Search

Several studies have emphasized the importance of handling disruptive situations in the physical education (PE) learning environment; however, few have investigated complex disruptive situations in PE and included both teacher and student perspectives. The aims of this study, which discusses an alternative teaching style for reducing disruptive situations, were to gain a better understanding of student and teacher experiences of complex disruptive situations in PE, and to explore how the teacher handled these situations. The philosophical perspective used in this study was Rorty's philosophical pragmatism. Methods included written narratives, interviews, observation, and video recordings of PE lessons. Data were thematically analysed. The results showed the complexity of teacher and student experiences in disruptive situations in PE. Disruptive situations occurred when there were environmental opportunities for them, such as during periods of waiting and situations in which the teacher spoke too much, did not pay attention to the whole class, or did not intervene. The teacher used an instructional teaching style for handling disruptive situations, including being very clear, nagging, yelling, waiting them out, making eye contact, and talking to them later. The instructional teaching style provided fewer opportunities for the teacher to understand the students' behaviour, fewer opportunities for students to learn self-control and personal and social responsibility, and did not lead to a reduction of disruptive situations over the data creation period. The practical consequence of this teaching style seemed to be the frequent use of behaviour corrections for reducing disruptive situations. [ABSTRACT FROM AUTHOR]

The aim of this study is to explore how material things might become involved in the recovery process of people with mental health difficulties. Empirical material from three different studies on various aspects concerning mental health issues that each of the authors had conducted was reanalysed through a phenomenological item analysis. We discovered that mundane objects such as a mobile phone, a bench, a door and a key have agency to contribute to peoples' recovery and wellbeing. Things became agents that created contexts that initiated physical, social and emotional movements. By giving attention to materiality we might become aware of the importance of things as agents in living in general and in recovery processes for people with mental health difficulties in particular. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study is to explore the ways in which "small things" may be of importance for people with mental health difficulties. Method: Empirical material from three different studies was reanalysed through a phenomenological, dialogical, approach. Results: We discovered some paradoxical aspects of small things: i.e., they could be about "something" that was difficult or even impossible to identify. The unidentifiable could be about bodily, sensual experiences that are superficial (i.e., belonging to the surface). The interaction with others highlighted as significant could be about doing something fun, talking nonsense or kidding around, and hence not at all about making sense of something—a kind of important nonsense. We summarize these aspects in three themes: the importance of the unidentifiable, the superficial and nonsense. These aspects can be regarded as small things—even "nothings"—that make it possible "to stay in the world". Conclusion: We elaborate on the findings in relation to the following: Gumbrecht's critique of the prevailing hermeneutic world-view with its idea that "interpretation is humankind's exclusive way of relating to the world", Ingold's idea that social life is lived in relations of "interfacility" and hence a turn to surfaces is needed for a "restoration of social life", and Biesta's idea of existence as "coming into the world in the presence of others". [ABSTRACT FROM AUTHOR]

Background: Textbooks are central for the education of professionals in the health field and a resource for practitioners already in the field. Objectives: This article focuses on how 12 textbooks in psychiatric nursing and psychiatry, published in Norway between 1877 and 2012, describe and present people with psychosis. Research design: We used qualitative content analysis. Ethical considerations: The topic is published textbooks, made available to be read by students, teachers and professionals, and no ethical approval was required. Findings: The analysis shows that all 12 textbooks describe and present people who are considered as psychotic from a 'perspective from above'. In this perspective, the readers are learning about psychosis in the professional's language and from the author's viewpoint. Most often the textbooks communicate a universal image of people with psychosis, a description that fits with the diagnostic criteria. The analysis also shows that two textbooks in psychiatric nursing combined this perspective with a 'perspective from within'. Here, the readers are learning about psychosis from the patients' own viewpoint. The authors communicate a personal, psychotic universe that differs from various people, even if they have the same diagnosis, and the descriptions are focusing on the patient as a whole person. Discussion and conclusion: Drawing partly on Rita Charon's writings about narrative knowledge in the health field, and partly on insights from Martha Nussbaum and her concept of narrative imagination, we argue that mental health professionals need to learn about, understand and fathom what patients go through by reading, listening to and acknowledging the patients' own stories and experiences. Cultivating the capacity for empathy and compassion are at the very heart of moral performance in the mental health field. A valuable moral resource in that regard is leading textbooks and how they describe and present people with severe mental illness. [ABSTRACT FROM AUTHOR]

The downsizing of psychiatric hospitals has created a new institutional landscape in the local community to support people with severe mental problems in their daily living. This study explores meeting places in Norway from the users' perspectives. The users used four metaphors to describe these meeting places: "like a home", "like a family", "like a landing ground" and "like a trampoline". The users have decorated the interiors of the meeting places with hearts made from various materials, and these could be considered as symbols of the places. The metaphors used: the hearts and the rooms and interiors, reflect old ideas about calmness and dignity rather than new ideas based on New Public Management. [ABSTRACT FROM AUTHOR]

