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Many concerns exist about potential long-term psychosocial impacts of the COVID-19 pandemic on young people. While the school has been identified as having a vital role in psychological recovery post-disaster more generally, it is unclear as yet how young people have adapted to the return to in-person education. This paper reports on the preliminary findings from an intensive Ecological Momentary Analysis exploration of the affective wellbeing, experiences and coping of 82 Irish second-level students. The participants were found to experience more positive than negative events, and to have moderate-high levels of positive affect and perceived coping during the 7-day period of monitoring. However, the findings also suggest that some students, particularly those with pre-existing psychological difficulties, may be in need of additional targeted support. Accordingly, it is recommended that in the short to medium-term, second-level schools should strive to prioritise the psychological recovery and resilience of students such as through an emphasis on re-establishing and consolidating a sense of student connectedness.

Purpose: The purpose of this study is to understand the meaning of the term well-being as conceptualised by parents, grandparents, principals and teachers in the Irish primary education system. Design/methodology/approach: A hermeneutic phenomenological approach was adopted to understand the nature and meaning of the phenomenon of well-being. Interviews were carried out with 54 principals, teachers, parents and grandparents from a representative sample of primary schools in Ireland. Each participant was asked the same, open, question: "What does well-being mean to you?" Responses were transcribed verbatim and analysed using a combination of the principles of the hermeneutic circle and Braun and Clarke's framework for thematic analysis. Findings: Three conceptualisations of well-being were identified (1) well-being is about being happy, (2) well-being is about being healthy and safe and (3) well-being is something you "do". Originality/value: To the best of our knowledge this paper is the first of its kind to describe how well-being is conceptualised by adults in Irish primary school contexts. In particular it highlights how neoliberal conceptualisations of well-being as a "thing", a commodity exchanged on assumptions of individualism, moralism and bio-economism, have crept into the education of our youngest citizens.

School placement plays a critical and complex role in student teacher development as well as in their professional dispositions and career attitudes. It is where theory and practice meet, teaching skills are developed, professional relationships formed and future careers envisioned. This mixed methods study explores student teachers' experiences with and perspectives about new models of extended school placements developed in Ireland following significant policy and programme reform. Data was collected through interviews and questionnaires with one of the first cohorts to experience a reconceptualised initial teacher education programme, including extended school placement periods in a variety of school settings. This paper will explore student teachers' perspectives regarding the value of the extended placement and factors influencing their professional learning, agency and sense of belonging. Overall, our findings confirm the pedagogical benefits of the extended placement in two different school settings for student teachers' professional learning. However, they also highlight how a number of factors, including the existence (or absence) of school support structures, school culture, peer networks, paid or unpaid additional workload and financial pressures impacted on student teachers' capabilities to develop their skills and professional agency, their sense of belonging and, in some cases, their physical and mental health.

Although there is a wealth of research addressing the association between mental health and school absenteeism, there are calls for a better understanding of how mental health difficulties might predict SAPs (Egger et al., 2003; Finning et al., 2022; Ingul et al., 2019; Wood et al., 2012). The aim of this paper was to create a more nuanced understanding of SAPs by exploring how different constellations of mental health difficulties might be predictive of absenteeism in 9-year-olds. Using a sample of Irish 9-year-olds (N = 8570) from the Growing Up In Ireland Study (GUI'98), the research used latent class analysis (LCA) to identify combinations of mental health symptoms. Twenty items from the Strengths and Difficulty Questionnaire (SDQ) were used to measure a range of emotional and behavioural difficulties. The analysis yielded four mental health classes--"High Risk of Emotional and Behavioural Difficulties (EBD)," "High Risk of Emotional Difficulties (ED)," "High Risk of Behavioural Difficulties (BD)" and "Low Risk of Emotional and Behavioural Difficulties (EBD)." The study assessed whether rates of student absenteeism varied across different classes of mental health as identified through LCA and explored risk factors associated with different classes. Children in the high-risk mental health symptomology groups had significantly higher odds of absenteeism compared to the low-risk class and significantly greater odds of experiencing multiple family, school and demographic risk factors. The distinct profiles of mental health symptoms observed within the classes and their patterns of associations with risk factors and days absent indicated classes were theoretically distinct. The results illustrate the importance of recognising the relationship between mental health and school absenteeism in primary school children when developing early intervention strategies for SAPs. As one of the few studies to focus on 9-year-olds, the current study contributes to current knowledge on the complexities of emerging SAPs in primary school children.

Drawing on a research study of formative assessment practices in Irish schools, this paper traces the design, development and pilot of the Assessment for Learning Audit instrument (AfLAi)--a research tool for measuring teachers' understanding and deployment of formative teaching, learning and assessment practices. Underpinning the paper is an extensive body of international research connecting assessment for learning pedagogy with student self-regulation, mental health and well-being. Reflecting on the potential of the AfLAi as a research tool, an activity systems framework is advanced as a mechanism to engage researchers and teachers in meaningful site-based continuous professional development that supports teachers' interrogation of aggregated school data derived from their responses to the AfLAi. It is argued that by de-privatising classroom practice in this way and challenging teachers to examine self-reports of their understanding and use of assessment for learning pedagogy, the extent to which students are afforded opportunities to develop as self-regulating learners is laid bare. In turn, the teaching, learning and assessment conditions that serve to create and sustain self-regulation by students emerge. The paper is premised on a commitment to a biopsychosocial approach to mental health and to an inter-disciplinary, multi-lens, research agenda that will yield comprehensive, dynamic insights and understandings to inform future practice.

Wellbeing is central to the new Junior Cycle (lower secondary education) in Ireland as a principle and curricular area. This paper argues that while it should never be the case that the rights of parents or their children regarding Religious Education are compromised, Religious Education can make a real and positive contribution to wellbeing in the Junior Cycle. The paper begins by reviewing two recent international longitudinal studies to demonstrate the strong positive correlation between religion and wellbeing. It goes on to highlight the potential of Religious Education in helping schools to fulfil the Junior Cycle wellbeing requirements. It concludes that as a legitimate source of wellbeing, Religious Education with sound content and pedagogy, well taught by qualified and supported teachers, can be an integral part of a Junior Cycle programme.

