Young people’s experiences of exiting homelessness in South Wales – an interpretative phenomenological analysis

Evidence suggests that empowerment is central to improving the effectiveness and quality of mental health care. Empowerment includes increased involvement, choice and access to health information for service users. Within the process of empowerment, individuals may better understand their health needs and accordingly improve their prognoses. Despite the widespread use of the term 'empowerment' within mental health, there have been no studies examining how young people with psychosis understand and conceptualize the term empowerment or which factors are conductive to them developing a sense of empowerment. This study aims to qualitatively conceptualize empowerment from the perspective of young people aged 14-18 years experiencing psychosis. Individual interviews were conducted with nine young people with a diagnosis of a psychotic disorder regarding their understanding and experience of empowerment. The interviews were audiotaped, transcribed verbatim and analysed using interpretative phenomenological analysis. Results indicated that young people who have experienced psychosis conceptualized empowerment as being listened to, being understood, taking control and making decisions for themselves. Young people place high importance on experiencing personal empowerment in relation to being users of mental health services and regard being empowered as the most important factor for determining their own recovery. Results also revealed that young people view mental health workers as very variable in their ability and willingness to address and help facilitate empowerment. They also identified daily routine, structure and avoidance of inactivity as additional means of increasing empowerment. The implications for research and practice are discussed. The way practitioners interact with young people impacts upon their experience of empowerment. Young people with psychosis equate being listened to with being empowered. Young people with psychosis, especially when hospitalized, want to develop and use their own coping styles. Clinicians who give choices and have a sense of humour are valued by young people with psychosis. Clinicians must consider whose needs are being met when decisions are made for young people with psychosis.

Bereavement during adolescence is not a minority experience. Despite this, bereavement research has tended to neglect this cohort of individuals (Ribbens McCarthy, 2007). Psychological conceptualisations of trauma and grief have tended to focus on the negative impact of such events, potentially limiting our understanding of post-trauma reactions (Kilmer, 2006). Posttraumatic growth (PTG) is a construct that aims to encapsulate the experience of those who endure horror and trauma and yet still experience positive growth, which is transformative and goes beyond ‘coping’ (Kilmer, 2006). This is a relatively new construct and research exploring PTG in young people directly is in its infancy. This study sets out to explore young people’s experiences following bereavement, in particular whether young people experience any personal or systemic growth and if so, what they feel helps in this process. This study recruited 7 young people who had experienced bereavement at least one year previously. Participants were interviewed about their experience of growth and change following bereavement. Data was analysed using Interpretative Phenomenological Analysis. Three super-ordinate themes were identified following the analysis of data, these were: being ‘in-relation’ with the deceased, the coping process and growth in self. The findings from this study suggest that young people do experience growth and change following bereavement, both personally and within their surrounding systems. This growth appears to be a result of a coping process in which the young people took an active role. The findings also demonstrate the importance of an ongoing relationship with the deceased that is evolving and continuous rather than static. Clinical implications and recommendations for future research are discussed.

Purpose Technology is often associated with mental health risks, but its potential to support well-being remains underexplored. Podcasts are emerging as valuable tools in the mental health field, yet little is known about their role in supporting young people. This study aims to examine how podcasts contribute to young people’s mental health in India, with attention to the scope of broad-ranging content given its accessibility and scalability. Design/methodology/approach Guided by the World Health Organisation’s (2004) definition of mental health, this study explored how podcasts enable young people to cope with stress, realise their abilities, learn and work effectively and contribute to their communities. Using interpretative phenomenological analysis (IPA), semi-structured interviews were conducted with frequent podcast listeners. Transcripts were analysed in NVivo 15, following Smith et al.’s (2009) six-step IPA framework. Findings The IPA analysis revealed five themes illustrating participants’ views on podcasts and how they perceive podcasts as supporting the aspects of mental health outlined by the WHO. Participants described them as accessible and relatable, often uplifting mood or providing a calming background presence. Podcasts were discussed as helpful for managing stress and difficult emotions, fostering self-growth and confidence and aiding learning and productivity. They also prompted feelings of connection and inspired contributions to community life. While these findings show how podcasts may support multiple aspects of mental health from participants’ perspectives, they reflect the idiographic focus of IPA and are not intended for generalisation. Originality/value To the best of the authors’ knowledge, this study is the first qualitative exploration of how podcasts support mental health among young Indians. Moving beyond health-specific podcasts highlights the value of broad-ranging content in offering stigma-free, flexible and low-barrier support. Findings carry implications for podcast design and promotion as a scalable digital mental health tool.

