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Intersecting gender and other social inequalities are pertinent to women's mental health across the life course. Gendered violence and other forms of gender inequality in particular play a key role in the higher burden of psychological distress carried by young women. However, the context of gendered violence is often minimised or overlooked entirely when young women seek help or advice around mental health concerns. This is especially the case for young women under the age of 30 years. This paper reports on a research study exploring how young women in Australia understand their mental health, and the scope for new approaches to support that better address their needs. A qualitative survey undertaken with 52 Australian young women was used to explore the nature of their mental health experiences, sought to learn about the strategies they used when experiencing poor mental health and the scope for mental health peer support as an alternative approach to intervention. Responses from a diverse group of young women demonstrated that they understood the role that gendered violence and gender inequality played in their mental health. Findings point to the risk of slippage between young women's understandings of their lived experience and those of traditional service providers, demonstrating the risks associated with minimising or ignoring of the gendered nature of young women's mental health problems. [ABSTRACT FROM AUTHOR]

The way social workers discursively construct 'service user' identities in everyday interactions (interviews, conversations and text) can affect quality of relationships and practice outcomes. Even though research has focused on the construction of 'service user' identities by professionals and service users, little has been done to explore such discursive formulations by pre-qualifying social work students. This is especially relevant, given the strengthening of the 'expert by experience' identity in social work education. This paper seeks to make visible mechanisms of student identity constructions as to 'who a service user is', and implications for practice through the examination of student written work pre- and post- a module focussing on lived experience. A critical discursive psychology approach was followed, recognising the interplay between localised professional encounters and wider contexts of power relations. The findings show a shift in the 'service user' identities employed by the students mainly based on individualistic discourses and deserving/undeserving themes (substance misuse the result of vulnerability, rather than selfishness, domestic abuse narratives denoting resilience rather than victimhood). The effect to practice showed shifts between the reflective, expert, person-centred and critical/radical practitioner, mainly stressing the need for professional growth at an individual level, with less emphasis on addressing social inequality. The paper argues that predominantly individualistic discourses can perpetuate de-politicised or oppressive categorisations of 'service users' and calls for further critical engagement with the discursive micro-practises enacted and developed in the social work classroom, if we are to unveil and challenge narrow, or stigmatising categorisations early on. [ABSTRACT FROM AUTHOR]

There is a well-established literature examining how perpetrators of child sexual abuse (CSA) neutralise the norms and beliefs that ordinarily prohibit such behaviours. However, there has been substantially less focus on how such techniques of neutralisation might also be applied by people and groups who were not directly involved in the abuse, who we might expect to be more supportive. Drawing on a thematic analysis of an open-ended survey (n=140) and semi-structured interviews (n=21) with adults who experienced childhood sexual abuse this paper examines societal responses to disclosure. Identifying three key techniques of neutralisation, it explores how families, professionals and institutions use wider discourses that deny the victim/survivor, deny or minimise harm and silence by appealing to loyalty. The results demonstrate how significant others can constrain, rather than support, the process of disclosure and recovering from CSA. [ABSTRACT FROM AUTHOR]

This paper uses Carol Bacchi’s ‘What’s the problem represented to be?’ (WPR) framework to explore representations of women’s mental health in federal and South Australian mental health policies. It argues that mental health policies govern women through neoliberal discourses that individualise mental health and illness while neglecting the social structural factors which significantly influence mental health outcomes and health equity. In a ‘self-monitoring’ neoliberal society, people are increasingly required to seek medical and pharmaceutical intervention to promote ideal personhoods, with women overrepresented in this group. The disciplinary power of the medicalisation discourse categorises women as either ideal or failed neoliberal subjects. This is concerning for social workers because neoliberal and medicalisation discourses shape how women’s mental health is represented in policy and responded to in practice. This paper challenges biomedical and neoliberal discourses underpinning policy representations and identifies the implications for social work and social policy. [ABSTRACT FROM AUTHOR]

This paper explores the notion of time when undertaking interpreter-mediated Mental Health Act Assessments (MHAAs) from the perspective of Approved Mental Health Professionals (AMHPs). It is based on one theme that emerged from a reflexive thematic analysis of 17 semi-structured interviews with AMHPs undertaken as part of a larger corpus (Author’s own 2023). We found when carrying out interpreter-mediated MHAAs, AMHPs perceive time as luxury; something that they do not have in abundance, and which is made more problematic through the additional exigences when an interpreter is required. The luxury of time to which participants refer is determined ostensibly by resource availability underpinned by risk. Systemic and structural barriers also pertain. Driven by time’s omnipresence, these findings demonstrate fluctuations in how AMHPs use spoken/signed language interpreters and give rise to contradiction and sometimes passivity in practice. These findings are important considerations when undertaking any social work service that might require interpreter-meditation and are especially significant during a MHAA when a person’s liberty is at issue. [ABSTRACT FROM AUTHOR]

