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Wenig V, Janetzke H. "That You Just Know You're Not Alone and Other People Have Gone through It Too." Eating Disorder Recovery Accounts on Instagram as a Chance for Self-Help? A Qualitative Interview Study among People Affected and Self-Help Experts. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:11334. [PMID: 36141606 PMCID: PMC9517556 DOI: 10.3390/ijerph191811334] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/22/2022] [Accepted: 09/04/2022] [Indexed: 06/16/2023]
Abstract
In addition to the professional treatment of eating disorders, the use of self-help groups has become increasingly important. Social media offers new possibilities for self-help, not only as online groups but also in increased access to recovery stories of people with similar diseases. People with eating disorders use the internet and social media depending on their motivation in different ways. Eating disorder recovery stories on social media have not yet been systematically used in treatment as appropriate guidelines are still lacking. This study provides an initial insight into the possibilities of using social media for self-help for eating disorders. Due to the exploratory nature, a qualitative design was used, combining interviews with people who have a recovery account on Instagram (n = 6) and self-help experts (n = 2). The results show that recovery stories on Instagram could serve as door openers for further treatment, motivation for therapy, a first step towards behaviour change, and support for existing therapies. If affected people can cope with the self-protection strategies, they can use Instagram positively for themselves and their disease. Nevertheless, there is a risk of negative influence as well as a risk of content and time overload. Therapeutic personnel can use these results to improve existing support services.
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Affiliation(s)
- Vanessa Wenig
- Institute of Health and Nursing Science, Charité–Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Augustenburger Platz 1, 13353 Berlin, Germany
| | - Hanna Janetzke
- Department of Health, Nursing, Management, University of Applied Sciences Neubrandenburg, 17033 Neubrandenburg, Germany
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Yeo C, Rennick-Egglestone S, Armstrong V, Borg M, Franklin D, Klevan T, Llewellyn-Beardsley J, Newby C, Ng F, Thorpe N, Voronka J, Slade M. Uses and Misuses of Recorded Mental Health Lived Experience Narratives in Healthcare and Community Settings: Systematic Review. Schizophr Bull 2021; 48:134-144. [PMID: 34423840 PMCID: PMC8781345 DOI: 10.1093/schbul/sbab097] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
Abstract
Mental health lived experience narratives are first-person accounts of people with experience of mental health problems. They have been published in journals, books and online, and used in healthcare interventions and anti-stigma campaigns. There are concerns about their potential misuse. A four-language systematic review was conducted of published literature characterizing uses and misuses of mental health lived experience narratives within healthcare and community settings. 6531 documents in four languages (English, Danish, Swedish, Norwegian) were screened and 78 documents from 11 countries were included. Twenty-seven uses were identified in five categories: political, societal, community, service level and individual. Eleven misuses were found, categorized as relating to the narrative (narratives may be co-opted, narratives may be used against the author, narratives may be used for different purpose than authorial intent, narratives may be reinterpreted by others, narratives may become patient porn, narratives may lack diversity), relating to the narrator (narrator may be subject to unethical editing practises, narrator may be subject to coercion, narrator may be harmed) and relating to the audience (audience may be triggered, audience may misunderstand). Four open questions were identified: does including a researcher's personal mental health narrative reduce the credibility of their research?: should the confidentiality of narrators be protected?; who should profit from narratives?; how reliable are narratives as evidence?).
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Affiliation(s)
- Caroline Yeo
- To whom correspondence should be addressed; Institute of Mental Health, University of Nottingham Innovation Park, Jubilee Campus, Triumph Road, Nottingham NG7 2TU, UK; tel: 0115-823-1294, e-mail:
| | | | | | - Marit Borg
- Center for Mental Health and Substance Abuse, Faculty of Health and Social Sciences, University of South-Eastern Norway, Drammen, Norway
| | | | - Trude Klevan
- Center for Mental Health and Substance Abuse, Faculty of Health and Social Sciences, University of South-Eastern Norway, Drammen, Norway
| | - Joy Llewellyn-Beardsley
- School of Health Sciences, Institute of Mental Health, University of Nottingham, Nottingham, UK
| | - Christopher Newby
- School of Medicine, Institute of Mental Health, University of Nottingham, Nottingham, UK
| | - Fiona Ng
- School of Health Sciences, Institute of Mental Health, University of Nottingham, Nottingham, UK
| | - Naomi Thorpe
- Nottinghamshire Healthcare NHS Foundation Trust, Library and Knowledge Services, Duncan Macmillan House Staff Library, Nottingham, UK
| | - Jijian Voronka
- School of Social Work, University of Windsor, Windsor, Canada
| | - Mike Slade
- School of Health Sciences, Institute of Mental Health, University of Nottingham, Nottingham, UK
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Abstract
Purpose
In the context of increasing interdisciplinarity in academia and professional practice, the purpose of this paper is to focus on the contribution of information science (IS) to education and practice in social work (SW), specifically in the area of disabilities at the workplace. As a case in point, a work environment of academia and faculty members with disabilities and their managers are chosen. The paper also stands to improve interdisciplinary understanding between IS and SW.