Many young people in foster care experience significant mental health difficulties, leading to attendance at services where engaging them in psychotherapy that adequately meets their diverse needs is an ongoing challenge. There is a dearth of research exploring the experiences of young people in foster care, and even less on their experiences of therapeutic engagement. Using Interpretative Phenomenological Analysis (IPA), individual interviews were conducted with seven young people in foster care about their experiences of psychotherapy. Four superordinate themes were identified: being powerless; risking relationship; opening up; and finding connection. Young people revealed complex intrapersonal and interpersonal processes where they felt disempowered, drew on their courage to gradually build trust in therapists, were able to share their innermost thoughts and feelings and established deeper connections with themselves and others. This lived experience, illustrating a journey of relational connection, aligns with recognition theory, highlighting young people’s need for authentic recognition as individuals in their totality, for psychotherapy that offered emotional connection and opportunities for systemic relational growth. The study illuminates the inherent challenges of working with this population, while informing practice about how to engage with young people in foster care in a meaningful and helpful way.

Young people arriving alone in the UK due to forced migration face significant hardships including, but not limited to, their history of experiences, current and future uncertainties, and cultural differences. This paper took a critical perspective of current dominant theories of refugee youth through in-depth exploration of lived experiences of coping. Following the authors’ involvement in a community youth project and consultation, five young people took part in individual interviews. The participants were living in semi-independent accommodation in or near London, and were all male, while four identified as Muslim and one as Christian. Using Interpretative Phenomenological Analysis (IPA), a culturally relative understanding of coping was developed. These young people were found to be taking active roles in managing their lives in the context of extensive loss, and gaining independence through connection to others. Religious practices were important, with young people making sense of their experiences through worldviews shaped by religious beliefs. While religion was described predominantly in a positive and beneficial light, an area for further investigation is the experience of religious struggle, and how this may impact experiences and coping. Implications for support for young people both from services and in communities are suggested.

Supporting youth mental health is a priority; currently, one in 10 young people experience a mental health disorder. Accordingly, integrated youth health services are a focus for service development both in the United Kingdom and internationally. Less attention is given to inpatient settings and the experiences of young people who use them. This in-depth qualitative study aimed to understand the experiences of people aged 16-25 years, admitted to inpatient mental health settings, and the experiences of staff caring for them. Individual interviews with seven inpatient young people and three focus groups with staff (N = 27) were conducted. An Interpretative Phenomenological Analysis (IPA) methodology with a polyvocal design was used. Young people reported how the impact of restriction, lack of inclusion, information, and transparency affected their experiences. Relationships with other young people and staff were important while shared experiences were especially salient. Staff identified difficulties of working within a system divided into separate services while attempting to work flexibly with young people. Future practice needs to enhance relational, inclusive, and flexible working practices to optimize care delivery.

PROTOCOL: Multidimensional Family Therapy (MDFT) for young people in treatment for non‐opioid drug use

A participatory research study to explore the healing potential of children's anomalous experiences

The aim of this study was to explore young people’s experiences of the role and the processes underpinning the use of alcohol and/or other substances in attempts to end their life. Seven young people, aged 16–25 years old, were interviewed using in-depth, semi-structured interviews. Interpretative Phenomenological Analysis was used to analyse these interviews and develop an understanding of how young people understand their attempted suicide in the context of alcohol and/or other substance use. The analysis identified four superordinate themes reflecting young people’s experiences across the seven interviews. Superordinate themes included: i) The complexity of relationships; ii) The double-edged sword of alcohol and substance use; iii) The straw that broke the camel’s back; and iv) Reflecting on the on-going processes of recovery. The results of this study highlight the complex and multifaceted functions of the consumption of alcohol, and other drugs, in the experiences of young people attempting suicide. Young people described a number of inter and intrapersonal factors which impact upon their suicidal experiences including suicidal ideation and attempts. Participants reported using alcohol and substances as methods of coping with distress, low mood, hearing voices, anxiety and mania. However they also reflected on the impact that this has on their own suicidal ideation and attempts.