This paper focuses on a community-university partnership built around a programme of study co-created by residents of a disadvantaged community and situated, for the most part, within that community. The aim of this paper is to share lessons learned from this community engagement initiative, as identified through a research study which ran concurrent to the programme. The study involved 41 interviews (18 individual interviews and 23 focus groups) over a two-year period with 28 participants. Participants included students, lecturers and community and university stakeholders. The finding section focuses on the characteristics of the initiative which allowed it to positively impact those involved. The data indicated that (i) the authenticity of the partnership between the community and university, (ii) the suitability of the lecturers and (iii) the ability of the lecturers and management to adapt the programme to identified needs were all key to the success of the programme. The paper concludes with a discussion, incorporating relevant literature, regarding what can be learned from this programme for those interested in enacting truly engaged practice in Irish higher education.

This paper considers the educational implications of the recent emphasis on the mental health and well-being of lesbian, gay, bisexual, transgender, questioning/queer (LGBTQ) people in Ireland. Operating from the perspective that discourses constitute rather than merely reflect material reality, thereby shaping or "structuring" how we think about, and act, in relation to queer experience, the paper critically engages with discourses which position LGBTQ youth as universally at risk of mental health difficulties, including self-harm and suicidality. It also challenges the corresponding preoccupation with homophobic bullying as the primary lens through which queer experience is understood and addressed in schools, arguing that more space needs to be devoted to other, less harrowing narratives of LGBTQ experience and identity. It highlights some of the more problematic effects of LGBTQ mental health research which frame LGBTQ experience primarily in terms of vulnerability and victimhood and makes the case for a more expansive engagement with LGBTQ identities. The article illuminates the potential that after-queer scholarship holds for a re-imagining of queer youth, sexuality and gender within educational and social research, curriculum materials and educational institutions more generally and concludes with a consideration of specific knowledge and skills that educators should be equipped with in order to disrupt normative understandings of gender and sexuality.

This article presents critical commentary on the relationship between wider policy in Ireland for children, and the practice of social workers and social care workers who work with children on the ground level. An overview of the current policy context for children is achieved through a focused commentary on the literature. This operates around three broad themes. First, the pervasive influence of a children's rights paradigm on policy in Ireland must be accounted for. Second, policy that is manifest as a feature of regulation, audit, accountability and compliance culture is considered. Finally, an overview of key policy related to specific areas of practice with children in Ireland is mapped out. Following a review of the literature, the utility of a Jansson ([2017]. "Empowerment series: Becoming an effective policy advocate" (8th ed.). Boston: Centage Learning) Framework of Policy-Practice is explored for practitioners who seek to make better links between policy and their practice in the field. The proposition is that the Framework offers one theoretical mechanism for practitioners who are concerned with strengthening policy and practice links. The discussion in this paper is timely and relevant in the context of increasing external regulation defined by a cultural shift towards audit, compliance and accountability, and related processes of professionalisation. To date, development of literature in Ireland for social professionals on the relationship between policy and practice remains broadly neglected.

With a particular focus on the experience of young people in higher education, this paper turns to the philosophical work of Cora Diamond to open up new ways of conceptualising mental health. We claim that Diamond offers a compelling insight into that experience of human "difficulty" so often subsumed by a medicalised vocabulary. We propose that she offers philosophically astute perceptions of the related human attempts at "deflection" (as when those same difficulties are avoided because of their lack of fit with the established discourse). And we situate this reading of Diamond against a broader understanding of the contemporary university as a place of institutional "darkness." In developing this general discussion, we place ourselves within a very particular context. We draw on the narratives of a number of third-level students in Ireland, who shared their experiences as part of a hermeneutic phenomenological study into the lived experience of mental health difficulties.

This article briefly examines Guidance Counselling in the Irish context. An analysis of the current decision-making climate and context suggests that there is a need to develop responsible decision-making skills in students, as reflected in the new Junior Cycle Key Skills. A meaning-centred, whole-school approach to develop responsible decision-making is then proposed. The paper identifies the characteristics of self-control, self-insight, modelling, and goal setting as necessary attributes in responsible decision-making. Examined from a whole-school perspective, the significance of meaning, expectation, and perceived vision of failure is considered in terms of student and staff motivation. Building on the counselling framework of Viktor Frankl's Logotherapy and in light of changes to the provision of school guidance, The Logotherapeutic Framework for responsible decision-making (TLF) is offered as a whole-school approach to achieve educational and guidance counselling objectives. The article discusses how the features of the TLF contribute to our mental and physical health. The philosophical and empirical bases for the approach, potential classroom strategies, along with future research recommendations are examined.

Background: Adults with an intellectual disability (ID) have much lower rates of employment than their counterparts without intellectual disability, which increases their risk of poverty and social exclusion. Differential treatment of people with intellectual disability in welfare and training policies suggests an expectation they will be passive welfare recipients rather than productive employees. Methods: This paper aims to examine occupational activities by older people with intellectual disability in Ireland, exploring factors influencing outcomes using data from the IDS-TILDA study (n = 708). Results: Most people were unemployed but engaged in regular occupational activity. Occupational activity was associated with better emotional/mental health. Activities of Daily Living (ADL) functioning was associated with an active occupational status, while social supports most strongly predicted high occupational engagement across a range of activities. Conclusions: A focus on the individual meaning derived from a broad range of engagement may better support people with intellectual disabilities to benefit from regular occupational activity.

In 2017, the National Council for Curriculum and Assessment (NCCA) in the Republic of Ireland introduced a universal social and emotional learning (SEL) intervention in the form of the NCCA wellbeing guidelines. These guidelines are aimed at facilitating the promotion of student wellbeing during the first three years of post-primary education. This paper will provide an overview of the NCCA wellbeing guidelines, while also establishing the educational context within which these guidelines have become necessary. While the introduction of these guidelines is arguably timely, little is known of the attitudes and perspectives that are held by the principal stakeholders, namely the educators, regarding these guidelines and the promotion of student wellbeing in general. This constitutes a significant gap in knowledge as the success (or otherwise) of the new wellbeing guidelines in Ireland may be in some way contingent upon teachers' attitudes toward both the guidelines themselves, and their ability to deliver them. It will be proposed that research, which is currently being conducted, is necessary to further understand educators' perspectives in this area in order to secure 'whole-school' implementation of the wellbeing guidelines and curricula.

