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Inclusive dialogue: the way forward in anti-stigma mental health education?
- Author:
- LINDLEY Emma
- Journal article citation:
- Journal of Public Mental Health, 11(2), 2012, pp.77-87.
- Publisher:
- Emerald
In this study focusing on the stigma of mental illness, an inclusive dialogue approach (aiming to encourage and facilitate young people to participate and cooperate as equal partners in discussion and to engage in sharing and exploring understandings of mental illness) was used and evaluated. The inclusive dialogue process involved 6 hour-long discussions about mental illness with a group of 7 pupils aged 14 to 15 years attending a secondary school in Manchester. Semi-structured interviews were then undertaken with participants 7 months after the end of the discussion series about how participating in the inclusive dialogue process affected them. The article reports on and discusses the findings, including the themes emerging from what the young people said about the impact of participation on them: confidence in talking about it, responding to others in distress, knowledge and understanding, capacity for empathy and solidarity, and surprise at each other's contributions. It also summarises the promising features of the inclusive dialogue approach, suggesting that it may have the potential to work effectively at increasing positive understanding and reducing stigma, and that further testing and evaluation of the approach is required.
More to it than stigma: the multiple ways young people make sense of mental illness
- Author:
- LINDLEY Emma
- Journal article citation:
- Mental Health Today, May 2011, pp.29-33.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Data from a qualitative study is presented that explored how secondary school pupils make sense of mental illness. A group 10 pupils aged 14-15 took part in a programme of activities over a school year, which included group discussions and workshops. The study also assessed how talking about mental health with peers may impact on young people's understanding of the subject. The study found that young people's understanding of mental illness is complex. Issues discussed include: language used to discuss mental health; the tension experienced by doing the right thing and doing what others do; difficulties in dealing with, and attitudes towards, behaviour that is unfamiliar. The article concludes by calling for a recognition of this complexity in any anti-stigma education.
Gateways to mental illness discourse: tools for talking with teenagers
- Author:
- LINDLEY Emma
- Journal article citation:
- International Journal of Mental Health Promotion, 11(1), February 2009, pp.15-22.
- Publisher:
- Taylor and Francis
The existence of mental health discrimination is well-documented, and research suggests that negative attitudes to mental illness are particularly prevalent among adolescents. While recent years have seen much activity aiming to reduce this discrimination, little of it has been targeted at young people or based in schools. The first stage of targeted anti-discrimination enterprise must be to understand the current views of the target group. However, research into how young people construct and occupy mental illness discourse is sparse. In this qualitative study, the ways in which adolescents construct understandings of mental illness are explored, using an innovative photo-vignette technique. Eighteen young people aged 14-18 participated. The photo-vignette method enabled participants to engage with figurative narratives of mental illness, and responses indicated that life history explanations for mental illness helped young people adopt non-discriminatory positions. These findings are considered in relation to the development of strategies for reducing mental health discrimination through education.