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The qualitative community embraces transparent dialogue through sharing knowledge to improve rigour and develop new initiatives. In this paper, we recognise there are many complexities within qualitative research, leading to important debates. We explore the benefits and challenges, as well as the practicalities and technicalities, of conducting research that 1) employs multiple methods within the qualitative paradigm, 2) is interdisciplinary, and 3) examines a sensitive research topic 4) with a vulnerable group of participants. Specifically, when research is also 5) cross-cultural and 6) utilises participatory techniques. Through our discussion, we draw upon an existing project and examine the complexity of designing and completing intra-paradigmatic mixed methods research with children from different sociocultural contexts, underpinned by interdisciplinary perspectives, in a complex area like mental health. [ABSTRACT FROM AUTHOR]

Child mental health services are in rising demand, but increasingly overstretched and difficult for families to access. This article examines rhetorical techniques used by parents seeking a mental health diagnosis for their child. Using recordings of consultations from a child mental health clinic (UK) with 28 families, analysis focuses on the use of 'epistemic corroboration', a strategy by which third-party candidate diagnoses are reported to support the parents' case. That is, parents draw upon the expertise of non-present professional persons to strengthen their proposed diagnostic claims. Conversation analysis shows how this epistemic corroboration is reported by parents and received by mental health practitioners. Conclusions illustrate that mental health diagnosis for children is actively pursued by parents as they navigate labelling. This has implications for understanding the dilemmas created for families of possible medicalisation of their child to achieve the levels of support being sought. [ABSTRACT FROM AUTHOR]

A critical analysis of the benefits and challenges of adopting a hybrid approach to conducting qualitative research in schools with children as co-researchers is presented. The study involved 18 children (10–11-years), working as co-researchers in pairs to interview each other with a goal of understanding their experiences online, particularly in terms of digital citizenship and mental wellbeing. Children participated in a pre-research lesson for the acquisition of interviewing skills. Analysis identified three key methodological lessons. First, the co-research approach with foundational learning enabled children to be active and responsible interviewers. Second, the adult researcher and school staff had a role in empowering children through empathy, reassurance, positive praise, and supporting them when upset. The final theme recognised the challenges of research being conducted remotely with implications for future research. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To gain insight into the concept of free association and its role in clinical psychoanalysis and psychoanalytically oriented psychotherapy • To consider the application of free association in the context of qualitative research interviewing • To critically assess differences and similarities between qualitative research interviewing and psychoanalytic therapy Background: Free association is a core concept of the free association narrative interview method, an approach that is well-known among researchers in the UK who are interested in using psychoanalytic ideas in qualitative psycho-social research. Aim: To examine the relationship between the framing of the psychoanalytic concept of free association in the contexts of qualitative research interviewing, clinical psychoanalysis and psychoanalytically oriented psychotherapy. Discussion: This article considers the definition of free association in psychology and psychoanalysis. It then explores free association's role in the free association narrative method, in terms of interview technique and the analysis of interview material. Conclusion: Researchers should carefully consider differences in the contexts of research, clinical psychoanalysis and psychotherapy to avoid makeshift integrations of clinical concepts. Implications for practice: The free association narrative interview method is an attractive approach for researchers interested in applying psychoanalytic ideas in their studies. However, researchers should carefully reflect on the meanings of the clinical ideas and terminology they use. [ABSTRACT FROM AUTHOR]

Covid-19 has had an especially detrimental impact on mental health of people with intersectional marginalized identities. Yet, research evidence on this impact is lacking, with efforts to generate it stymied by pandemic restrictions. To explore how a socially excluded gender minority group—transgender and non-binary (TGNB) prisoners—experienced, and coped with, the pandemic stressors. The data were collected via correspondence with 15 TGNB prisoners in England and Wales in April-October 2020 using an exploratory person-centred qualitative longitudinal approach and examined using reflexive organic thematic analysis. The pandemic and its restrictions to support structures and health care detrimentally impacted TGNB prisoners' mental health and wellbeing. TGNB prisoners experienced added stressors associated with their intersecting incarceration and gender minority positions, including prolonged solitary confinement and reduced access to gender-affirming health care. Environmental resources for problem-focused, emotion-focused, socially supportive and disengagement coping were reduced by the prison pandemic regime, with adaptive coping through positive distraction and engagement with TGNB/LGBTQ community particularly affected. During a pandemic and beyond, greater support and innovative practices are needed to improve the TGNB prisoners' access to gender-affirming care and to TGNB/LGBTQ community, to protect their mental health and wellbeing. [ABSTRACT FROM AUTHOR]

This research note explores two inter-connected ideas. First, that the category of 'vulnerable' groups has expanded and has sometimes been used to exclude seldom heard groups from research. The underpinning protectionist polemic, whilst well-intended, has arguably led to disempowerment of the very groups they intended to safeguard. Learning lessons from advances in research with children can be utilised to develop a more inclusive and empowering approach with adults while simultaneously addressing safeguarding. Second, the note values the potential of using naturally occurring data as a mechanism for including vulnerable groups in research. An example is offered attending to frequently excluded inpatient voices in healthcare studies. The practical and ethical benefits of using naturally occurring data are explored for countering arguments against the inclusion of vulnerable groups using an example of autistic inpatient research from the UNITE study. Researchers are invited to make practical adjustments to maximise involvement opportunities, and a reminder that capacity to take part in research activity may be facilitated by these modifications. Naturally occurring data offer the possibility of understanding complex hospital practices without additional burdens of researcher-generated methods. [ABSTRACT FROM AUTHOR]