Universities have a responsibility to develop appropriate interventions to respond to the mental health needs of their students. Students' use of technology is an integral part of how they communicate and relate to the world; it is reasonable to consider engaging the internet and Information and Communication Technologies (ICT) for mental health service delivery. Internet-delivered counselling brings with it many distinct advantages, but also challenges. Investigating the effectiveness of any internet-delivered counselling intervention is important so as to establish a sound evidence-based practice. A unique feature of online delivery is that the internet can facilitate community and therefore allow counselling interventions to act therapeutically for an online community of users. This paper reports on the use of the online counselling service at Trinity College Dublin, including its uptake and usage, the issues and benefits of online counselling to students and whether clients are satisfied with their experience of online counselling. The paper highlights the positive effect of disinhibition and the therapeutic benefit of writing. Single session counselling is discussed as a model that fits the experience of users and the service provider. Users have reported satisfaction with online counselling and the service's impact within the community of users is complementary. The benefits of increasing access, flexibility and on-time and on-demand services are given attention as is the use of online counselling as an element of a stepped care approach to service delivery. (Contains 1 figure.)

Mobile phones may provide a useful and engaging platform for supporting therapeutic services working with adolescents. This paper examines the potential benefits of the mobile phone for self-charting moods in comparison to existing methods in current practice. The paper describes a mobile phone application designed by the authors which allows adolescents to record moods on their personal mobile phones. The authors propose that a personal mobile device is more suitable for adolescents than other devices. A pilot study with a non-clinical adolescent group in schools comparing a mobile and a paper diary is presented, along with discussion and analysis of the results. The main finding of the study was that compliance was significantly higher on mobile phones than paper, and the task was not found to be any more difficult to complete using mobile phones than with paper charts. A number of salient issues requiring further research are also identified. (Contains 3 figures.)

Purpose: The purpose of this paper is to provide a critical perspective on the international evidence on promoting young people's social and emotional well-being in schools. The challenges of integrating evidence-based interventions within schools are discussed and the need for innovative approaches to research and practice are considered in order to support more sustainable approaches that can be embedded into the everyday practice of school systems. Design/methodology/approach: A common elements approach to intervention development and implementation is explored. A case study is presented on piloting this approach with post-primary students, based on consultations with students and teachers concerning their needs in supporting youth social and emotional well-being. Findings: The integration and sustainability of evidence-based social and emotional skills programmes within the context of whole school systems is far from clearly established. Research on the use of a common elements approach to evidence-based treatment and youth prevention programmes is presented and the application of this method to the development and implementation of social and emotional learning interventions is considered. Preliminary case study findings are presented exploring this approach in school-based intervention development for post-primary school students. Research limitations/implications: The potential of adopting a common elements approach is considered; however, more rigorous research is needed to identify the most potent strategies for social and emotional skills development. Originality/value: Identifying a common set of evidence-based strategies for enhancing adolescents' social and emotional skills could lead to innovative approaches to intervention delivery that would extend the impact and reach of evidence-based practice across diverse educational systems and school settings.

Background: Measures of quality of life (QOL) must be appropriate for specific groups but comparable across groups. In this paper, we compared how QOL is measured in research with older adults with and without an intellectual disability (ID). Methods: Measures used in 2 population studies of older adults with and without ID (Intellectual Disability Supplement to the Irish Longitudinal Study on Ageing [IDS-TILDA], and The Irish Longitudinal Study on Ageing [TILDA]) were examined. Framed by Schalock's Quality of Life Framework, conceptual content of measures of emotional wellbeing and self-determination were compared. The acceptability and concurrent validity of IDS-TILDA measures were evaluated. Results: The same measures of emotional wellbeing were identified in both surveys. However, measures of self-determination captured different aspects of the construct. Concurrent validity between self-determination and emotional wellbeing measures in IDS-TILDA was weak. Conclusions: Research with adults with and without ID is limited by the nature of current inclusive QOL measures: Instruments are required that have adequate conceptual coverage and are comparable across groups but appropriate and feasible to use.

Purpose: The purpose of this paper was to establish how the phenomenon of mental health issues among young people has translated into the reality of Irish schools through the lens of Irish teachers. Design/methodology/approach: This wholly qualitative study adopted a post-positivist and phenomenological approach to gathering data by way of semi-structured interviews of 16 participants, 8 from primary backgrounds and 8 from post-primary backgrounds. Analysis of the data highlighted what teachers perceive to be ongoing issues with the mental health and well-being of pupils and the challenges that both teachers and pupils must overcome. Findings: Interviewing the participants unearthed three sub-themes with regard to mental health in Irish schools, namely, the prevalence of psychiatric disorders/symptoms of mental ill-health among Irish children and adolescents, the barriers preventing help-seeking and the role of mental health support services in Irish schools. Research limitations/implications: One limitation in this study was that a wider variety in sample could have yielded a more in-depth volume of results. Furthermore, the study by semi-structured interview presented challenges, such as the use of other people's viewpoints to support the perceptions of the participants, which could not be validated. Practical implications: Among the recommendations made by the participants were that schools engage in policy development to combat mental health and well-being issues, that teachers engage in continuous professional development in the area and that mental health support services are sufficiently staffed and funded. Social implications: The general public should engage more in activities that promote a healthy dialogue around the topic of mental health to reduce stigma. It is recommended that campaigns to raise awareness are continued and bolstered. Originality/value: Irish teachers are being confronted by a contemporary discourse that has materialised as a by-product of an evolving society. Cultural development has led to increased focus on mental health and well-being in recent years, with this body of research exploring its emergence into school life from teachers' perspectives. [ABSTRACT FROM AUTHOR]

Background: This paper aims to explore the impact of recovery education on recovery knowledge, attitudes and the quality of life of students undertaking recovery education, contributing to the evidence base in relation to the impact of recovery education. It also explores the experiences of all stakeholders involved in the co‐facilitation, delivery and participation in recovery education. Setting and Participants: This study evaluates the experiences of stakeholders involved in the co‐facilitation, delivery and participation in recovery education across four recovery colleges in Ireland. Participants included students undertaking recovery education, peer educators, education facilitators, recovery college coordinators and practitioner/service providers. Discussion: Findings from the quantitative survey when compared with extant literature suggest that students had a good understanding of recovery education. The social aspect of empowerment for growth and wellbeing was identified through themes relating to co‐production and facilitating student learning. Support for equitable access to recovery education, including co‐production for both the public and staff, was identified as a challenge for the future. Conclusion: The findings from both the qualitative and quantitative components of the study show the positive impact of recovery education on stakeholders while acknowledging the need for ongoing support for people working in recovery education and the development of services. In particular, there was a high level of recovery knowledge found in students undertaking recovery education. Patient or Public Contribution: This study utilised a co‐created study design. From inception a steering group comprising stakeholders (peer educators, recovery education facilitators including past recovery college students and nonpeer staff involved in the co‐production of recovery education) directed the conduct of the evaluation. This steering group participated in an iterative process of information sharing, suggestions for evaluation process and language. [ABSTRACT FROM AUTHOR]

