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Objective. When considering psychosis, the concept of narrative insight has been offered as\ud an alternative to clinical insight in determining individuals’ responses to their difficulties, as\ud it allows for a more holistic and person-centred framework to be embraced within\ud professional practice. This study aims to explore the validity of the narrative insight construct\ud within a group of people who have experienced psychosis.\ud \ud Design. Inductive qualitative methods were used to explore how eight participants utilised\ud spiritual or religious explanatory frameworks for their experiences of psychosis, and to\ud consider these in relation to the construct of narrative insight.\ud \ud Methods. Semi-structured interviews were undertaken with individuals who identified\ud themselves as interested in spiritual or religious ideas, and whose self-reported experiences\ud which were identified as akin to psychosis by experienced academic clinicians.\ud Transcriptions from these interviews were subject to Interpretative Phenomenological\ud Analysis within a broader research question; a selection of themes and data from the resultant\ud phenomenological structure are explored here for their relevance to narrative insight.\ud \ud Results. Participants discussed spiritual and biological explanations for their experiences, and\ud were able to hold alternative potential explanations alongside each other. They were\ud reflective regarding the origins of their explanations, and would describe a process of testing\ud and proof in relation to them.\ud \ud Conclusions. These findings suggest that the narrative insight construct has the potential to\ud be a valid approach to understanding experiences of psychosis, and challenge the dominance\ud of the clinical insight construct within clinical practice.

BACKGROUND: Psychological morbidity in young people aged 10-24 years, with inflammatory bowel disease (IBD) is increased, but risk factors for and impacts of this are unclear. AIM: To undertake a systematic literature review of the risk factors for and impact of psychological morbidity in young people with IBD. METHODS: Electronic searches for English-language articles were performed with keywords relating to psychological morbidity according to DSM-IV and subsequent criteria; young people; and IBD in the MEDLINE, PsychInfo, Web of Science and CINAHL databases for studies published from 1994 to September 2014. RESULTS: One thousand four hundred and forty-four studies were identified, of which 30 met the inclusion criteria. The majority measured depression and anxiety symptoms, with a small proportion examining externalising behaviours. Identifiable risk factors for psychological morbidity included: increased disease severity (r(2) = 0.152, P < 0.001), lower socioeconomic status (r(2) = 0.046, P < 0.001), corticosteroids (P ≤ 0.001), parental stress (r = 0.35, P < 0.001) and older age at diagnosis (r = 0.28, P = 0.0006). Impacts of psychological morbidity in young people with IBD were wide-ranging and included abdominal pain (r = 0.33; P < 0.001), sleep dysfunction (P < 0.05), psychotropic drug use (HR 4.16, 95% CI 2.76-6.27), non-adherence to medication (12.6% reduction) and negative illness perceptions (r = -0.43). CONCLUSIONS: Psychological morbidity affects young people with IBD in a range of ways, highlighting the need for psychological interventions to improve outcomes. Identified risk factors provide an opportunity to develop targeted therapies for a vulnerable group. Further research is required to examine groups under-represented in this review, such as those with severe IBD and those from ethnic minorities.

BACKGROUND: Collaboration is a key facilitator of cognitive development in early childhood; this review evaluates which factors mediate the impact of collaborative interactions on cognitive development in children aged 4-7 years. METHODS: A systematic search strategy identified relevant studies (n = 21), which assessed the role of ability on the relationship between collaboration and cognitive development. Other factors that interact with ability were also assessed: gender, sociability/friendship, discussion, age, feedback and structure. RESULTS: Immediate benefits of collaboration on cognitive development are highlighted for same-age peers. Collaborative interactions are beneficial for tasks measuring visual perception, problem-solving and rule-based thinking, but not for word-reading and spatial perspective-taking. Collaboration is particularly beneficial for lower-ability children when there is an ability asymmetry. High-ability children either regressed or did not benefit when paired with lower-ability participants. CONCLUSIONS: Overall, the studies included within this review indicate that brief one-off interactions can have a significant, positive effect on short-term cognitive development in children of infant school age. The longer-term advantages of collaboration are still unclear. Implications for practice and future research are discussed.