There has been growing concern about rising physical inactivity levels in female adolescents, with schools taking some responsibility to address this. Programmes designed for and by girls are increasingly being used by developing or delivering a programme of change and consultation to improve physical activity, physical education, and sport in school. However, to build an understanding of the nuances of such interventions, and better appreciate any gendered benefits and challenges, girls' voices need to be heard. Based on data from 16 focus groups from 8 schools participating in a female-focused intervention trial ("Girls Active"), we explored adolescent girls' views of this type of intervention. We used reflexive organic thematic analysis to understand key issues. Four themes were developed: stereotypes; choice; empowerment and voice; and equality. Our feminist approach centralised adolescent girls' voices, thereby recognising that physical activity is rooted in patriarchal constructions that position girls as naturally uninterested in sport and activity. We suggest gender-focused interventions can actively address stereotypes by listening to girls. [ABSTRACT FROM AUTHOR]

Adolescents are spending significant time online. Consequently, concerns are consistently raised about potential negative impacts on their mental health. Potentially, these concerns minimise their autonomy and reify the construction of the vulnerable adolescent. Using template analysis, we explored adolescents' perspectives (N = 54) of the relationship between social media and mental health. We centrally considered the wide array of uses made of different social media by the participants, focusing on their understandings of the potentially positive effects these might have. Focus group discussions showed social media could be used to reduce stress, have value for social connectivity, were an important source of information about mental health, and provided a platform for peer-to-peer support. Our conclusion indicated adolescents are generally socially competent online and are often experimenting with their emergent sense of agency. [ABSTRACT FROM AUTHOR]

Child mental health assessments are complex and involve the analysis of data from multiple sources to inform treatment decisions. Question sequences are central to mental health assessments; however, little research has examined the functions of questions in child mental health interactions, particularly questions that aim to elicit information from children that might be used to inform diagnosis and treatment. In this study, we utilize a large corpus of video-recorded child mental health assessments to examine the use and function of a particular kind of wh-question—circular questions—that is, questions that seek clients' views on other family members' feelings, actions, and thoughts. Using conversation analysis, we identified three "broad" functions of circular questions in child mental health assessment. Our findings provide clinicians with clinically relevant examples for using circular questions to more fully involve children in the assessment process and acquire valuable information for diagnosis. [ABSTRACT FROM AUTHOR]

Suicide is a global public health challenge. We explore the benefits and challenges of operationalizing strategic objectives of national suicide prevention policies locally. To implement policy effectively, local resources must be mobilized, and we investigate a real-time surveillance, principles-based model led by the police through a multiple case-study design. We found current data collected on deaths by suicide is limited and more localized responses are necessary. Multi-agency communication, utilization of existing local support systems, and emotional support for frontline practitioners is essential. Police are on the frontline for suicide and are uniquely placed to collect data and support families. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To critically assess parallels between research interviewing and psychotherapeutic practice • To understand how research interviews can be conceptualised and practised in a way that is informed by principles derived from psychoanalytic therapy • To recognise some of the limits and possibilities in using interpretive comments and feeding back analyses with a psychoanalytically informed research approach Background: This article focuses on approaches to qualitative research interviewing that draw direct inspiration from psychoanalytic therapy. The reflective discussion piece provides a critical spotlight on this method to promote reflection and ethical application. Aim: To provide clarity regarding the meaning of psychoanalytically informed, psycho-social research and the interpretive nature of qualitative interviews and of therapy, and to reflect on nurse researchers' partiality for using quasi-dynamic interpretative comments and the sharing of formulations in interviews. Discussion: The authors review relevant literature, and comment on the apprehension and uncertainty researchers may experience with this type of research approach. Conclusion: Researchers should consider how they conduct themselves as interviewers and what to share of the analysis of participants' accounts based on the specifics of the research, including their or their team's experience of conducting psychotherapy and their and participants' expectations about what may be therapeutic about interviews. Implications for practice: Psychoanalytically informed research interviewing should be used in a reflective way by nurse researchers with attention paid to the limitations and possibilities of parallels between psychotherapeutic and research interview dialogue. [ABSTRACT FROM AUTHOR]

Background: Approaching qualitative interviews using principles drawn from psychoanalytic therapy can assist nurse researchers in developing nuanced accounts of participants' and their own subjectivity. Yet, doing so means confronting questions about the use of psychoanalytic concepts and techniques outside the traditional clinical context of the consulting room. Aim: To consider the researcher's interpretive involvement when a psychoanalytically informed interview approach is used with specific reference to email correspondence as a form of interpretive intervention. Discussion: The authors describe the experience of completing a study involving a psychoanalytically informed interview approach. The interpretive quality of email correspondence is illustrated via reference to the case of one study participant for whom this correspondence appeared to help in the level of insight afforded overall. Conclusion: When using a psychoanalytically informed interview approach, researchers should consider emails delineating topics for discussion in follow-up interviews as a form of interpretive intervention. Implications for practice Nurse researchers interested in this type of method should reflect on the interpretive function of email correspondence. Pre-participation and pre-interview dialogue with participants may be used to explore participants' views on the potentially therapeutic aspects of participation and what might be related to them of the researcher's understanding. [ABSTRACT FROM AUTHOR]