Peer Support Workers and Family Peer Support Workers have been in place within an Irish context for a number of years outside statutory services. In 2016, the Mental Health Directorate of the Health Service Executive recruited for a newly established role. These new workers were employed directly into services and had the full privileges of employment, including supervisory and line management structures. Despite the growth of the peer support movement internationally, there has yet to be a clear model of supervision for Peer Support Workers in statutory services. This paper has gathered a variety of experts in peer support in Ireland to begin conversations which will hopefully lead to a clear model of supervision for Peer Support Workers. From the use of an autoethnographic approach four main themes were constructed to gather a complete picture of supervision for Peer Support Workers in Ireland as well as what an ideal model would involve. The paper concludes with recommendations for more research to be conducted in this area so that a clear, workable model of supervision can be created to protect the essence of lived experiences roles in statutory mental health services. [ABSTRACT FROM AUTHOR]

Within categories of special educational needs, emotional and behavioural difficulties have received much attention in recent years, particularly in relation to their definition and identification by parents and teachers. This paper stems from previous research which highlights how children from disadvantaged backgrounds and those attending schools designated as socio-economically disadvantaged are significantly more likely than their peers to be identified as having a special educational need of a non-normative type such as emotional behavioural difficulty (EBD). Using data from the Growing Up in Ireland study, it examines whether the EBD identified by teachers or within certain schools is matched by the child's own performance on an internationally validated emotional and mental health measure--the Piers-Harris. Findings show that overall self-reported social emotional well-being bears a strong relationship to the probability of being identified with an EBD. However, boys, children from economically inactive and one-parent households and children attending the most disadvantaged school contexts are more likely to be identified with having an EBD, even after taking into account their social background characteristics and their scoring on the Piers-Harris measure. These findings suggest that the subjective nature of EBD identification is resulting in a disproportionate number of these children being identified with EBD. The implications of this study are explored for existing disability/SEN classification systems, school-wide intervention models and the impact on individual students labelled as EBD. Overall, the findings pose searching questions about the validity of employing SEN classification systems in deciding eligibility and types of appropriate provision. (Contains 2 tables and 1 figure.)

The outcomes for children in kinship care are generally seen as positive in terms of identity formation, stability of placement, behavioural and mental health outcomes, enabling siblings to live together and child protection. However, there is some disquiet about the length of time children stay with relatives; agencies are not sure about how best to position themselves in relation to the families, or how best to conduct home studies and license relative carers. There is evidence that relatives receive both less support and supervision from agencies than do traditional foster parents. This paper examines the benefits and challenges of relative care, whilst identifying current research limitations, and focuses on the gaps in respect to the intersection between research policy and practice. Through this examination, considerations are given to such issues as: What service delivery models are needed to optimise potential benefits through aligning law, policy and practice guidance? How, and to what extent, should relative care be financed? Where does relative care fit with the intersection of permanency adoption and guardianship? The ambiguity that exists towards this care option needs exploration, as does the question of how a worker's own "family experiences and values" may influence, or be influenced in, the course of the relative-care work.

This paper reports on exploratory, qualitative research conducted with eight people with experience of mental health treatment about their understanding of decision-making capacity. While acknowledging that there are times when mental or emotional distress can interfere with the capacity to make decisions, participants described how their capacity can be reduced by a set of social and environmental factors. These factors include the lack of treatment options available from which to choose, lack of trust of the information provider, inaccessible information, the effects of medication that literally "stops your ability to think", lack of empathy with mental or emotional distress, and lack of time to process information. Participants highlighted the issue of power and powerlessness when describing how incapacity is determined within mental health services. Participants' articulations of capacity in relation to mental health are in accord with a social model of disability approach to capacity. (Contains 1 note.)

Many studies have measured the prevalence of mental health issues amongst the student population. Of note in the literature is the absence of help-seeking amongst most sufferers. Several barriers to help-seeking have been identified in the literature. While in many cases treatment facilities are available, the literature is strangely quiet on attempts to overcome these barriers. In this paper we detail a series of studies and experiments designed to overcome such barriers. These involve the most common, and indeed, preferred method of communication amongst students, namely texting. Texts were sent on a fortnightly basis to students at an Irish third level institution. Intermittently, texts exhorting help-seeking were broadcast to all students, and the responses of students measured. Attitudes to receiving texts from the college were also evaluated. Our conclusions suggest that students do not object to receiving texts on a regular basis from the college, provided they are about college matters, and that such texting has a role to play in encouraging reluctant and needy students to avail of college counseling services. As we are seeking to persuade through technology, the application of captology (computers as persuasive technology) to help-seeking by text is also discussed. (Contains 3 figures and 7 tables.)

The General Health Questionnaire (GHQ) is frequently used as a measure of mental well-being. A consistent pattern across countries is that women report lower levels of mental well-being, as measured by the GHQ. This paper applies decomposition techniques to Irish data for 1994 and 2000 to examine the factors lying behind the gender differences in GHQ score. For both 1994 and 2000 about two-thirds of the raw difference is accounted for by differences in characteristics, with employment status the single most important factor.

Bullying remains a significant issue in the lives of many primary school children in Northern Ireland and elsewhere. Children are now experiencing direct and indirect bullying as well as cyberbullying, all of which can have significant negative consequences for health and well-being that may persist in the long term into adulthood. Many children do not tell of their bullying experience or seek help and support. While bullying has achieved a higher profile on the policy and practice agenda over the past few years, prevalence and incidence rates have improved little. Peer support programmes have increasingly been identified as an important element of whole school approaches to tackling and preventing bullying. It has been suggested that these programmes contribute by building resilience, promoting friendship and challenging negative peer group roles in bullying behaviour. This paper presents a case study that describes the process by which a befriending peer support intervention was developed in a primary school setting in Northern Ireland. The factors contributing to its role in promoting friendship and countering bullying at the school are presented. (Contains 5 notes.)

Research reported in recent years highlights that many children and young people living in Northern Ireland are struggling to cope with a range of complex issues in their daily lives. The lack of accessible and appropriate professional support means that many children and young people carry these issues to school, where their struggle to cope manifests as behaviour problems contributing to poor engagement and academic achievement. In recognition of the need to support these vulnerable children and young people, the National Society for the Prevention of Cruelty to Children in 2000 established an independent schools counselling service in Northern Ireland. This paper presents a descriptive profile of client and service use between September 2004 and December 2005. Descriptive analysis indicates that the service provides a pragmatic support response to vulnerable children and young people at school: high levels of referral by children and young people themselves, parents and teachers indicate the service is used across all school sectors and management types. Initial status scores for emotional health and well-being as measured by the self-rated Strengths and Difficulties Questionnaire confirms children and young people are presenting to the service with significant difficulties. Implications for the strategic and practice development of an independent schools counselling service in Northern Ireland are discussed. (Contains 1 figure and 6 tables.)