Background: Fear and aggression are often reported among professionals working in locked psychiatric wards and also among the patients in the same wards. Such situations often lead to coercive intervention. In order to prevent coercion, we need to understand what happens in dangerous situations and how patients and professionals interpret them. Research questions: What happens when dangerous situations occur in a ward? How do professionals and patients interpret these situations and what is ethically at stake? Research design: Participant observation and interviews. Participants: A total of 12 patients and 22 professionals participated. Ethical considerations: This study has been accepted by the Regional Committee for Medical and Health Research Ethics in Norway. Findings: (a) Both atmosphere and material surroundings were interweaved within dangerous situations, (b) the professionals applied stereotypes when interpreting dangerous situations and (c) the professionals and the patients had different interpretations of what triggered dangerous situations. Discussion: The discussion centres on how care ethics and a dialogical practice might contribute towards combating difficult situations and the ways in which change is an ongoing ethical process of becoming. Conclusion: The ethics of care and a dialogical approach are suggested as ethical frameworks for preventing fear, danger and aggression in psychiatric wards. Both frameworks can be understood as patient-driven, including the relational and contextual perspectives. It means a shift from professionally driven processes to patient-driven dialogue. [ABSTRACT FROM AUTHOR]

This paper points out some problematic aspects of qualitative research based on interviews and uses examples from mental health. The narrative approach is explored while inquiring if the reality of life here is forced into the formula of a chronological story. The hermeneutic approach, in general, is also examined, and we ask if the reality of life in this scenario becomes caught up in a web of interpretations. Inspired by ideas from Bakhtin and phenomenology, we argue for interview-based research that stays with unresolvedness and constantly question the web of interpretations and narratives that determine our experiences. This also chimes with certain dialogical practices in mental health in which tolerance of uncertainty is the guiding principle. Concludingly, we suggest that interview-based research could be a practice of 'un-resolving' in which researchers, together with the participants, look for cracks, contradictions, and complexities to prevent the qualitative fallacies of well-organized meanings and well-composed stories. [ABSTRACT FROM AUTHOR]

Research in the Scandinavian school context has indicated that physical education (PE) is dominated by activities and values from a sports discourse. The main aim of this study was to explore students' experiences of two competitive activities provided by the teacher. The participants were 49 students (13–15 years old) and their two teachers from two secondary schools in Norway. Methods included written narratives, interviews, observation, and video recordings of PE lessons. Data were thematically analysed. Results showed that the teacher-facilitated one competitive activity with the aim of winning and another activity with the aim of educating the students. The teacher's facilitation of the activities influenced the students' experiences, goals, and effort in these activities. The study shows that it is important that teachers have clear learning outcomes for lessons and make students aware of those learning outcomes, and that students find the lessons useful in their everyday lives. [ABSTRACT FROM AUTHOR]

The concepts of autonomy and liberty are established goals in mental health care; however, involuntary commitment is used towards people with mental health and substance abuse problems (dual diagnosis). To explore how patients and staff act in the context of involuntary commitment, how interactions are described and how they might be interpreted. Ethnographic methodology in a locked psychiatric ward in Norway. Two parallel images emerged: (a) The ward as a hotel. Several patients wanted a locked ward for rest and safety, even when admission was classified as involuntary. The staff was concerned about using the ward for real treatment of motivated people, rather than merely as a comfortable hotel for the unmotivated. (b) The ward as a detention camp. Other patients found involuntary commitment and restrictions in the ward as a kind of punishment, offending them as individuals. Contrary, the staff understood people with dual diagnoses more like a generalized group in need of their control and care. Patients and staff have different perceptions of involuntary commitment. Based on the patients' points of view, mental health care ought to be characterized by inclusion and recognition, treating patients as equal citizens comparable to guests in a hotel. [ABSTRACT FROM AUTHOR]

Some people who by themselves or by others are understood as having mental health problems have written autobiographies about their experiences. The aim of this study is to explore how people write about their experiences of being mentally ill. Twelve Scandinavian autobiographies were studied using content analysis based on phenomenology and hermeneutics. Three themes were identified: feeling like a stranger in life and places, the transformation of life experiences into questions of disease and feeling ashamed. People's experiences of being mentally ill might be understood as the result of medical constructions unsuitable for the persons themselves. We could instead say that mental problems are not diseases, but severe and painful phenomena in people's lives. [ABSTRACT FROM AUTHOR]