Despite evidence identifying bullying as leading to severe distress, few studies have focused on bullied adolescents with existing mental health conditions. With increasing prevalence rates, it is necessary to understand how these adolescents can be better safeguarded. To address the issue, this study reports the rarely conveyed viewpoints of adolescents attending mental health services; clinically diagnosed with severe emotional conditions. To complement these perspectives, the viewpoints of their parents and teachers were also obtained. Thematic analysis identified school bullying as a serious stressor, contributing to and exacerbating their mental health need. They were prone to be trapped in a cycle of victimisation, complicated further by their preference for secrecy. Adolescents and their parents felt bullying problems could be appropriately managed if school staff were better tuned into the subtle signs of bullying, and managed disclosure more sensitively by working collaboratively with them and their assigned mental health practitioner. Recommendations were, a need for staff to better detect bullying distress and strengthen multi-agency links when bullying is suspected, to ensure quick, proactive intervention. Furthermore, schools could consider amalgamating the bullying and mental health whole school approaches, due to the intrinsic links between bullying and mental health. [ABSTRACT FROM AUTHOR]

In mental health settings, before a child can be diagnosed with a mental health condition, they must initially be assessed. These assessments are characterised by question-answer sequences with the child and family members, and our objective is to explore the function of declarative questions. Video recordings of mental health assessments from 28 families were collected, each being approximately 90 min. Referred children were aged 6–17-years. Data were transcribed using the Jefferson approach and conversation analysis was used. Attention to question-answer sequences identified that one common type was the declarative question. We focus on three identifiable forms: clean language short declaratives, declaratives with extreme case formulations, and reformulation declaratives. The response to these three types of declaratives formed the basis for subsequent question-answer elaboration sequences. The question functioned both to engage the child directly and align with other family members. Implications for practitioners are that these types of declarative questions offer a resource to engage in fact-checking in a way that is non-face-threatening. Conversation analysis provides a methodological tool for practitioners to engage in reflective practice to enhance their clinical skills in relation to question design. • Question-answer sequences are the cornerstone of health communication practices. • Declarative questions are a useful part of the communication toolkit. • Different types of declarative questions perform different functions. • Practitioners benefit from paying attention to the form and function of declarative questions. • Attending to the child's knowledge domain through declaratives is child centred. [ABSTRACT FROM AUTHOR]

The article focuses on the Importance of Local Approaches for Suicide Prevention. Topics discussed include the Grate Britain government outlined a range of strategic objectives through its policy that included targeting high-risk groups, promoting mental health in vulnerable populations; and reducing access to means, improving support for those bereaved by suicide and funding research.

Debates regarding quality in qualitative research are longstanding. There are continued calls for additional quality indicators that account for the heterogeneity of qualitative methodologies. In this introduction to the special issue, we take up the idea that quality criteria are often specific to a given methodological approach. Thus, included within this special issue, and overviewed in this introductory paper, are seven articles that outline the quality criteria related to specific qualitative methodologies, including grounded theory, thematic analysis, narrative methodology, interpretative phenomenological analysis, video-reflexive ethnography, discursive psychology, and conversation analysis and interpersonal process recall. [ABSTRACT FROM AUTHOR]

This paper introduces quality markers common to Discursive Psychology (DP) – a qualitative approach for examining talk and text. We offer a guide for researchers using DP and reviewers evaluating DP research studies. Specifically, we describe a framework involving three key domains, including: quality in data collection and management, quality in the process of analysis, and quality as related to validity and reliability. For each domain, we introduce the related quality indicators. In addition, to the lay the foundation, we briefly overview discourse analysis writ large. [ABSTRACT FROM AUTHOR]

In this paper, we offer discursive psychology (DP) as a particularly useful analytic approach for engaging in applied research. We begin by overviewing the broad area of discourse analysis and then more specifically describe the contours of discursive psychology. Drawing upon a secondary, shared dataset, we provide a general discussion of the analytic process for conducting a DP informed analysis and offer some example findings. Notably, we highlight the limitations of doing DP work when working with a secondary data set and point also toward the possibilities and opportunities. [ABSTRACT FROM AUTHOR]