Purpose: This paper aims to explore the roles of psychologists in seclusion in adult mental health services in Ireland, their perspectives on seclusion and its use in recovery-oriented practice and related professional practice issues. Design/methodology/approach: A qualitative hermeneutic phenomenological study was conducted from a social constructivist perspective. Semi-structured interviews with 17 psychologists were analysed using reflexive thematic analysis. Findings: Twenty-four themes were identified, which were clustered into four overarching themes. Participants viewed themselves and psychology in Ireland more broadly as peripheral to seclusion. They believed that seclusion possessed no inherent therapeutic value but viewed it as an uncomfortable and multi-faceted reality. Participants regarded seclusion and recovery as largely inconsistent and difficult to reconcile, and they perceived systemic factors, which had a pervasive negative impact on seclusion and recovery in practice. Practical implications: The findings highlight the perceived complexity of seclusion and its interface with recovery, and the need to conscientiously balance conflicting priorities that cannot be easily reconciled to ensure ethical practice. The findings suggest psychologists are well-suited to participate in local and national discussions on using seclusion in recovery-oriented practice. Originality/value: This study offers a unique insight into psychologists' perceptions of seclusion and considers the implications of these views. Participants' nuanced views suggest that psychologists can make valuable contributions to local and national discussions on these topics. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to understand the meaning of the term well-being as conceptualised by parents, grandparents, principals and teachers in the Irish primary education system. Design/methodology/approach: A hermeneutic phenomenological approach was adopted to understand the nature and meaning of the phenomenon of well-being. Interviews were carried out with 54 principals, teachers, parents and grandparents from a representative sample of primary schools in Ireland. Each participant was asked the same, open, question: "What does well-being mean to you?" Responses were transcribed verbatim and analysed using a combination of the principles of the hermeneutic circle and Braun and Clarke's framework for thematic analysis. Findings: Three conceptualisations of well-being were identified (1) well-being is about being happy, (2) well-being is about being healthy and safe and (3) well-being is something you "do". Originality/value: To the best of our knowledge this paper is the first of its kind to describe how well-being is conceptualised by adults in Irish primary school contexts. In particular it highlights how neoliberal conceptualisations of well-being as a "thing", a commodity exchanged on assumptions of individualism, moralism and bio-economism, have crept into the education of our youngest citizens. [ABSTRACT FROM AUTHOR]

In 2019, three internal studies were conducted in the Irish Probation Service exploring mental health among persons subject to probation supervision. This paper briefly considers, as context for the studies, the Irish and wider international literature exploring mental health problems among those engaged with probation services and outlines the key findings from the three studies. The studies though limited in scale, scope and methodology were consistent in identifying recurring themes supporting the broader research literature highlighting the prevalence of mental health problems among probation service clients. The paper discusses the key findings and implications for probation policy and practice, and looks to ongoing developments and related new initiatives in the field in Ireland. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to describe a novel community development and how the synergies arising from the interaction of diverse perspectives (including arts and health, person centredness, co-production and shared leadership) have led to a transformative initiative for individuals and a local community in the Republic of Ireland. Design/methodology/approach: This is a descriptive case study. It includes the personal narrative of an expert by experience who is one of the co-authors. Links to short digital films are also included along with references to internal evaluation documents and published literature. Reflections from the nurses who contributed to the initiative and a university academic are also incorporated. Findings: A space in the community built around the principles of relational practice has evolved into an alchemical space, enabling creativity, recovery and well-being. The benefits arising out of this network of social relationships have contributed to personal recovery, integration with the local community and generated social capital. This has enhanced mental health and well-being locally. Practical implications: Statutory Irish health policy is reflective of developments in health care internationally, with an emphasis on greater delivery of care in the community. This views citizens as active partners in the maintenance of their health and well-being. This case study illustrates how this has unfolded in practice in a rural mental health community context. Originality/value: This paper adds to the evidence base that demonstrates the potential benefits of participation in the arts to individual recovery journeys. In addition, it shows that when arts and health perspectives coalesce with the wider domain of relational practice, the synergies arising contribute positively to the health and well-being of local communities. [ABSTRACT FROM AUTHOR]

The products that we use in our living environment greatly assist us in maintaining health and independence as we age. Much research has been conducted on the physical ergonomic needs in product design for older people, overlooking an understanding of the 'softer' functionality that domestic products offer. Through an ethnographic case study of older peoples' cooking and heating product needs (N=40), this paper presents 1) a theoretical framework which supports the need for designers to consider social and emotional connections when designing domestic products for older people and 2) practical implications and requirements for future designers to consider when designing these products. In this paper, I encourage designers to consider the reflective and visceral connections domestic products hold and how products can both inhibit and increase social inclusion. [ABSTRACT FROM AUTHOR]

Introduction: Internationally mental distress is more prominent in the LGBTI community than the general population. The LGBTIreland study was set up to take stock of this in the Republic of Ireland. This paper reports on the analysis of the transgender group with reference to minority stress theory and cognitive dissonance theory. Method: An online survey was conducted addressing several aspects of mental health and distress that received responses from all groupings (n = 2,264) among which 12.3% (n = 279) identified as transgender. The survey consisted of several validated tools to measure depression, anxiety, stress (DASS-21), coping (CSES), self-esteem (RSES), alcohol and drugs misuse (AUDIT) and a variety of questions addressing demographics, experiential aspects, coping and self-related factors. Data analysis focused on predicting mental distress using DASS-general (composite of depression, anxiety and stress). Results: Transgender participants reported higher levels of mental distress, self-harm, suicidal ideation and attempts, and lower levels of self-esteem in comparison with the LGB groups, as well as the general population. Hierarchical multiple regression showed that 53% of variance in mental distress could be predicted from reduced self-esteem, the experience of harassment and not belonging in school. Furthermore, mental distress was highest among younger participants, those who were 'not out', those who had self-harmed and used avoidant coping. There was no significant difference in distress levels among those who had sought mental health support and those who had not. Conclusions: To understand mental distress in transgender people, the minority stress model is useful when taking into account both adverse external (environmental) and internal (cognitive/emotional) factors. The cognitive dissonance mechanism is essential in outlining the mechanism whereby gender incongruence is associated with psychological discomfort, low self-esteem and high mental distress. [ABSTRACT FROM AUTHOR]