Physical education (PE) can be a context in which students are 'educated through the physical', which includes the possibility to learn social inclusion as an important life skill and contributor to the greater good of society. A key goal in the Norwegian educational system is that such positive life skills become internalised in students. The aims of this study were to understand students' experiences of and behaviour towards social inclusion – such as passing the ball – in team activities and how the teacher facilitated the learning of social inclusion. We use Dewey's pedagogical perspective on education, and Johnson and Johnson's cooperative learning model to discuss possible consequences and implications of our findings. The participants consisted of two secondary classes from two state schools in Norway, where one class was investigated in depth. Methods comprised written narratives, interviews, observation and video recordings of PE lessons. Data creation was triangulated, and thematic analysis was conducted. The results highlighted a paradox between students' experiences of and behaviour towards social inclusion in team activities. Students disliked socially exclusive behaviours, but they often provided positive feedback when the behaviour was seen as successful in the context of a game; furthermore, students could themselves behave in a socially exclusive manner. Although the teacher could 'teach by telling' the students to pass the ball or by having rules, passing the ball did not become internalised in students. We discuss a model of 'learning through experiences and reflections', according to which students may learn to become socially inclusive beings. [ABSTRACT FROM AUTHOR]

Aim: To provide increased understanding about how work applicants, employment specialists, social workers in the welfare service and clinicians in mental healthcare service experience participating in individual placement and support (IPS). Methods: We searched in several databases and identified 17 studies published from 2007 to 2017 in Sweden, USA, Canada, UK, Australia and Denmark, and applied meta‐ethnographic reinterpretation and synthesis. Results: The employment specialists followed the core ideas of IPS, where work is seen as a way to recover. They saw the work applicants' preferences and needs as important for health and well‐being, and crucial for successful work rehabilitation. In order to reach these goals, they offered a personal relationship to the work applicants. Work applicants clearly appreciated this personalised recovery‐oriented mindset. Furthermore, work applicants needed the employment specialists as culture brokers between health‐related questions and the expectations met in the labour market. Social workers lacked resources to such personalised support, and they were under demand of welfare regulations made for a 'train then place' model, which conflicts with the view that work leads to recovery as IPS sees it in their 'place then train' model. The scarce knowledge of the clinicians' experiences in the present study suggests that they are sceptical to work as a way to recover, which is in conflict with IPS. Conclusions: The work applicants highlighted the significance of the individualised support they received. Social workers and some clinicians found it difficult to provide this important personalised support towards work. Conflicting mindsets between the traditional gradual work rehabilitation paradigm and the IPS approach as a way of recovering might explain these frustrations and distance. Recommendations for practice. An improvement of IPS may depend on more cooperation based on an acceptance of the recovery‐oriented mindset, which for some will mean an acceptance of new knowledge. [ABSTRACT FROM AUTHOR]

Introduction: Narratives of negative patient experiences expressed in complaints can help health care professionals reflect on their practices. Aims: To synthesise evidence from qualitative primary studies on patients' negative experiences with different health care settings and to obtain a detailed picture of what patients find problematic while receiving health care. Design: Metasynthesis inspired by Sandelowski and Barroso. Methods: A protocol was published in the International Prospective Register of Systematic Reviews (PROSPERO). A systematic search was conducted in CINAHL (EBSCOhost), MEDLINE (EBSCOhost), PsycInfo (Ovid) and Scopus, on 20.04.2021. Backward and forward citations of included reports were searched for relevant studies and the search was completed in March 2022. Two researchers independently screened and appraised the included reports. A metasynthesis using reflexive thematic analysis and a metasummary were conducted. Results: Twenty‐four reports were included, and four main themes were extracted from the metasynthesis: (1) problems with access to health care services; (2) failure to acquire information about diagnosis, treatment and the expected patient role; (3) experiencing inappropriate care and bad treatment; (4) problems with trusting health care service providers. Conclusions: Negative patient experiences impact patients' physical and psychological health, leading to suffering and hampering patients from involving themselves in their health care. Relevance to clinical practice: Narratives of negative patient experiences aggregated from the findings provide knowledge about what patients need and expect from health care providers. These narratives can help health care professionals reflect on the way they interact with patients and improve their practice. Health care organisations need to prioritise patient participation. Reporting method: Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) guidelines were followed. Patient or public contribution: Findings were presented and discussed in a meeting with a reference group representing patients, health care professionals and the public. [ABSTRACT FROM AUTHOR]

The aim of this study is to present concrete descriptions of the content in the construction of helpful relationships with staff, according to users. Starting with the re-occurring concept of the meaning of “little things” in recovery studies, a literature review was done. A thematic analysis shows that small things play an important role in improving a person’s sense of self. Small things seem to be an invisible but effective parts of a recovery-orientated practice, but they might be defined as unprofessional and their efficacy negated. [ABSTRACT FROM AUTHOR]