Design/methodology/approach
Combining SW and IS perspectives and building off selective exposure, cognitive dissonance and uncertainty management theories, the paper looks at one of the root-causes of continuous workplace discrimination against and bullying of people with disabilities – information avoidance (IA).
Findings
The paper conceptualises discrimination and bullying as an inherently information problem, for which an SW solution could be proposed. Two types of information are noted to be avoided: information about disabilities and information about the effect of discrimination and bullying on employees with disabilities. The paper distinguishes between defensive and deliberate IA, each of which poses different challenges for social workers who are likely to intervene in the cases of bullying and discrimination in their capacity as workplace counsellors and advisors.
Originality/value
It is the first known paper that explores the intellectual and practice-based synergy between SW and IS in application to change-related interventions and preventative plans that counteract discrimination against people with disabilities at the workplace. It proposes creative solutions for intervention, including bibliotherapy. It also opens up a broader conversation on how critical the knowledge of IS is for social workers.
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Alexander J, McAllister M, Brien DL. Exploring the diary as a recovery-oriented therapeutic tool. Int J Ment Health Nurs 2016; 25:19-26. [PMID: 26597517 DOI: 10.1111/inm.12179] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/31/2015] [Revised: 08/03/2015] [Accepted: 08/31/2015] [Indexed: 11/27/2022]
Abstract
Diary writing is a centuries-old method of recording events, experiences, thoughts, and feelings that might offer potential as a tool that consumers and nurses could utilize in recovery-oriented practice. While the diary has been used within health disciplines to detail and communicate personal experiences to enable collaborative examination of progress, a diary can also provide a more complete picture of what life is like; not only within the confines of a health service environment, but also outside. In recent times, the diary appears to be experiencing a renewed interest in terms of health care. People experiencing a mental health challenge might use diary-based forms of communication to promote understanding between themselves and mental health workers, and ultimately the use of this form of narrative therapy might facilitate person-centred, recovery-based actions. The present study paper, therefore, explores multiple perspectives on the use of diaries in the therapeutic context. Suggesting that diaries have not yet been utilized to their fullest potential by and with consumers and clinicians, this discussion raises issues and offers clarity about diary forms and their uses in the health context. It also discusses the barriers to their use and how to engage consumers and clinicians in recovery-oriented work.
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Affiliation(s)
- June Alexander
- School of Nursing and Midwifery, Noosa, Queensland, Australia
| | | | - Donna Lee Brien
- School of Education and the Arts, Central Queensland University, Noosa, Queensland, Australia
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McAllister M. Connecting narrative with mental health learning through discussion and analysis of selected contemporary films. Int J Ment Health Nurs 2015; 24:304-13. [PMID: 25977106 DOI: 10.1111/inm.12134] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
In a recently completed qualitative study of nursing leaders' views of requirements for practice, seven aspects of recovery practice were revealed as central for graduates to learn. It is challenging to provide an in-depth understanding of recovery in a nursing curriculum because there are so many competing content areas and, as a result, time is constrained. However, because it is so vital to understand, educators would benefit from developing and sharing teaching strategies that explore recovery deeply, memorably, and engagingly, in order to encourage theory to be put into practice. Recent research into narrative pedagogy suggests that better use of stories, especially those that have strong emotional pull, such as well-made films and memoirs, may offer solutions to creative educators. Stories can have transformative potential, because once heard and heeded, the person can never go back to exactly how they were before. Recovery learned in this way becomes a threshold concept for the mental health curriculum. This paper outlines an engaging and time-efficient teaching strategy to develop these skills, drawing on the concept of narrative pedagogy.
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Affiliation(s)
- Margaret McAllister
- School of Nursing and Midwifery, CQ University, Noosaville, Queensland, Australia
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