Background: There is an increasing demand for mental health support in primary care, especially for young people. To improve mental health support for young people in general practice, the needs of young people must be considered.Aim: To explore the experiences of young people (aged 12-25 years) on receiving mental health care in primary care and identify the needs of young people who present with mental health concerns.Design and Setting: A systematic review and narrative synthesis.Method: This was a systematic review and narrative synthesis. Six databases were searched for literature relating to young people's experiences of receiving mental health care in primary care. Additional handsearching and manual internet searching were conducted. Narrative synthesis was employed.Results: Five papers and a further two reports from manual internet searching were found, resulting in the inclusion of 1823 young people from four different countries (UK, US, Ireland, and Canada) for synthesis. The synthesis generated four themes: the centrality of a trusting relationship; showing empathy and taking concerns seriously; being given time to talk; and barriers to accessing mental health support in primary care.Conclusion: Young people need a trusting relationship to discuss sensitive issues. To enable high-quality and effective mental health consultations with young people and the development of trust, GPs require unhurried consultations and the ability to maintain continuity of care. [ABSTRACT FROM AUTHOR]

Mental health services in prisons in the United Kingdom and Ireland have long received criticism for falling behind that of services available in the community. In recent years, the mental health of people in prison has received increasing attention and developments have been seen in commissioning, provision and quality. This paper summarises the key findings from the first three annual reports of a quality improvement initiative, the Quality Network for Prison Mental Health Services (QNPMHS), organised by the Royal College of Psychiatrists' Centre for Quality Improvement. Between 2015 and 2018, participating services were subject to review against a set of evidence-based specialist standards via an annual process of self and peer-review. The paper explores whether any changes have been observed in the average compliance of the quality standards during this period. Slight improvements were observed in five of the nine standard domains; however, a longer period of review is required to fully assess the impact of such programmes within prison mental health services. [ABSTRACT FROM AUTHOR]

As a social work lecturer I have, over the years, developed strong links with service-user/survivor groups in an effort to contribute to a more context-focused and democratic approach to mental health education and practice. User narratives of psychiatric survival have been central in organizing resistance toward dominant constructions of 'mental illness'. Within education, user narratives have created spaces for co-production with a transformative potential, as traditionally silenced voices can be heard and affirmed. However, recent debates suggest that such narratives are often used by mental health and educational systems to promote their own agendas. In this context, user narratives are no longer considered a transformative act of co-production or resistance. They are a commodity servicing primarily the interests of these systems. This paper adds to these debates through a self-reflexive discussion on my experience of including user/survivor narratives in Irish social work education, as user narratives remain insufficiently critiqued in this context. I consider the significance of power operations in the contexts where narratives are shared and heard and argue for the need to honor what has been achieved while problematizing what may be lost through the inclusion of service-user narratives in social work education. [ABSTRACT FROM AUTHOR]

Primary care mental health services need to expand to assist the increased number of people reporting mild to moderate mental health difficulties. In Ireland, the primary care mental health service has been recently enhanced through the employment of Assistant Psychologists (AP) in primary care psychology. This paper provides an early and brief evaluation of the impact of the AP‐enhanced model through a tripartite approach to evaluation which utilises measures of throughput, output and stakeholder satisfaction. We use data from two sources; Health service key performance indicators, and a routinely gathered minimal dataset of client measures. Results indicate that the numbers of clients seen in the period rose by 16%, that AP‐delivered treatments are beneficial for clients with mild to moderate mental health difficulties, and more than 80% of clients reported being 'totally satisfied' with the care received. The data provide early evidence that the AP model is beneficial in meeting clients' needs across a range of presentations within the service admission criteria, and that the AP‐enhanced model may offer a satisfactory solution to primary care needs. However, further data collection is required, and additional stakeholder input is necessary for a complete evaluation of the assistant psychologist model in primary care. [ABSTRACT FROM AUTHOR]

This paper explores the well-being ['well-being' and 'wellbeing' are used interchangeably in the literature. Well-being is used in this paper (except in the reference list where exact wording is maintained)] benefits of participation in a workplace choir for health service staff. A mixed method study, this project combines quantitative measures of work engagement, perceived stress, resilience levels and work absences with qualitative interviews with choir participants. It is the first study of workplace choirs in Ireland and one of very few studies internationally that research health service staff choirs. There is some preliminary evidence of benefits that choir attendance may increase positive perception of workers' mental health as well as effect depression rates. However, evidence is limited quantitatively and difficulties in measuring the health benefits of arts interventions are noted. Qualitative data, however, confirms previous study findings, namely that a workplace choir can promote social connectedness, enjoyment at work and staff engagement. Work place choir was also noted to appeal mainly to a limited demographic of work place staff and people with relatively positive health and well-being. Efforts must be made to engage staff from lower socio-economic backgrounds, diverse cultural backgrounds and male staff in work place health promotion activities, as these groups were found less likely to join a work place choir. Given the low cost and low risk of this activity, and the qualitative benefits reported, it is recommended to continue to develop and evaluate health service workplace choirs. [ABSTRACT FROM AUTHOR]

The aim of this study was to provide evidence of the acceptability of the primary care psychology services that have been enhanced by the employment of assistant psychologists in Ireland to the parents of children with psychological difficulties. Data were collected from a sample of 74 parents who responded to quantitative and qualitative questions on the experience of service questionnaire. Reflexive thematic analysis was used to analyse the questionnaire responses. On average 88% of participants selected 'certainly true' in response to the statements in the experience of service questionnaire statement they were 'Totally satisfied'. Three major themes were developed; 'communication is more than talking', 'structure can facilitate or impede', and 'emotional reactions'. 'Communication is more than talking' is organised around communication The 'structure can facilitate or impede' acknowledges that systems influence psychological supports. 'Emotional reactions' captured parents' experiences, such as joy, frustration, and solidarity. The results demonstrate that the newly enhanced mental health service is acceptable to parents. Their voices provide ideas about what helps and hinders their experience of care. [ABSTRACT FROM AUTHOR]

People are interconnected and ill-health is rarely experienced in isolation. However, while there has been extensive research on health spillovers related to informal caregiving, there is comparatively little evidence on how ill-health may impact upon non-caregiving family members. This paper analyses EQ-5D-5L normative data from a nationally representative sample of adult residents of Ireland to estimate the independent relationship between serious family illness and five distinct dimensions of health. The empirical strategy combines inverse probability weighting and multivariate ordered probit regression in a doubly robust estimation. We find that experience of serious family illness is associated with large mental health decrements that are independent of caring responsibilities, while similar results are not evident for the four other health dimensions. Furthermore, stratified sub-sample analyses indicate considerable heterogeneity by sex and by income. In particular, we find evidence consistent with larger mental health spillovers for females than for males, as well as for low- and medium-income households relative to high-income households. The latter suggests that such spillovers may be substantially worse for those with fewer resources. Overall, the findings have a range of potential implications, including for the provision of mental health supports and services, for equity of health outcomes, as well as for health economic evaluation. For example, we calculate that our estimates of health spillovers are consistent with a 1.3% reduction in health utility for non-caregiving family members., (Copyright © 2021 The Author(s). Published by Elsevier Ltd.. All rights reserved.)