Background: This study investigated mother–infant interactions, including maternal maintaining of infant attentional focus and sensitivity, with infants with congenital severe and profound visual impairment (VI) and the association with developmental trajectories from one to three years. Method: Fifty‐five infants and mothers were video‐recorded playing together with a standard set of toys at Time 1 (T1) mean age 12.95 months (8.13–17.05 months). Maintain was categorized as the mother following and maintaining the child's focus, and Sensitivity, the mother's responsiveness and contingency to infant behaviour. Vision level was measured using the Near Detection Scale. Cognition and language were measured at T1, 12 months later (T2) and 24 months later (T3) using the Reynell‐Zinkin Scales. Results: Cross‐sectional analyses showed that mothers of infants with severe VI (basic form vision) produced higher rates of Maintain compared to those with children with profound VI (light perception at best). Linear mixed‐effects models examining developmental progression from T1 to T3 (controlling for vision level) showed an average increase of 5 DQ points (CI 95%: 1.03–9.08) in verbal comprehension for higher Sensitivity. No significant findings were found for Maintain. Conclusions: The findings suggest that mother–infant interactions (maternal Maintain) are associated with level of vision at infancy, but only maternal Sensitivity has a long‐term positive association with advances in verbal comprehension from infancy to about three years. They highlight the need for incorporating strategies related to parent–infant interactions, including increased sensitivity, into early intervention for children with visual impairment. [ABSTRACT FROM AUTHOR]

Through empirical work we conceptualise a framework of an ethics of care philosophy with digital media, coining the notion, a 'digital ethics of care'. Increasing focus on the potential of social media to harm the mental wellbeing of adolescents has led to greater emphasis on their conduct online. Entrenched with adolescent conduct in digital spaces are moral theories of development as young people grapple with responsibility toward others from behind screens. Utilising thematic analysis on focus group data from 11–18-year-olds we applied a digital ethics of care understanding. We identified that adolescents found social media to play an important role in facilitating their caring relationships, they took responsibility for their own online behaviour and believed that when others failed in their moral reasoning online it led to negative consequences. Repositioning moral theory for congruence with a new digital society has valuable potential for the protection of adolescent mental health. [ABSTRACT FROM AUTHOR]

This paper offers an illustrative example to demonstrate one way of combining qualitative methods. The context for the study was a UK inpatient psychiatric hospital. Data set one was collected from weekly ward rounds where inpatient staff met with autistic patients to review medication, listen to patient concerns and make plans or adjustments in light of this. Data set two was reflective discursive interviews with patients and staff. The research objective was to critically consider the potential reasons for discrepancies in dissatisfaction reports from patients in the interviews, compared to relative compliance exhibited by patients in the ward rounds. Utilising a video‐reflexive design and critical discursive psychology approach, both data sets were analysed together. It is possible to simultaneously analyse two different data sets, one naturally occurring and one researcher generated because of the epistemological congruence in the overall design. We have presented an argument for the benefits of mixing two qualitative methods, thereby extending the mixed‐methods evidence base beyond the traditional discussions of quantitative and qualitative paradigms. [ABSTRACT FROM AUTHOR]

In a recent Nurse Researcher article, Durkin et al (2020) describe the challenges Durkin encountered as part of a doctoral study which involved narrative interviews addressing patients' experiences of receiving or expressing compassion in hospital. In this informative account, the authors make interesting comments regarding silences and about the role of researchers' previous professional experience and the transferrable and non-transferrable 'skills' brought to interviews. We want to add some additional thoughts on these matters. [ABSTRACT FROM AUTHOR]

Background: Despite the ubiquitous use of Subjective Units of Distress scales (SUDs) in mental health settings to establish levels of distressing emotion, there has been little empirical research in this area. SUDs are commonly used in therapy and assessments, and are a particularly useful tool for establishing current and previous levels of distress in children and young people. Aims: To explore the use of the SUD analogue rating scale in initial child mental health assessments to better understand its application in this context. Method: The data corpus consisted of 28 naturally-occurring video recordings of children and young people attending their first assessment appointment at Child and Adolescent Mental Health Services (CAMHS). A thematic analysis was utilised to explore the specific interactional use of SUDs. Results: Four themes were identified; recency, longevity, context and miscommunication. The first three themes were found to supplement the child's emotional score on the scale and were important in establishing the necessity for further therapeutic support. Miscommunication as a theme highlighted the need for clarity when using SUDs with children and young people. Conclusions: Recommendations were suggested for practitioners working with children and young people relating to the extended use of rating scales in clinical assessments. [ABSTRACT FROM AUTHOR]

Aim: To investigate detection vision development in infants and toddlers with congenital disorders of the peripheral visual system (CDPVS) and severe to profound visual impairment (SVI/PVI). Method: This was a longitudinal observational investigation of a cohort of infants with CDPVS (entry age 8–16mo) followed up 12 months later. Detection vision (Near Detection Scale [NDS]) and resolution acuity (Keeler Acuity Cards [KAC]) were assessed at each time point. Relationships between detection vision, resolution acuity, and age were investigated. Results: The study cohort comprised 80 children (39 females, 41 males), mean age 13 months (Time 1) and 26 months (Time 2); 22 (27.5%) with PVI (light perception at best) and 58 (72.5%) with SVI (basic 'form' vision) at Time 1. All children achieved a measure with the NDS, however only 35 per cent and 56 per cent at Time 1 and Time 2 respectively did so on KAC. Those with PVI at Time 1 showed no further improvement at Time 2, but 87 per cent of children with SVI showed improvement in vision. The median change in NDS score was 1.0 (range 1–7, SD 1.68). Interpretation: Vision development continues after 12 months of age in many toddlers if they have basic 'form' vision. A measure of detection vision is feasible in very young children when resolution acuity measurement is not achievable. What this paper adds: The Near Detection Scale (NDS) can measure low levels of vision when acuity is not otherwise measurable.Vision can improve in toddlers with severe visual impairment who have some 'form' vision.Infants with light perception at best by 12 months are unlikely to show improvement in vision.There is a moderate negative relationship between the NDS and resolution acuity results. What this paper adds: The Near Detection Scale (NDS) can measure low levels of vision when acuity is not otherwise measurable.Vision can improve in toddlers with severe visual impairment who have some 'form' vision.Infants with light perception at best by 12 months are unlikely to show improvement in vision.There is a moderate negative relationship between the NDS and resolution acuity results. [ABSTRACT FROM AUTHOR]

