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Why you should read this article: • To enhance your awareness of the categories, risks and effects of various new psychoactive substances • To recognise the challenges involved in identifying new psychoactive substances • To consider psychosocial and pharmacological interventions that you could use with people who misuse new psychoactive substances. The use of new psychoactive substances is a growing concern across healthcare services in the UK. To date, more than 1,000 types of new psychoactive substances have been identified and they have a wide range of effects, potency and mechanisms of action, which can result in overdose and death. This article reviews the challenges experienced by nurses including in identifying new psychoactive substances, their associated risks and various psychosocial and pharmacological interventions. Currently, evidence surrounding the appropriate nursing interventions required for the misuse of new psychoactive substances is limited. Further research and training opportunities are required for nurses to manage service users who present having taken new psychoactive substances, particularly in hospital, substance misuse and mental health settings. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To be aware of the factors that can increase military veterans’ risk of mental health issues • To recognise the barriers to accessing support and treatment for harmful alcohol use among veterans • To consider how nurses could use a culturally competent compassionate approach when caring for veterans. Most military veterans adjust to civilian life successfully, but some may experience challenges related to their life before enlistment, their military service and/or their transition back to civilian life. These challenges can result in the development of mental health issues, including alcohol-related harm. Despite significant investment in veteran-specific healthcare services, some veterans delay or avoid accessing support for alcohol-related issues for various reasons related to military culture, perceptions of stigma and feelings of shame. Nurses are well placed to assist veterans to access support and/or to support their recovery by providing culturally competent compassionate care and interventions. This article provides an overview of alcohol use among veterans and explains some of the barriers to seeking treatment and support. The authors discuss concepts of self-compassion and consider how nurses can use a culturally competent compassionate approach to assist veterans to develop self-compassion through concepts that are acceptable to them. The authors also consider how nurses can enhance their cultural competence in this context through education and training. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To recognise that many women who receive inpatient mental healthcare have negative experiences • To update your knowledge of the importance of gender-sensitive and trauma-informed inpatient mental health services for women • To understand women’s experiences of care and support in an NHS mental health rehabilitation service. The importance of providing women who experience mental health issues with gender-sensitive and trauma-informed care has been emphasised in research and policy. However, the literature highlights that many women who receive inpatient mental healthcare have negative experiences including restrictive interventions, feeling coerced to take medicines, lack of empathy and re-traumatisation. It is important to continue exploring women’s experiences in inpatient mental health services to determine to what extent the care offered is gender-sensitive and trauma-informed. This article reports on a service evaluation conducted in 2023 at one mental health rehabilitation service in England to explore the experiences of female service users. Six women were interviewed and the data obtained were analysed thematically. Most participants reported positive experiences of the service but there were areas where care could be improved. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To understand the psychosocial factors that influence recovery in people with bipolar disorder • To read about experiences of self-recovery in people with bipolar disorder • To recognise the shift in management of bipolar disorder towards supporting patients with self-recovery. Bipolar disorder is a potentially lifelong and disabling condition characterised by episodes of mania or hypomania and episodes of depressed mood. In recent decades the focus of management has shifted towards supporting patients towards self-recovery. The author of this article conducted a narrative review of the qualitative literature to explore the experiences of self-recovery among adult patients with bipolar disorder. Six themes emerged from the thematic synthesis – relapse prevention, acceptance, social and professional support, lifestyle, psychological therapy and psychoeducation. Understanding the psychosocial factors that influence recovery in bipolar disorder can guide recovery-oriented interventions, potentially leading to enhanced well-being and quality of life for patients. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To enhance your awareness of interventions aimed at preventing suicide by jumping in public locations • To find out about the evidence on public health measures that restrict people’s access to means of suicide • To develop a better understanding of confounders in research on preventing suicide by jumping. Death by suicide is a significant global concern. Research and clinical practice have often focused on suicide prevention through mental health interventions and means restriction measures, but there is a lack of consideration of public health initiatives. This article details a systematic review of quantitative studies on interventions designed to prevent suicide by jumping at high-frequency sites. A total of 14 studies were included. Ten studies reported a statistically significant reduction in suicide rates after the implementation of simple measures such as barriers, fences, screen doors or nets, so these may be cost-effective ways for local authorities to prevent suicide by jumping. However, once interventions are in place at one or more jump sites, people may select a site outside the area – or another means of suicide. To limit the risk of substitution for another location, there is a need to consider interventions that encourage help-seeking, such as signs, telephones and crisis phone lines. [ABSTRACT FROM AUTHOR]