The aim of this study was to explore young people's experiences of the role and the processes underpinning the use of alcohol and/or other substances in attempts to end their life. Seven young people, aged 16-25 years old, were interviewed using in-depth, semi-structured interviews. Interpretative Phenomenological Analysis was used to analyse these interviews and develop an understanding of how young people understand their attempted suicide in the context of alcohol and/or other substance use. The analysis identified four superordinate themes reflecting young people's experiences across the seven interviews. Superordinate themes included: i) The complexity of relationships; ii) The double-edged sword of alcohol and substance use; iii) The straw that broke the camel's back; and iv) Reflecting on the on-going processes of recovery. The results of this study highlight the complex and multifaceted functions of the consumption of alcohol, and other drugs, in the experiences of young people attempting suicide. Young people described a number of inter and intrapersonal factors which impact upon their suicidal experiences including suicidal ideation and attempts. Participants reported using alcohol and substances as methods of coping with distress, low mood, hearing voices, anxiety and mania. However they also reflected on the impact that this has on their own suicidal ideation and attempts.

This study explores the views and experiences of young people, adopted and in the care of a local authority who had received a therapeutic intervention from an NHS Attachment and Trauma Specialist Agency. Three children were interviewed, aged between 10 and 14 years, using semi‐structured interviews. The interviews were recorded, transcribed and analysed using Interpretative Phenomenological Analysis (IPA). The analysis of the results met with the findings in the literature that young people want to have access to non‐judgmental therapy which both meets their needs and is creative. Recommendations for clinicians include giving adequate preparatory information and ensuring on‐going collaboration with young people receiving therapeutic interventions through the use of on‐going feedback about what works for them.Practitioner points Practitioners should consider carefully how young people in public care are 'invited' to therapy, and give adequate pre‐session information to help to reduce anxiety. Children and young people in public care engaging in therapy prefer a practitioner style which is creative, playful and enjoyable. A systemic framework can be integrated with attachment and trauma focused models of intervention.

Background The educational experience of four young adults with a diagnosis of Attention-Deficit/Hyperactivity Disorder (ADHD) were explored with a view to thinking about how their experiences can inform the practice of Educational Psychologists. The children and families act has had a profound impact on EP practice. EP’s are now expected to support young people between the ages of 16-25. The four young adults contributed a rich and unique perspective into what it is like to exist in mainstream school with the diagnosis. Their lived experience provided insights into the controversial narratives that surround ADHD, such as the legitimacy of the condition and the manner in which professionals support them. Methods Using in-depth qualitative semi structured interviews, 4 young people with a medical diagnosis of ADHD aged between 18-24 years gave an in-depth insight into their lived school experiences. The research focused on how the participants’ perceived that having a medical diagnosis of ADHD impacted on their educational journey. The researcher adopted the epistemological positon of a social constructionist and Interpretative Phenomenological Analysis(IPA) was used as the methodology for the research. This was due to IPA having an explicitly phenomenological commitment to discerning individual meaning and a clear idiographic emphasis. Results Key Themes for individuals were Cultural Reinforcement of Normality, Discriminatory Practise, Living with an Unwanted Self and the Transformative self. The group themes that emerged from the participants lived school experience were 1) Psychological Homeostasis, 2) Identity, 3) Self Concept, 4) Professional Disappointment and 5) Positive Relationships. Conclusions The findings of this research have some potentially significant implications for Educational Psychologists. Young people expressed different beliefs about the legitimacy of ADHD and its impact on their educational experiences. These beliefs and attitudes were influenced by the participant’s social and cultural environments. The research unearthed themes that demonstrated the participants’ had formed significant negative perceptions of teaching staff and professionals. EP’s should consider moving to a strength based perception of ADHD. Individuals diagnosed with ADHD need a balanced intervention plan that focuses not only on managing undesirable behaviours but also builds on their strengths and positive aspects.