Background: Social media are integral in the lives of adolescents. Practitioners need to be able to assess risk, and social media are potentially a new dimension to consider. Adolescent voices and practitioner perspectives are central to understanding the relationship between social media and mental health, yet there is limited work that highlights their views. Aims: This paper aims to illuminate the perspectives of adolescents and practitioners about social media and mental health. Method: Eight focus groups, six with adolescents aged 11–18 years and two with mental health practitioners, were conducted. Ethical approval was provided. Discussions allowed for expression of experiences, views and opinions of the relationship between social media and mental health. Results: Participants discussed what might be thought of as the "good", the "bad" and the "ugly" side of social media, navigating the benefits of social media to well-being against possible negative impacts on adolescents. They differentiated personal use from third party attributions whereby they extolled the risk to adolescents outside of their personal group. Much of the negative rhetoric of social media was repeated by mental health practitioners, although there was some acknowledgement of potential benefit. Conclusions: Practitioners need to consider social media and its role in practice. When risk-assessing adolescents, it is arguably useful to include a social media dimension, without presuming the relationship will be negative. [ABSTRACT FROM AUTHOR]

Central to a contemporary understanding of childhood is the developmental and clinical‐medical construct of the 'normal' child. When judged to fall outside of culturally, socially and historically situated parameters of 'normality', children become labelled as 'deviant from the norm'; for instance, in mental health contexts where this may provide the basis for psychiatric diagnosis. However, judgements of a child's 'normality' are further complicated by the range of individuals who may have a stake in that construction, including parents/carers, professionals and the child themselves. Using discursive psychology, we analysed 28 video‐recorded UK child mental health assessments, to examine ways that parents presented concerns about their children's development. They did this by drawing on notions of 'ab/normal', in ways that functioned to legitimise their need for services and built a rhetorical case to demonstrate clinical need; often by contrasting the child with other 'typical' children and/or contrasting the same child's behaviour in different settings or contexts. We concluded that given the growing crisis in child mental health, initial assessments play a crucial clinical role in determining diagnosis and labelling, and therefore, a critical discussion of these concepts and processes is essential. [ABSTRACT FROM AUTHOR]

Central to ethical debates in contemporary mental health research are the rhetoric of parity of esteem, challenges underpinned by the social construct of vulnerability and the tendency to homogenise the population diagnosed with mental health conditions. Such ethical dimensions are further complicated by the contemporary endeavour to work with 'big data' which has led to ambitious claims for discovery and knowledge. Research in mental health is challenging due to the perceived constraints of ethical principles such as the protection of autonomy, consent, risk and harms. This article discusses how ethical considerations need to be reconceptualised when using big data sets. The argument is foregrounded with an appraisal of the prevailing political discourse of parity of esteem demonstrating that ongoing disparities in services and research should also be considered when inquiry uses big data. [ABSTRACT FROM AUTHOR]

The implementation of child protection training programmes can be influenced by a range of societal, policy, service and practice-related factors. The aim of this study was to establish the experiences of implementation barriers among 26 professionals from different disciplines in Saudi Arabia, 18 months after they had completed such training. The three identified themes related to customs and traditions; organizational, administrative and staff-related barriers; and challenges in contact with families. It is important that these inter-linked levels of barriers are tackled in co-ordination through policy, legislation, awareness campaigns and service development, and that they are anticipated holistically by educational programmes. [ABSTRACT FROM AUTHOR]

The growing prevalence of adolescent mental disorders poses significant challenges for education and healthcare systems globally. Providers are therefore keen to identify effective ways of promoting positive mental health. This aim of this qualitative study was to explore perceptions that social media might be leveraged for the purposes of mental health promotion amongst adolescents aged between 11 and 18 years. Utilizing focus groups conducted with adolescents (N  = 54), educational professionals (N  = 16) and mental health practitioners (N  = 8). We explored their views about the value of social media for this purpose. Three themes were identified. First, social media appears to have potential to promote positive mental health. Second, adolescents frequently utilize social media and the internet to seek information about mental health. Finally, there are benefits and challenges to using social media in this way. We conclude that despite challenges of using social media and the risks, social media does offer a useful way of educating and reaching adolescents to promote mental wellbeing. [ABSTRACT FROM AUTHOR]

In everyday conversations, people put forward versions of events and provide supporting evidence to build a credible case. In environments where there are potentially competing versions, case-building may take a more systematic format. Specifically, we conducted a rhetorical analysis to consider how in child mental health settings, families work to present a credible 'doctorable' reason for attendance. Data consisted of video-recordings of 28 families undergoing mental health assessments. Our findings point to eight rhetorical devices utilised in this environment to build a case. The devices functioned rhetorically to add credibility and authenticate the case being built, which was relevant as the only resource available to families claiming the presence of a mental health difficulty in the child was their spoken words. In other words, the 'problem' was something constructed through talk and therefore the kinds of resources used were seminal in decision-making. [ABSTRACT FROM AUTHOR]