Based on the rich extant research in the field of mental health in acculturation, it is calling to identify religion as one of the meditative variables of the relationship between acculturation and mental health. In addition, little knowledge exists about the detailed religious experience of Chinese migrants in Ireland. This research adopted classic grounded theory to guide data collection and analysis. The findings show that Christian faith plays a significant role as a mediator in the cross-cultural adaptation of the participants with two aspects of the mental impacts: helping to cope with mental stress and providing spiritual satisfaction. The results in this paper are part of the findings from an investigation of the religious experience of the participants during their cross-cultural adaptation in Ireland. [ABSTRACT FROM AUTHOR]

The application of Pluralism in Qualitative Research (PQR) allows for a multi-perspective approach to understanding the nuanced social and psychological phenomenon. The complexity of what it means to qualitatively analyse and respond to sensitive data from the reflexive position of the analyst, is the focus of this paper. We introduce previous work in pluralism, and data from ReachOut.com, an online resource for young people in need of mental health advice in Ireland. We present our analysis of the posts from ReachOut.com which conveys the varied understandings of depression, from a medically understood illness, to a socially constructed lived experience. Analysis of the reflexive positioning of our group of experienced qualitative researchers highlights the need for support for those who engage with such data. Our findings reflect the outcomes and experience of using pluralism to examine mental health concerns which require further social, cultural and technological responses. [ABSTRACT FROM AUTHOR]

The benefits of physical activity for the physical health of individuals are well documented. Less is known about the benefits of physical activity for mental health. This paper explores the associations between physical activity and positive mental health and mental health problems. The paper utilises data collected from a representative sample of 10-17-year-old adolescents in Ireland. Physical activity in the study is measured using moderate-to-vigorous physical activity (MVPA) and vigorous physical activity (VPA). Mental health was measured using the Cantril Leader of Life Satisfaction, the WHO-5 index, Mental Health Inventory (MHI-5) and the Health Behaviour in School-Aged Children (HBSC) Symptom Checklist (HBSC-SCL). Data were analysed using bivariate (Pearson Correlation, t-test, one-way ANOVA) and multivariate (two-way ANOVA, ordinary least squares (OLS) regressions) analyses. In total, 8636 adolescents were included in this analysis. Higher participation in physical activity was associated with higher scores on the positive mental health indicators and lower scores on the mental health problems indicators. When modelled together, VPA was a stronger predictor of mental health than MVPA, especially in girls. For example, standardised beta coefficients for predicting MHI-5 were -0.09 for MVPA ( p < 0.001) and -0.13 for VPA ( p < 0.001) To our knowledge, this is the first study that looks at levels of physical activity as well as both positive mental health and mental health problems. The study highlights the need to encourage and enable adolescents, and especially girls, to participate in vigorous exercising as way of promoting positive mental health., Competing Interests: The authors declare no conflict of interest. The funders had no role in the design of the study; in the collection, analyses, or interpretation of data; in the writing of the manuscript; or in the decision to publish the results.

Accessible Summary: What is known on the subject?: Mental health support workers (MHSWs) are frequently employed in mental health services in order to augment and diversify the workforce and to promote recovery centred careResearch shows that while MHSWs positively support service user mental health recovery, these roles are often unclear or not well understood by MHSWs and other mental health practitioners What the paper adds to existing knowledge?: Through arts‐based research methods, three MHSWs communicated their personal vulnerabilities and anxieties in supporting others with mental health issues; these insights are rarely presented in mental health research.MHSW experiences of not having recovery‐oriented expertise recognized or valued by healthcare team were powerfully conveyed through arts narrative. These findings promote recognition of the strengths and contributions of MHSWs to mental health practice.Arts‐based inquiry is a means of providing additional depth to what is already known and contributes novel insights regarding the occupational experiences and perceptions of MHSWs. What are the implications for practice?: Mental health nurses and healthcare teams need to engage fully with recovery‐oriented principles acknowledging the vulnerabilities of all practitioners and establishing adequate supervision and support.There needs to be greater clarity concerning roles/scope of practice for MHSWs to enable productive working partnerships in mental health teams. This can be achieved through open communication, education and planning among the wider mental healthcare team. Introduction: Mental health support workers (MHSWs) make positive contributions to mental health recovery practice yet their roles and support needs are often unclear. This research explored the occupational lived experiences of three MHSWs working in Irish mental healthcare services. Aim: The study examined the experiences and perceptions of MHSWs regarding their mental health recovery work. Method: A narrative design was used incorporating participatory art‐based inquiry as a collaborative means of engaging participants. This innovative methodology enabled exploration and evocative expression of participants' occupational experiences and stories. Results: Participants revealed feelings of vulnerability and anxiety regarding personal mental health and supporting the mental health of others; a finding not commonly explored in previous research. MHSW skills and knowledge were evident; however, this expertise and recovery focus was not valued in mental health services. Discussion: The strengths and challenges of MHSW engagement in service provision are discussed. Interdisciplinary team integration is explored in terms of contrasting recovery philosophies, practitioner vulnerability and professional demands and imperatives. Implications for practice: Mental health teams need to engage with recovery principles, acknowledging strengths and vulnerabilities of all practitioners and establishing adequate supervision and support. Greater clarity and education is required concerning roles/scope of practice for MHSWs to enable productive interdisciplinary partnerships. [ABSTRACT FROM AUTHOR]