The aim of this research was to investigate the views of children and young people's nurses on the mental health training they had received and what recommendations they would make for future staff training. Nine such nurses who had experience of nursing young people following self-harm or a suicide attempt were recruited. Data were collected using individual 45-minute semi-structured interviews and analysed using interpretative phenomenological analysis. The findings of this study indicate that children and young people's nurses may benefit from some empathy and attitudes-based training. Participants clearly indicated that they do not feel that they have adequate expertise in mental health nursing. Participants requested training on a variety of mental health topics. The results indicate that children and young people's nurses feel that their current mental health training is inadequate. Individualised training packages for different work areas could be delivered collaboratively by Child and Adolescent Mental Health Services (CAMHS) and specialist children and young people's nurses, using face-to-face teaching methods.

BackgroundThe Care Quality Commission published a review in 2018 in England titled “Are We Listening,” which revealed that child and adolescent mental health services are not responsive to the specific needs of young Black people and other ethnic minorities even in areas with ethnically diverse populations. It found that commissioners and service planners failed to engage with these young people and their families to understand their needs and expectations.ObjectiveThe purpose of this study is to engage Nigerian and Ghanaian young people (NAGYP) with experiences of care for common mental disorders (CMDs) in London, to increase understanding of their needs, and to give voice to their views and preferences. Their parents’, caregivers’, and practitioners’ views will also be sought for service improvement.MethodsThree combined contemporary complementary methodologies—thematic analysis, interpretative phenomenological analysis (IPA), and intersectionality-based policy analysis (IBPA)—will be used across 3 comprehensive phases. First, a scoping review where relevant themes will be critically analyzed will inform further phases of this study. Detailed mapping of community and mental health care services in 13 inner London boroughs to investigate what professionals actually do rather than what they say they do. Second, IBPA will be used to scrutinize improving access to psychological therapies and other legislations and policies relevant to NAGYP to undertake an intersectional multileveled analysis of power, models, and constraints. Third, IPA will “give voice” and “make sense” of NAGYP lived experiences of CMDs via a representative sample of NAGYP participants’ (n=30) aged 16-25 years, parents or caregivers’ (n=20), and practitioners’ (n=20) perspectives will be captured.ResultsThe study has been approved by the UCL Institute of Education Research Ethics Committee (Z6364106/2022/02/28; health research) and University College London (Z6364106/2022/10/24; social research). Recruitment has begun in 13 inner boroughs of London. Data collection through observation, semistructured interviews, and focus groups are expected to be finalized by early 2024, and the study will be published by early 2025.ConclusionsCombining multiple qualitative methodologies and methods will enable rigorous investigation into NAGYP’s lived experiences of care received for CMDs in London. Findings from this study should enable a reduction in the negative connotations and harmful superstitions associated with mental health–related issues in this group, inform evidence-based interventions, and facilitate preventive or early access to interventions. There may also be an indirect impact on problems resulting from mental illness such as school dropout, antisocial behaviors, knife crimes, juvenile detention centers, and even death.International Registered Report Identifier (IRRID)PRR1-10.2196/42575

Listening to and involving children and young people (CYP) in decision-making and services that affect them has become increasingly important. Since the 1990s, there has been a rise in participatory approaches and research with CYP. Both models of participatory research and practice in this area are being developed. This research aims to enhance developments in participatory research with CYP by learning from the experiences, perspectives and accounts of CYP who have experienced a participatory project.\nThe participatory research project that participants in this research experienced was The Verbatim Formula (TVF), a creative residential workshop for care-experienced young people, using applied art practices to investigate their experiences of care and plans for their futures.\nThis research used an Interpretative Phenomenological Analysis (IPA) approach to explore how the young people taking part in TVF, experienced the project. A sample of five young people, ranging from the age of 16 to 21 years old took part in face-to-face semi-structured interviews.\nThe findings of this research focused on three main themes: the young people made sense of their experiences of the project through participating; learning and interpersonal relationships. The richness and power of how young people experienced the project highlighted the possibilities of what can be gained by asking CYP about their experiences and how these could develop participatory research practices and thinking. There are also implications for educational psychology practice and the potential for future research with Educational Psychologists is outlined.