Purpose: The prevalence of mental disorders amongst children and adolescents is an increasing global problem. Schools have been positioned at the forefront of promoting positive mental health and well-being through implementing evidence-based interventions. The aim of this paper is to review current evidence-based research of mental health promotion interventions in schools and examine the reported effectiveness to identify those interventions that can support current policy and ensure that limited resources are appropriately used.Methods: The authors reviewed the current state of knowledge on school mental health promotion interventions globally. Two major databases, SCOPUS and ERIC were utilised to capture the social science, health, arts and humanities, and education literature.Results: Initial searches identified 25 articles reporting on mental health promotion interventions in schools. When mapped against the inclusion and exclusion criteria, 10 studies were included and explored. Three of these were qualitative and seven were quantitative.Conclusions: A range of interventions have been tested for mental health promotion in schools in the last decade with variable degrees of success. Our review demonstrates that there is still a need for a stronger and broader evidence base in the field of mental health promotion, which should focus on both universal work and targeted approaches to fully address mental health in our young populations. [ABSTRACT FROM AUTHOR]

The field of couple and family therapy has benefitted from evidence generated from qualitative approaches. Evidence developed from approaches relying on language and social interaction using naturally occurring recordings of real-world practice has the benefit of facilitating practice-based recommendations and informing practice. The aim of this article is to provide an overview of one approach to discourse analysis, Discursive Psychology (DP), demonstrating how a social constructionist framework and focus on discourse can provide an important contribution to the field of therapy. To illustrate the methodological decision-making process for researchers and/or practitioners who utilize DP, we draw upon a video-recorded therapeutic session involving Tom Andersen. To conclude, we make recommendations for practitioners using DP to explore and examine therapeutic practice. [ABSTRACT FROM AUTHOR]

Applied Conversation Analysis (CA) is broadly accepted to be a qualitative methodological approach associated with the discursive turn. Although some argue for a distinct observational science paradigm, the current methodological dichotomy positions this work under the qualitative rubric. Applied CA focuses on the sequential design of social interaction, examining language and meaning within institutional settings. It emphasises informing practice and provides a useful form of evidence for therapists and counsellors, as the work is grounded in real‐world therapeutic practices. In therapy, language and talk are fundamental to the process and outcomes. Studying therapeutic social interaction through Applied CA can illuminate processes, improve practice, and utilise best practice to inform care. The focus of this article is our perspective on the value of Applied CA as a form of evidence in counselling and psychotherapy, and to encourage partnership working between academics and clinicians working in the field. [ABSTRACT FROM AUTHOR]

Children exposed to multiple adversities are at high risk of developing complex mental health and related problems, which are more likely to be met through integrated interprofessional working. Combining the expertise of different practitioners for interprofessional care is especially pertinent in low- and middle-income countries (LMIC) in the absence of specialist resources. The aim of this study was to work with practitioners who deliver care to vulnerable children in six LMIC (Turkey, Pakistan, Indonesia, Kenya, Rwanda, and Brazil) to understand their perspectives on the content of an interprofessional training programme in building resilience for these children. Seventeen participants from different professional backgrounds, who were in contact with vulnerable children were interviewed. A thematic analytic framework was used. Four themes were identified, which were the benefits of a tiered approach to training, challenges and limitations, perceived impact, and recommendations for future training. The findings indicate the importance of co-ordinated policy, service, and training development in an interprofessional context to maximize resources; the need for cultural adaptation of skilled-based training and interventions; and the usefulness of new technologies to enhance accessibility and reduce costs in LMIC. [ABSTRACT FROM AUTHOR]

Despite growing evidence of the effects of social media on the mental health of adolescents, there is still a dearth of empirical research into how adolescents themselves perceive social media, especially as knowledge resource, or how they draw upon the wider social and media discourses to express a viewpoint. Accordingly, this article contributes to this scarce literature. Six focus groups took place over 3 months with 54 adolescents aged 11–18 years, recruited from schools in Leicester and London (UK). Thematic analysis suggested that adolescents perceived social media as a threat to mental wellbeing and three themes were identified: (1) it was believed to cause mood and anxiety disorders for some adolescents, (2) it was viewed as a platform for cyberbullying and (3) the use of social media itself was often framed as a kind of ‘addiction’. Future research should focus on targeting and utilising social media for promoting mental wellbeing among adolescents and educating youth to manage the possible deleterious effects. [ABSTRACT FROM AUTHOR]