There's a particular 'common sense' required of the contemporary neoliberal subject to 'self-regulate, self-fashion, and self-produce' (Houghton, 2019 : 618). Crucially, this work on the self happens within a political context of a dominant discourse which valorises the resilient, self-regulating and enterprising individual. It is somewhat unsurprising then, that children who struggle to contain intense emotions are referred to therapy. Their experience of therapy, however, ought to then be examined within this broader socio-political context. This article examines the power dynamics of a therapeutic encounter with a child ostensibly in need of greater emotional self-regulation. To investigate how children are positioned in therapy, therapy transcripts are investigated, drawing on Derrida's concepts of hospitality and deconstruction. Utilising a critical discourse analysis of therapy transcripts, we explored the tensions in hosting children in therapy interactions from a counselling session with a 9-year-old girl, Emily, along with her female caregiver, Kate, and her social worker, in the role of therapist. Our Foucauldian inspired power analysis revealed these tensions at work in the therapeutic encounter. We show how Emily enacted her own deconstruction of the story 'The boy who cried wolf', opening the door to a relational understanding of emotional regulation. The findings highlight the need for social workers to engage in reflexive practice; to be able to listen to children without transforming their insights into opportunities to reinforce dominant narratives. [ABSTRACT FROM AUTHOR]

This exploratory study examined the intersections of Middle Eastern and North African (MENA) American cultural identity and attitudes towards mental health and mental health services. Fifteen in-depth narrative interviews with participants of MENA descent in the United States were analyzed using qualitative thematic content analysis, revealing five primary themes within these data: denial, lack of awareness, stigma/shame, collective identity, and resistance. These results indicate cultural identity plays a unique and significant role in how this population understands and responds to mental health and substance use challenges, in a way that often creates barriers to social service provision and success. Implications and suggestions for how these findings might be used to develop more culturally competent and effective social work interventions for MENA communities are discussed. [ABSTRACT FROM AUTHOR]

While the issue of microaggressions has been studied for marginalized groups, research on microaggressions directed at Caribbean and Central American immigrants, a population whose identities are merged in the more visible Latinx, African American or Asian-American identities, is rare. Semi-structured interviews were conducted with 20 participants – fourteen immigrants and six American-born adult children of immigrants. This research explores how ethnic and racial identification of black and brown immigrants and their American born children connect to experiences of daily microaggressions in the workplace. The results revealed that due to their intersecting identities they pay a heavy emotional price to assimilate into the workplace. This research has implications for organizations, human resources and organizational development. [ABSTRACT FROM AUTHOR]

This article sheds light on autoethnographic accounts of mental illness, to address author and reader concerns and questions and to consider what practitioners can learn from these narrative accounts. Drawing from my own and others' trajectories, I discuss the drawbacks and dangers of exposing a 'flawed' identity, the stigma of serious mental illness, intertextuality issues, the tangled nature of revelation and redemption, framing the 'Other' in mental illness autoethnography and depictions of 'life in the asylum.' I explain how in telling my own 'psychiatric' tale, I looked to the symbolic concept of 'communitas' as a means of examining inter-relational processes and collective experience in a psychiatric facility. I argue that, while the act of writing about one's illness experience can be rightly perceived as a way of reclaiming personal 'power' and facilitating healing, attempts to 'evidence' recovery can run counter to the writer's reality of life with or beyond mental illness as personally and socially messy. In answer to the question, 'at what point does a 'life in the asylum' narrative become autoethnographic?' I argue for the potential of autoethnography to contribute to broader sociological, ethnographic and medical debates and thus impact on policy. Speaking up about mental health through autoethnography can help to promote awareness of the unpredictability and socially constructed nature of mental illness and can inform strategies toward reducing public stigma, tackle the cyclical impact of labels, highlight the need to change social and medical attitudes, and revisualize treatment and support. [ABSTRACT FROM AUTHOR]

A common task in encounters with professionals is to identify a matter warranting professional assistance. Co-producing a 'social workable' matter in social work encounters as an interactional achievement is yet to be explored. Specifying this as an institutional and interactional project creates the opportunity to analyse how topics are collaboratively used in social work encounters to achieve a joint understanding of the work for the session. Such projects offer insights into the social actions involved in identifying matters that are relevant to the service, setting and professional encounter. Conversation analysis (CA) of real-world social work sessions offers a way to understand how social workers and clients produce, elaborate and pursue topics as a collaborative achievement. This detailed analytic approach illuminates how social workable matters are co-produced in interaction and creates an opportunity to examine and improve collaboration in interpersonal practice contexts. [ABSTRACT FROM AUTHOR]

The article stresses the importance of providing mental health care to mothers who are experiencing losing their children from their care through family court proceedings. Topics mentioned include the rates of deprivation and infants in care proceedings, the mental health impact on a mother of having a child removed from her care, and the effect of the lack of mental health knowledge and skills of social workers on the initiatives to provide social care services to women.

This article describes a pilot qualitative research study, exploring the impact of bereavement experiences, on pre-qualifying social work students in two UK Universities with diverse demographics. The research study took place in the context of general concern about the mental health of UK University students and suggests that social work students may be at particular risk of developing emotional wellbeing issues linked to bereavement. Interviews followed a free association narrative technique, with analysis of the data highlighting four main themes. Firstly, bereavement is associated with practical problems which may trigger wellbeing issues. Secondly, there is an increased need for specific bereavement training and support to be embedded within social work programmes, alongside skills and knowledge of cultural diversity and the part this plays in the bereavement process. Lastly, the study demonstrated that bereavement experiences are not isolated but linked to other losses and therefore students may need effective support to process these before they can effectively support others. The study appears to be distinctive in its focus on the impacts of bereavement on social work students and has significant implications for the ways in which students are supported by social work education programmes, as well as paving the way for further research in this area. [ABSTRACT FROM AUTHOR]