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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 care Research 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. ABSTRACT: 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.

Objective Chronic Kidney Disease (CKD) is a debilitating lifelong condition, which can impact many aspects of a person’s life. Experiencing CKD during adolescence is further complicated by the multitude of developmental changes that young people go through at this time period. There is limited research that examines the perspectives of adolescents living with CKD and how they make sense of their experiences. This poster presentation will display/illustrate how adolescents’ use metaphors to narrate their experiences of living with Chronic Kidney Disease. These findings were identified from a qualitative narrative study examining Irish adolescents’ embodied experience of living with CKD. Methods A narrative study using an ethnographic approach was used in this study. Multiple methods were used to engage with five adolescents (10–17 years) living with CKD over an 18-month timeframe in both hospital and home settings. Data was collected from participants through participant observation, informal interviews and participatory methods i.e. body mapping. The collective stories of the adolescents were analysed using Riesman’s approach to narrative analysis. Results The findings of this study reveal that adolescents use visual and textual metaphors as a strategy for communicating the complexities of living with CKD. Within their narratives, adolescents, used scientific metaphors (CKD as a‘black hole’ and ‘atom’), journey metaphors (Orbiting) and supernatural metaphors (alien or vampire) to portray themselves and their condition, and to articulate their experiences in ways that were meaningful to them. Discussion The findings of this study offer a unique contribution to knowledge by highlighting the fact that metaphors are essential to adolescents’ narrations about living with, and communicating about, CKD experiences. Understanding how adolescents communicate about and experience their chronic condition is critical to enable health care providers to appreciate CKD beyond its physical and medical context; thereby providing awareness of the personal implications of chronic disease management on young people’s psychological and social health and wellbeing. These finding have further implications for how health care providers might effectively communicate with adolescents about their personal experiences of living with CKD.

Aim The aim of this paper is to present and discuss three popular narrative research approaches which have been successfully used by the authors in nursing research. Examples of each approach are offered to illustrate potential application in healthcare contexts. Background The creation, function and interpretation of narratives are of increasing interest to nurse researchers worldwide. Currently a variety of narrative research approaches are used to explore how people make sense of experience. While this diversity adds to the richness and scope of the methodology, practitioners new to narrative research may struggle in determining which approach best suits their research purposes and contexts. Design This discussion paper presents the philosophical basis, methodology, strengths and challenges of the following three commonly used narrative approaches: Murray's Narrative Framework, the Biographical Narrative Interpretive Method and Arts-Based Narrative Methods. Data sources Data sources dating from 1934–2014 were used. These included seminal texts and articles from nursing and social science journals on narrative and narrative research found in the CINAHL, Medline and PsycInfo databases. Implications for nursing This discussion offers clarity and guidance to nurse researchers who are considering/ using narrative research methods to enquire into the storied nature of human experience and sense making processes. Conclusions Employing a specific narrative research approach requires close attention to the ‘fit’ of the research question/context with the particular method under consideration. While sharing some narrative commonalities, each of these three methods enables the emergence of unique analytic and interpretive perspectives about stories relevant to nursing practice.

The relationship between processes of mental health recovery and lifelong learning is an area of increasing international interest. Experiences of transformation, positive effects on self-esteem, self-insight, and empowerment have been identified regarding both endeavors. Recognition of these benefits has stimulated collaborative development of educational programs in personal development, self-efficacy, and recovery principles. The importance of evaluating this educational provision has been emphasized; however, there has been little detailed exploration of students’ experiences and perceptions of recovery and learning in the context of recovery education programs. In this article, we present a participatory arts-based inquiry with 14 women, including mental health service users, who undertook a recovery training program to support their roles as mental health support workers in Ireland. Participatory visual analysis revealed three recurring themes; the interrelatedness of learning and recovery journeys, knowledge as a source of stability and rescue and the need for resilience in learning and recovery.

This literature review focuses on how people make sense of mental illness. The study explores the process of meaning making by people experiencing mental 'dis-order' as it is influenced by the context of their environments, available cultural explanations and the nature of their mental states at that time. It is proposed that people experiencing psychological trauma attempt to regain a sense of order by imposing a narrative structure on these disconcerting experiences. The sharing of these personal stories with others results in meanings being shaped and refined through dialogue and across time. Socially agreed meanings, however, can have a political dimension and it is argued that personal meanings embedded in narratives of mental pain are often suppressed and categorized to fit dominant cultural or biomedical explanations. Implications for mental health nursing are discussed.