Background: Supporting the education of children and young people with complex emotional mental health difficulties requires schools to have knowledge of their needs. Exchanging information about less visible mental health difficulties is, however, known to be complex. Exploring the perceptions of young people experiencing problems can explicate some of this complexity and identify solutions. Yet their views are rarely given credence in this context. Methods: The findings were derived from a broader qualitative study exploring the school experiences of young people, aged 14–16 years, identified by CAMHS as having severe emotional difficulties. Their parents’ and teachers’ perceptions were also explored. Data were collected via semistructured interviews and analysed using thematic analysis. Results: Findings demonstrated that young people experiencing emotional difficulties need to feel safe about exchanging private information pertaining to their mental health. Teachers having a basic knowledge of mental health promoted their safety as this ensured confidentiality. Participants reported that CAMHS practitioners needed to be more proactive regarding the practicalities of exchanging information. Conclusions: Arguably, teachers need to have basic knowledge of mental health and schools need clearer mental health confidentiality guidance. CAMHS also have responsibility in identifying more information exchange mechanisms and young service users and parents can play a part in this. [ABSTRACT FROM AUTHOR]

Background: In child and adolescent mental health assessments, questions are integral to the process. There has been limited research focused on the assessment process, or on how questions are constructed within this clinical environment. Methods: We examined 28 naturally occurring initial assessments, with particular attention to how practitioners used questions in their communication with children and young people. We utilised conversation analysis to examine the data. Results: Analysis revealed a particular type of question preface used to reintroduce a prior topic. This was achieved through the use of ‘you said x’ as a foundation for asking a follow‐up question and demonstrated active listening. Conclusions: Arguably, this approach is a useful way of gathering assessment‐relevant information in a child‐centred way. [ABSTRACT FROM AUTHOR]

Deirdre Harrington and Michelle O'Reilly discuss the article "Effectiveness and cost-effectiveness of the GoActive intervention to increase physical activity among UK adolescents: A cluster randomised controlled trial" by Kirsten Corder and colleagues. [ABSTRACT FROM AUTHOR]

The digital divide is especially pertinent in Majority World Countries (MWCs), and this was exacerbated greatly by the pandemic. Tackling the digital divide underpins the work of Human-- Computer Interaction for Development (HCI4D) and remains an important global endeavour. Our project aimed to understand how children and young people (CYP) in MWC coped during the pandemic and how technology played a role. Voices of CYP were complemented by those of their parents and professionals with whom CYP interacted regularly. Our empirical study involved 73 CYP and 76 adults from Brazil, Kenya, Pakistan, South Africa, and Turkey. Qualitative data from diaries, drawings and focus groups were analysed thematically. Four major themes were identified -- 'access', 'usage', 'risk', and 'future Among others, some intriguing findings were that CYP acutely felt the peer pressure on ICT ownership and tended to direct frustration at parents, who grappled with their untenable roles as gatekeepers to digital worlds. Implications for addressing the digital divide include long-term strategies to improve infrastructures and mobilise community-based collaborative efforts and enhance digital literacy. [ABSTRACT FROM AUTHOR]

Objective: The objective was to identify how children's knowledge positions were negotiated in child mental health assessments and how this was managed by the different parties.Methods: The child psychiatry data consisted of 28 video-recorded assessments. A conversation analysis was undertaken to examine the interactional detail between the children, parents, and practitioners.Results: The findings indicated that claims to knowledge were managed in three ways. First, practitioners positioned children as 'experts' on their own health and this was sometimes accepted. Second, some children resisted this epistemic position, claiming not to have the relevant knowledge. Third, some children's claims to knowledge were negotiated and sometimes contested by adult parties who questioned their competence to share relevant information about their lives in accordance with the assessment agenda.Conclusion: Through question design, the practitioner was able to position the child as holding relevant knowledge regarding their situation. The child was able to take up this position or resist it in various ways.Practice Implications: This has important implications for debates regarding children's competence to contribute to mental health interventions. Children are often treated as agents with limited knowledge, yet in the mental health assessment they are directly questioned about their own lives. [ABSTRACT FROM AUTHOR]

Objective Young children with congenital visual impairment (VI) are at increased risk of behavioral vulnerabilities. Studies on ‘at risk’ populations suggest that frontal EEG asymmetry may be associated with behavioral risk. We investigated frontal asymmetry at 1 year (Time 1), behavior at 2 years (Time 2) and their longitudinal associations within a sample of infants with VI. Frontal asymmetry in the VI sample at 1 year was also compared cross-sectionally to an age-matched typically sighted (TS) group. Methods At Time 1, 22 infants with VI and 10 TS infants underwent 128-channel EEG recording. Frontal asymmetry ratios were calculated from power spectral density values in the alpha frequency band. At Time 2, Achenbach Child Behavior Checklist data was obtained for the VI sample. Results 63.6% of the VI sample and 50% of the TS sample showed left frontal asymmetry; no significant difference in frontal asymmetry was found between the two groups. 22.7% of the VI sample had subclinical to clinical range ‘internalizing’ behavior difficulties. Greater left frontal asymmetry at one year was significantly associated with greater emotionally reactive scores at two years within the VI sample ( r = 0.50, p = 0.02). Conclusions Left frontal asymmetry correlates with later behavior risk within this vulnerable population. Significance These findings make an important first contribution regarding the utility of frontal EEG asymmetry as a method to investigate risk in infants with VI. [ABSTRACT FROM AUTHOR]

