The impact of mental health recovery narratives on recipients experiencing mental health problems: Qualitative analysis and change model.

BACKGROUND: Mental health recovery narratives are stories of recovery from mental health problems. Narratives may impact in helpful and harmful ways on those who receive them. The objective of this paper is to develop a change model identifying the range of possible impacts and how they occur. METHOD: Semi-structured interviews were conducted with adults with experience of mental health problems and recovery (n = 77). Participants were asked to share a mental health recovery narrative and to describe the impact of other people's recovery narratives on their own recovery. A change model was generated through iterative thematic analysis of transcripts. RESULTS: Change is initiated when a recipient develops a connection to a narrator or to the events descripted in their narrative. Change is mediated by the recipient recognising experiences shared with the narrator, noticing the achievements or difficulties of the narrator, learning how recovery happens, or experiencing emotional release. Helpful outcomes of receiving recovery narratives are connectedness, validation, hope, empowerment, appreciation, reference shift and stigma reduction. Harmful outcomes are a sense of inadequacy, disconnection, pessimism and burden. Impact is positively moderated by the perceived authenticity of the narrative, and can be reduced if the recipient is experiencing a crisis. CONCLUSIONS: Interventions that incorporate the use of recovery narratives, such as peer support, anti-stigma campaigns and bibliotherapy, can use the change model to maximise benefit and minimise harms from narratives. Interventions should incorporate a diverse range of narratives available through different mediums to enable a range of recipients to connect with and benefit from this material. Service providers using recovery narratives should preserve authenticity so as to maximise impact, for example by avoiding excessive editing

Grandfathering as spatio-temporal practice: conceptualizing performances of ageing masculinities in contemporary familial carescapes

This paper examines the spatio-temporalities of the intergenerational caring practices that contemporary grandfathers engage in with their grandchildren, in order to critique old men’s constructions and performances of ageing masculinities, and the gendering and ageing of contemporary carescapes. Findings are based on 31 qualitative interviews and two participant observations, conducted in the North-West of England with men who are grandfathers. The concept of carescapes (Bowlby, Gregory and McKie 1997) is employed to explain that grandfathering is both spatially and temporally organized. Findings suggest that men construct distinctly masculine spaces of care later in life, contingent on both their resistance to spatially embedded ageism and their comparisons of grandfathering to previous lifecourse subjectivities, such as fathering. Complexity and diversity in how men negotiate these factors is also apparent and is explored. There is evidence for example that some men’s performances of ageing masculinities contribute to the maintenance of a gendered division of labour in family care work, while others perform alternative masculinities that offer potential to transform gendered carespaces. This is further mediated by intergenerational interactions with children and grandchildren. Focus on old men who are grandfathers necessarily complicates geographical perspectives on the spatio-temporalities of multiple masculinities, ageing and informal familial care

Sharing, retelling, and performing narratives:challenging and supporting educators’ work with values in Nordic preschools

Abstract This chapter draws on Norwegian and Finnish studies that were a part of a Nordic project on values education in preschools. In both contexts, narratives were combined with a participatory action research methodology. Narratives were employed to inspire reflection, contribute to new knowledge, and enable educators to share experiences about their work with values. The focus of this chapter is methodological: How do narratives promote researchers and educators to generate knowledge about values? How do narratives promote improving educators’ work with values? With the aim of contributing knowledge about the potential of narratives in participatory action research, three examples are discussed in the light of the ontological and epistemological premises of narrative research. The chapter focuses on the two following aspects: First, narratives involve potential to promote educators’ participation in an action research process by providing a meeting space for educators and researchers to collaboratively explore pedagogical situations. Second, narratives offer a fruitful ground for educators and researchers to reflect on how values are integrated into the complexities of the educational practices. The chapter contributes to methodological discussions of early childhood education research and offers different concrete examples regarding how to employ narratives in research and when developing values education in practice