Irish Travellers are a minority ethnic group within the Irish state with a distinct culture and set of traditions. Travellers experience mental health inequalities, high rates of mental ill health, and structural and individual barriers to mental health supports. A Traveller Mental Health Liaison Nurse (TMHLN) was introduced in a healthcare region in Ireland to provide greater mental health‐related support to Travellers. This paper presents a description of the TMHLN role following a multi‐stakeholder evaluation. The research design was descriptive qualitative and the findings are reported using COREQ criteria. Thirty‐four key stakeholders were interviewed individually or as part of focus groups. Thematic analysis generated two broad themes: the role context, and the specific activities of the role. Mental health nursing experience and understanding of local issues and services were key, as was use of language, building trusting relations, creating the metaphorical, and having the physical, space for working. Specific activities involved in‐reach and outreach work, including one‐to‐one mental health support provision, delivery of education/training sessions to Travellers and service providers, (re)establishing links to specialist services, integrated and interagency working, and promoting cultural competency. The findings set out a role with a greater emphasis on the use of recovery technologies, having an emphasis on psychosocial interventions and self‐care, and less focus on biomedical technologies, signs and symptoms, and clinical outcomes. This study contributes to knowledge on the role of a MHLN as this relates to working with marginalized minority groups. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to report on the findings of a qualitative study that explored the views and experiences of young people leaving care during the first phase of the Covid-19 pandemic in Northern Ireland. Design/methodology/approach: A qualitative approach was adopted involving semi-structured interviews with 24 care leavers 18–25 years old from across the region. Interviews were conducted remotely online or by telephone and explored young people's lived experiences during the pandemic including their views on the formal support services and how best to provide ongoing for support care leavers during the pandemic. Findings: Study findings highlight how known adversities for care leavers are exacerbated during the pandemic, having a detrimental impact, particularly on their emotional well-being. The response of the state as a corporate parent in mitigating the impact of the pandemic was found to be inadequate; with a need for much clearer communication, transparent and prompt decision-making and targeted specialist mental health services. The account given by the young people also highlighted the importance of participation and relationship-based practice to build on the young people's resilience in the context of high levels of social isolation and limited access to informal support systems. Originality/value: This research, based on the views of care experienced young people themselves, is the first study in Northern Ireland to report on the impact of the Covid 19 pandemic on care leaving. As such it makes a contribution to this emerging international field of study and, given the persistence of the pandemic, provides empirical findings and a social justice perspective of ongoing relevance to policy and practice with young people leaving care. [ABSTRACT FROM AUTHOR]

COVID-19 continues to exert unprecedented challenges for society and it is now well recognised that mental health is a key healthcare issue related to the pandemic. The current edition of the Irish Journal of Psychological Medicine focusses on the impact of COVID-19 on mental illness by combining historical review papers, current perspectives and original research. It is important that psychiatrists leading mental health services in Ireland continue to advocate for mental health supports for healthcare workers and their patients, while aiming to deliver services flexibly. As the pandemic evolves, it remains to be seen whether the necessary funding to deliver effective mental healthcare will be allocated to psychiatric services. Ongoing service evaluation and research is needed as the myriad impacts of the pandemic continue to evolve. In a time of severe budgetary constraints, ensuring optimum use of scare resources becomes an imperative.

Many countries have enacted, or are in the process of enacting, emergency mental health legislation in response to the global pandemic of Covid-19 (coronavirus). In Ireland, the Emergency Measures in the Public Interest (Covid-19) Act, 2020 amends the Mental Health Act 2001 to permit the Mental Health Commission to request an independent psychiatric report about an involuntary patient from any consultant psychiatrist who is not treating the patient (and not just those on its designated panel). This independent examination may occur 'in person', 'by other appropriate means', or even, 'due to the exigencies of the public health emergency', not occur at all, once this is explained in the resultant report. The 2020 Act acknowledges that 'the exigencies of the public health emergency' might hamper the independent psychiatrist's work and requires a written report from the patient's treating psychiatrist 'no earlier than the day before' the tribunal, in lieu of the psychiatrist physically attending a tribunal hearing, although, if possible, they will attend (i.e. phone in to) a tribunal held by conference call. The 2020 Act permits the Mental Health Commission to, if necessary, appoint tribunals 'consisting of one member who shall be a practising barrister or solicitor'. Such a tribunal shall, if possible, consult with a consultant psychiatrist if the reports from the independent psychiatrist and treating psychiatrist conflict or if it is otherwise 'necessary in the interest of the patient'. A tribunal can extend an involuntary order by a second period of 14 days 'of its own motion if the tribunal, having due regard to the interest of the patient, is satisfied that it is necessary'. Tribunals for current involuntary patients will be prioritised over retrospective tribunals for discharged patients; a tribunal can direct a witness to provide 'a written statement' rather than attending; and the patient can make written representation to the tribunal instead of physically attending a tribunal hearing, although they may attend (i.e. phone in to) a tribunal held by conference call. Psycho-surgery for involuntary patients is banned. While it is clear that revisions are urgent and necessary in light of Covid-19, the proportionality of these changes will depend on how, and the extent to which, they are used in practice. With good communication, efficient team-working and close adherence to professional codes of practice and ethics, it is hoped that these amendments will result in a review system that is as reasonable, robust and reassuring as the current, highly unusual circumstances permit., Competing Interests: Declaration of Competing Interest The author was a member of the Expert Group on the Review of the Mental Health Act, 2001 (2015); was consulted by various parties at different stages in the development of the Emergency Measures in the Public Interest (Covid-19) Act, 2020; and is Editor-in-Chief of the International Journal of Law and Psychiatry and a co-editor of this special issue, but he played no role in the management of this paper during the editorial process. There is no other interest to declare., (Copyright © 2020 Elsevier Ltd. All rights reserved.)

Purpose The purpose of this paper is to explore keyworkers’ experience and perceptions working with people experiencing homelessness and the use of psychologically informed approaches in an Irish context.Design/methodology/approach In this paper a qualitative descriptive methodology was employed and face-to-face in-depth semi-structured interviews were conducted. Data collected were analysed using a thematic framework and transcribed by the researcher.Findings It was the view of the keyworkers psychological approaches allowed them greater understanding of psychological trauma and its effects promotes safe physical and emotional environments builds rapport between staff and clients and enables keyworkers to work more effectively with people with complex needs. There was also convincing evidence staff are quite receptive to training.Originality/value Given there is no research exploring the use of psychologically informed approaches in homelessness service settings, this study researched an area that has not yet been explored in Ireland. This qualitative descriptive research provides a platform from which further research can be conducted. It is hoped that highlighting the psychological issues of homeless people, the data obtained will help improve Irish homeless services, and the findings extracted beneficial in terms of future service developments, professional training and education. [ABSTRACT FROM AUTHOR]