Bullying is a global problem affecting many adolescents. Evidence on bullying is growing, mostly generated in Minority World countries. Our objective is to develop our understanding of bullying in Majority World contexts, like Turkey. We highlight the voices of 20 Turkish adolescents from reflective interviews. Using Reflexive Organic Thematic Analysis, we identified three themes: definitions of bullying, conceptualizations of the character of bullies and victims, and proposed educational solutions, highlighting cultural issues of honor and respect, and roles of the family. As bullying research in Turkey is relatively new, we conclude that the ideology of adolescent‐centered education, children′s rights, and the value of qualitative research are important in this cultural context. Practitioner points: Turkish schools benefit from knowledge sharing about bullying.Bullying in Turkey is experienced by adolescents in similar ways to other countries, and much of the literature can help with education strategies.There are some unique and cultural issues relevant to Turkish adolescents that require attention by educators when developing antibullying strategies, and hearing adolescent voices can be helpful. [ABSTRACT FROM AUTHOR]

Integral to the diagnosis of autism spectrum disorder is the initial assessment through which the existence of a 'problem' is first ascertained. Despite this, there remains limited research on this early part of the diagnostic pathway. In this article, we utilised conversation analysis to examine relevant issues in relation to the practitioner-family interactions that take place within this initial assessment context. Our findings illustrated that parents typically first raised the possibility of the presence of an autism spectrum disorder diagnosis through 'building a case', which professionals were then able to ratify or negate. Furthermore, we found that the assessments unfolded sequentially and clinical decisions were typically reached through a distinctive pattern of interaction. These findings have important implications for clinical practice, including for the study of autism spectrum disorder assessments and diagnosis. [ABSTRACT FROM AUTHOR]

Systemic family therapy promotes a systemic reframing of individual problems to an understanding of the familial processes influencing family functioning. Parents often attend therapy identifying their child as the key problem, which raises issues of accountability and blame. In this article, we explored the discursive practices used by parents for constructing themselves as ‘good parents’. Using the basic principles of conversation analysis and discursive psychology, we analysed actual therapeutic sessions and found that parents used a range of strategies to display their good parenting. This included directly claiming to be a good parent, illustrating how they act in their child’s best interests, showing that they parent in appropriate ways and by making appeals to scientific rhetoric. It was concluded that family therapists have a challenging task in managing competing versions of events and we discussed implications for practice. [ABSTRACT FROM AUTHOR]

It is recognised that transcribing is not merely a neutral and mechanical process, but is active and requires careful engagement with the qualitative data. Whether the researcher transcribes their own data or employs professional transcriptionists the process requires repeated listening to participants’ personal narratives. This repetition has a cumulative effect on the transcriptionist and hearing the participants’ personal narratives of a sensitive or distressing nature, can have an emotional impact. However, this potential emotional impact is often not something which is accounted for in the planning stages of research. In this article we critically discuss the importance of considering the effects on transcriptionists who engage with qualitative data. [ABSTRACT FROM AUTHOR]

The authors present their discourse and conversation analysis of autism spectrum disorder. It explains the difference between conversation analysis and discourse analysis. It discusses the four methods of qualitative analysis including individual where language and communication is presented within person, interactional when presented as collaborative, and socially contextual when interactions considered in terms of the various social structures, as well as socio-cultural approach.

While there is a small, growing literature considering the psychological safety of researchers, little attention has been paid in the qualitative literature to the wellbeing of transcriptionists. Transcriptionists play an integral and essential role in qualitative research but are often overlooked in terms of the emotional impact of the work. Using grounded theory methodology, transcriptionists were interviewed to ascertain their experiences of their role. Findings indicated that transcriptionists experienced emotional distress and feelings of helplessness. Analysis of the data demonstrated that transcriptionists did have some coping strategies, but also expressed an additional need to discuss their feelings. Furthermore analysis revealed that the lack of safeguarding protocols for the profession made the role even more challenging. The emergent core category identified was that there was a risk of secondary traumatic stress for transcriptionists. Recommendations were made for additional safeguarding of transcriptionists through the introduction of a research team approach. [ABSTRACT FROM AUTHOR]

Background A comprehensive assessment is essential to contemporary practice in child and adolescent mental health. In addition to determining diagnosis and management, it is seen as important for clinical engagement and forming a therapeutic relationship. However, there has been little research on the processes which occur during this interaction, particularly in first assessments. Method Twenty-eight naturally occurring child mental health initial assessments were video recorded and subjected to the basic principles of the conversation analytic method. Results Several processes were identified in a typical child and adolescent mental health assessment. These included introductions, reasons for attendance, problem presentation, decision-making and session closure. Conclusions Initial assessments provide a platform for all future engagement with services and an understanding of the processes occurring within this setting is important for the eventual outcomes, particularly in respect to new ways of working such as the Choice and Partnership Approach ( CAPA). [ABSTRACT FROM AUTHOR]

Although scholars have gone to great lengths to illustrate the value of qualitative research and ensure that it is well represented in all areas of academic life, there remains a gap of equality when compared with quantitative research, which is still viewed by many as superior, specifically in applied fields such as health. This has become particularly true as the evidence-based movement has continued to find its way into discussions around the legitimacy of qualitative research. In this article, we argue that the evidence-based movement, particularly in medicine and health, continues to pose challenges for us as a qualitative community—challenges that we will need to grapple with in the coming years. [ABSTRACT FROM AUTHOR]