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Parent programmes are often used in the clinical management of children with ADHD. Research into parent programmes has predominantly been concerned with their effectiveness and much less attention has been paid to the impact that they may be having on the family and the inter-relationships between family members. This study explores the perspectives and experiences of parents of children with ADHD, who participated in a parent programme, including its impact on the family unit. A purposive sample of six mothers of children with ADHD who completed a 1-2-3 Magic parent programme in Ireland was invited to take part in this qualitative study. Data were collected by means of individual in-depth, semi-structured interviews and a narrative inquiry approach further informed analysis of the interview data. Two major narrative constructions of experience: 'parent programme as positive' and 'parent programme as negative' were identified. Outcomes from this study illustrated some unintended consequences caused by the parent programme (i.e. sibling rivalry and conflict arising between family members). Mothers believed that the parent programme was a beneficial intervention, but it was not without its flaws and they felt it was helpful for their family when used in conjunction with other supports and mediations. [ABSTRACT FROM AUTHOR]

To reduce the use and duration of mechanical restraint in forensic settings and ensure evidence‐based patient care, we need more knowledge about patients' subjective experiences and perceptions. The aim was to investigate forensic psychiatric patients' perceptions of situations associated with the use of mechanical restraint and what they perceive as factors impacting the use and duration of mechanical restraint. Twenty participants were interviewed. Four themes were identified through a thematic analysis: 'overt protest reactions', 'silent protest reactions', 'illness‐related behaviour', and 'genuinely calm', which together characterize patients' perceptions of their ways of acting and reacting during mechanical restraint episodes. These themes are linked together in two patterns in the process of mechanical restraint: 'pattern of protest' and 'pattern of illness'. Further research is needed to illuminate the associations between patients' perceptions of being subjected to mechanical restraint and ways of acting and reacting through the process of mechanical restraint. [ABSTRACT FROM AUTHOR]

Internationally, the need to have service user involvement (the 'voice' of recovery journeys) as an established and significant feature on the landscape of professional development has been widely discussed in the area of mental health nursing (MHN) education for over a decade. Service user involvement contributes to a different understanding, bringing 'new' ways of knowing in nursing education and potentially new ways of practicing within mental health services. The objective of this co-produced research was to investigate the current local 'state of play' of service user involvement in MHN student education in a regional university in the Republic of Ireland. This was not research 'on' participants as conventionally conceived, but rather research 'with' participants as co-researchers. Therefore, a group of people [i.e., 'experts by experience/service users' (n = 2), 'student nurses' (n = 2), 'nurse academics' (n = 2)], came together by agreement in recognition of a problem (service user engagement in education) to seek local knowledge and through 'creative dialogue' to identify potential improvements/developments. The key outcomes concentrated on the need for person-centred care to be more than a one-off lecture in a course, but to be central to MHN education and ongoing practice. The need for MHNs to be educated to grasp that the individual they work with is not 'an island', but is connected to a wider network of family, friends and potentially peer support workers, etc. is highlighted. To enhance MHN education going forward, there is a need for 'lived experience' to be a consistent element of education programmes. Achieving this will require stable working relationships with the establishment of career pathways for 'experts by experience' to develop skills and experience in education settings. The pace of culture change in MHN education is sporadic at best and downright slow at worst. However, a lot has been done, but there is more to do: 'We've come a long way, but we still have a long way to go…'., (© 2025 John Wiley & Sons Australia, Ltd.)