: personal accounts of attending Recovery Colleges in Norway

“A place without walls, only opportunities”: personal accounts of attending Recovery Colleges in Norway

What supports and services post COVID-19 do children with disabilities and their parents need and want, now and into the future?

Reconceptualising coproduction as activism together

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