Mental health recovery takes place in a social and material world. However, socio-material contexts have often been absent from recovery studies. The present study was conducted in Norway, a Scandinavian welfare country. We interviewed people at meeting places who had experiences as service users, focusing on their experiences of becoming well, and analyzed their recovery stories using an assemblage framework. Our analysis identified four constitutive dimensions that promote mental health recovery: an atmosphere of togetherness, doings as more than the act, personal development, and integration in society. We discuss how these dimensions might be seen as social, relational, and material forces that create important micropolitics that challenge the individualistic professionalization of the recovery concept. [ABSTRACT FROM AUTHOR]

This article explores the use of religious terms in six Norwegian autobiographies written between 1925 and 2005 by people who themselves have been patients in the mental health services. Through a critical discourse analysis, we discuss the functions of religious discourse in the texts and its position in contrast to the medical discourse predominant in today's mental health services. It was found that religious (predominantly Christian) terms were used to varying degrees in all autobiographies as a means to capture the immensity and inherent ambivalence characteristic of mental health problems. Despite the “medical turn” in professional mental health discourse, there is no clear evidence of a decrease in the use of religious terms from the oldest to the most recent text. We propose that professional mental health workers to a larger extent take into account the religious dimension in therapy, and reflect on its larger historical and sociocultural context. [ABSTRACT FROM AUTHOR]

Accessible Summary: What is known on the subject?: Recovery‐oriented studies show that the quality of the professional relationship plays an essential role in the recovery from mental illness. Within mental health care in general, previous studies show that helpful professional relationships are characterized by several reciprocal aspects, such as friendship resemblance and self‐disclosure.The literature is scarce on in‐depth explorations of professional relationships within the often long‐lasting and intimate help context of institutional supportive housing. Explorations of staff members' experiences are absent. The scientific rationale of this study was to expand the current knowledge about professional relationships in mental health care by exploring staff members' descriptions of helpful professional relationships in supportive housing institutions. What this paper adds to existing knowledge: The study shows that helpful relationships may involve staff experiences of reciprocity in terms of both a two‐way influence between staff and residents and a reciprocal gain from being part of the helpful relationships.A conceptualization of reciprocity that complements existing concepts is suggested and connected to a "good match" between staff and residents. What are the implications for practice?: When support and care are intended to be provided within a dyadic relationship, both parties' preferences should be considered when pairing service users and professionals.Practitioners should get involved in ways that open up for being influenced and inspired by the service user's characteristics, such as personality and attitude. Furthermore, they should dare to enjoy and make use of the company of the service user in ways that promote multifaceted reciprocity. Introduction: In the aftermath of the deinstitutionalization in western countries, new community‐based mental health services have been established. An essential object of studies in this new institutional landscape has been helpful professional relationships, but we still lack knowledge about helpful relationships in community‐based institutional supportive housing. Aim: To explore how staff members describe their relationships with residents who have identified them as helpful. Methods: Qualitative interviews with nine staff members were analysed using thematic analysis. Results: "Reciprocity" was identified as the main theme, and two subthemes were developed: "Something influential about the resident" and "Value for the staff member." Discussion: The findings are discussed and related to existing conceptualizations of reciprocity in professional relationships, and an additional conceptualization is suggested. Implications for practice: To promote reciprocity, managers should consider both parties' personal preferences when matching professionals and service users. Further, professionals should get involved in ways that open up for being influenced and inspired by several of the service user's characteristics. They should allow themselves to enjoy the company of the service user in ways that promote multifaceted reciprocity. [ABSTRACT FROM AUTHOR]

Our daily lives and sense of self are partly formed by material surroundings that are often taken for granted. This materiality is also important for people with mental health problems living in supported housing with surroundings consisting of different healthcare services, neighbourhoods, buildings or furniture. In this study, we explored how understandings of tenants are expressed in the materialities of supported housing. We conducted ethnographic fieldwork in seven different supported accommodations in Norway and analysed the resultant field notes, interviews, photographs and documents using Situational Analysis. The analysis showed that supported housing materialities expressed a blurry picture comprising widening and narrowing understandings of tenants, both by others and by themselves. Widening understandings concerned how tenants were living their lives in their own ways in private rooms while maintaining a social life in common areas. Narrowing understandings pertained to understand the tenants based solely on their diagnosis and need for care and control in hospital‐like buildings. The following discussion focusses on the ideas that underlie narrowing materialities and on the importance of striving for atmospheres that entail a sense of belonging. [ABSTRACT FROM AUTHOR]

Places where people live are important for their personal and social lives. This is also the case for people with mental health problems living in supported housing. To summarise the existing knowledge, we conducted a systematic review of 13 studies with different methodologies regarding the built environment in supported housing and examined their findings in a thematic analysis. The built environment of supported housing involves three important and interrelated themes: well-being, social identity and privacy. If overregulated by professionals or located in problematic neighbourhoods or buildings, the settings could be an obstacle to recovery. If understood as meaningful places with scope for control by the tenants or with amenities nearby, the settings could aid recovery. [ABSTRACT FROM AUTHOR]