Objective: Outdoor mental healthcare can increase the breadth of multidisciplinary interventions available to people with a therapeutic need. The aim of this article is to educate readers about the field of outdoor mental healthcare through the exploration of a series of basic questions. Conclusions: Outdoor mental healthcare spans a range of therapies that apply a variety of theoretical approaches and treatments across a multiplicity of settings, patient groups and desired outcomes unified by key evidence-informed practice elements. Through use of a predominantly non-mainstream workforce working in non-conventional clinical settings outdoor mental healthcare may contribute to treatment accessibility and acceptability. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To enhance your understanding of the First-tier Tribunal (Mental Health) process • To consider how you can support patients through the process and protect the therapeutic relationship • To contribute towards revalidation as part of your 35 hours of CPD (UK readers) • To contribute towards your professional development and local registration renewal requirements (non-UK readers) The First-tier Tribunal (Mental Health) is an independent judicial body that hears applications from people who have had their freedom restricted under the Mental Health Act 1983 (amended 2007). Mental health nurses may be required to provide its panel with written and/or oral evidence. It can be challenging for nurses to protect the therapeutic relationship with the patient while fulfilling their duty to provide evidence to the panel. This article gives an overview of the legal process and details the evidence nurses may be required to provide. The article also discusses ways in which nurses can support patients throughout the process and attempt to protect the therapeutic relationship. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To understand that food allergy in children and young people can induce significant anxiety in parents • To recognise that parents' anxiety may influence the way their children adjust to living with a food allergy • To learn how cognitive behavioural therapy-based strategies can support parents to manage their stress and anxiety Food allergy is a common allergic disease and often coexists with other allergic diseases such as asthma, allergic rhinitis and eczema. Parents of children and young people with food allergy commonly experience stress and anxiety and this can significantly affect their child's mental health. Interventions that incorporate approaches from cognitive behavioural therapy (CBT) can reduce stress and anxiety in parents of children and young people with food allergy and support healthy adjustment and psychological well-being in their children. However, access to psychological services is limited. This article uses reflection on a case study to illustrate the value of taking a CBT-informed intervention approach and to outline the potential role for nurses in its delivery. Research suggests that talking therapies may improve mental health and parenting behaviours in the parents of children and young people with a range of long-term conditions, so this article is also relevant to their care. [ABSTRACT FROM AUTHOR]

Approximately 20–40% of adolescents have diagnosable emotional and behavior problems. Of those youth with emotional and behavioral disorders, 55 to 80% do not receive needed mental health treatment. Youth with untreated emotional and behavioral problems are more likely to get into automobile accidents, have a drug/alcohol problem, drop out of high school, be arrested/incarcerated, or experience subsequent health or emotional and behavioral problems (Barkley, et al., 2008). Also, half of children treated with medication do not follow the medication regimen as prescribed or discontinue their medication altogether and more than half of families enrolled in evidence-based behavior therapy drop out. As such, other adjunctive approaches have been considered, such as exercise. The preferences children have for therapy are not well known, but their perceptions of treatments likely impact their engagement. The current pilot study sought to examine children's preferences for medication, behavior therapy, exercise and some combination of these using a discrete choice experiment, a conjoint analysis technique. Participants were 44 children enrolled in a recreational and academic summer program, with 50% of the children previously meeting criteria for ADHD and/or scoring high in ADHD. Children prioritized behavioral outcomes and opportunities to engage in outdoor exercise at a highly intense level (e.g., running and swimming as fast as can, jumping). Simulation analyses or forecasting tools showed that children also preferred therapy that included exercise, and children preferred non-medication therapy that included exercise and group meetings with other children. Findings suggest that exercise added onto medication treatments, exercise added to therapy, and therapy that includes group meetings with other children have the potential to increase appeal of intervention and engagement in that intervention, which in turn might link to improved children's mental health outcomes. Finally, chi-square analyses showed that children previously treated with medication preferred medication, while children who were medication naïve preferred group therapy with exercise. Implications for child engagement in evidence-based therapies and modifications to evidence-based therapies are discussed. Highlights: Children preferred therapies that included exercise and group meetings with other children. Exercise added to therapy was preferred to that without exercise. Exercise added to these therapies has the potential to increase uptake. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To identify the benefits that group-based psychoeducation intervention may bring to inpatient care settings for older people with mental health issues • To better understand how group-based interventions are experienced by older people with mental health issues • To reflect on some of the challenges involved in introducing group-based interventions in inpatient care settings This article reports on a service evaluation of a group-based psychoeducation programme for older people in an inpatient mental healthcare setting. It sought to explore how the programme was experienced by patients and staff, as well as its acceptability and the feasibility for implementation in the longer term. Via questionnaires, views were gathered from patients and staff. A focus group interview with staff facilitating the group sessions was also undertaken, and patient attendance records for sessions were collected and compared with demographic data relating to the two wards housed in the unit where the programme took place. The programme was generally viewed as a positive addition to care delivery by staff and patient respondents in offering an adjunct to pharmacological treatment, increasing familiarity with psychology staff, encouraging patients to develop a greater degree of mastery regarding their health and fostering mutual support among the patient community. The role of the ward environment in supporting access to group-based intervention is also considered. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To learn more about eating disorders such as anorexia nervosa and bulimia nervosa • To familiarise yourself with the assessment methods and therapeutic approaches that can be used in people with an eating disorder • To contribute towards revalidation as part of your 35 hours of CPD (UK readers) • To contribute towards your professional development and local registration renewal requirements (non-UK readers) Eating disorders are broadly defined as the control of food and eating patterns to cope with extreme feelings and thoughts, and they can have significant physical, psychological and social effects on people's lives. This article aims to raise nurses' awareness of various eating disorders, how they are experienced and evidence-based approaches to their treatment. It considers eating disorders across the life span and outlines how to screen and assess for these conditions. The authors use case studies to describe the use of therapeutic interventions and treatment plans in inpatient and community care, thereby supporting informed nursing practice. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To increase your awareness of the psychological benefits of massage therapy • To read about barriers and facilitators to introducing seated chair massage in forensic mental health settings • To consider the value of introducing seated chair massage in your own clinical setting Massage therapy has recognised psychological benefits, yet it is rarely used in forensic mental health settings. In 2022, ten-minute sessions of seated chair massage – where recipients remain fully clothed – were offered to patients and staff at a secure forensic mental health and learning disability service in the UK. This article is a service evaluation of the impact of providing these sessions. Seated chair massage was found to have overwhelmingly positive effects in the short term and the authors concluded that it is a low-risk, boundaried and appropriate complementary therapy intervention for patients in forensic mental health settings. Their findings challenge the view that these settings are essentially 'no touch' environments. The article outlines barriers and facilitators to introducing seated chair massage in a forensic mental health service, which may be useful to other teams considering developing a similar service. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To enhance your awareness of behavioural and psychological symptoms of dementia • To recognise some of the assessment tools that may be used to identify agitation as a symptom of dementia • To be aware of evidence-based interventions for the management of agitation as a symptom of dementia Behavioural and psychological symptoms of dementia (BPSD) affect more than one third of people with dementia at some point during the course of their condition. Agitation is the third most common BPSD but is the least well understood in terms of identification and management. Furthermore, agitation as a symptom of dementia is often confused with agitation as a way of expressing an emotion or unmet need. Psychosocial interventions are recommended to support the person with dementia and their family carers to manage agitation as a symptom of dementia, as well as other BPSD, in a person-centred manner. Some psychosocial interventions for managing agitation as a symptom of dementia have shown benefits, but further investigation of the usefulness of a range of interventions is needed. This article discusses the assessment and management of agitation as a symptom of dementia and illustrates their application through a case study. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To learn about the structured clinical management model for treating people with borderline personality disorder (BPD) • To acknowledge the need for community-based crisis interventions in BPD to avoid hospital admission • To read about a 'managing distress pathway' developed by a home-based treatment team for people with BPD Structured clinical management is an evidence-based intervention for people with borderline personality disorder (BPD). There is a lack of evidence on crisis interventions for people with BPD, who are often admitted to hospital or supported in emergency care settings when they present with acute mental health needs. The home-based treatment team (HBTT) at an English NHS mental health trust undertook a pilot service improvement project in which they designed a 'managing distress pathway' – a crisis intervention for people with BPD adapted from the structured clinical management model. A small-scale evaluation of the project found that, after the intervention, patients spent less time in hospital and staff's skills and confidence in supporting patients had improved. Patients reported high levels of satisfaction with their care. By using the principles of structured clinical management within an HBTT, non-specialist mental health practitioners can deliver effective community-based crisis interventions for people with BPD. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To understand the benefits of compassionate care for people who self-harm • To learn about tools that can be used to provide compassionate care such as urge surfing and 'compassionate kit bags' • To contribute towards revalidation as part of your 35 hours of CPD (UK readers) • To contribute towards your professional development and local registration renewal requirements (non-UK readers) People who self-harm tend to find it challenging to accept care and compassion from others and to be compassionate towards themselves. Providing compassionate care to people who self-harm can be a soothing intervention that reduces their distress and/or helps them manage their distress. Nurses can support people who self-harm on their journey towards recovery by delivering interventions informed by compassion-focused therapy and cognitive behavioural therapy. This article offers insights into compassionate care for people who self-harm and advice on how to provide it. Tools and techniques for enhancing compassion in the care of people who self-harm – including formulation, urge surfing, compassionate kit bags and compassionate wound care – are described. A case study outlines the importance of showing compassion to people who self-harm when they seek support from healthcare services. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To enhance your knowledge of professional self-disclosure • To understand how mental health nurses can appropriately use professional self-disclosure in their work with foster carers • To learn about how approaches to self-disclosure changed during the shift to remote working during the COVID-19 pandemic Professional self-disclosure can be defined as a clinician revealing personal information about themselves to the person they are caring for. This article provides reflections from clinicians working in child and adolescent mental health services (CAMHS) and their navigation of professional self-disclosure during the coronavirus disease 2019 pandemic. The reflections focus on the use of self-disclosure in supportive relationships with foster carers. Drawing on the authors' practice experiences as clinicians in specialist CAMHS settings, the article considers changes in the way that self-disclosure was approached following the shift to remote care delivery during the pandemic. The authors suggest that remote working involves a potentially increased scope for inappropriate use of self-disclosure and outline the implications for mental health nurses working with foster carers. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To enhance your knowledge of the use of canine-assisted therapy in healthcare settings • To learn about a project that involved introducing a therapy dog to anxiety management groups for young people • To consider the effects that the presence of a therapy dog may have on young people Research suggests that the inclusion of dogs in the delivery of psychotherapy for adolescents may have a positive effect on outcomes. This article details an evaluation that explored the effect of introducing a dog to cognitive behavioural therapy-based anxiety management groups for young people aged between 11 years and 14 years. A total of 35 young people attended these groups, which ran either with or without a dog present. The results suggest that the presence of a therapy dog significantly reduced young people's anxiety ratings in five of the six sessions and contributed to a higher discharge rate after completing the group therapy (44% in the groups with the dog versus 28% in the groups without the dog). Qualitative feedback indicates that the presence of a therapy dog improved the young people's experiences by enabling them to feel increasingly relaxed and confident in the group. These findings suggest that a therapy dog can enhance young people's experiences in group therapy, particularly in the early stages, and increase discharge rates. [ABSTRACT FROM AUTHOR]

The article offers information on the benefits and limitations of online mindfulness-based interventions for people experiencing mental health issues. Topics discussed include background on mindfulness-based interventions, effectiveness of online mindfulness interventions in healthcare settings, and concerns regarding mindfulness-based interventions.

Why you should read this article: • To be aware that the prevalence of traumatic or adverse life events is high among people with intellectual disabilities • To understand that trauma-informed care is based on the rationale that in healthcare services there is the potential for traumatisation or retraumatisation in people who have been exposed to traumatic events • To recognise what trauma-informed care looks like in intellectual disability services, including the barriers to and enablers of implementation Traumatic events are associated with actual or threatened risk to life, serious injury or sexual violence. The prevalence of traumatic events is particularly high among people with intellectual disability. Trauma-informed care is an important yet unresearched area in intellectual disability services. This article outlines the principles of trauma-informed care and considers how these can be applied in practice to people with an intellectual disability. The authors discuss the limited literature on the implementation of trauma-informed care in intellectual disability services, which is primarily drawn from case studies or non-empirical research. The article includes two examples of trauma-informed care implemented in intellectual disability settings and outlines areas for future research. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To reflect on the importance, for psychological well-being, of having close and supportive friendships • To enhance your awareness of the challenges people with autism and those with autistic-like traits may face • To explore what you can do to support service users to develop and maintain satisfying friendships Background: Friendships are important for people's mental health, while being able to recognise other people's emotions assists in developing and maintaining friendships. Certain groups, including people with autism, tend to find emotion recognition and the development of satisfying friendships challenging. There is little research into emotion recognition, quality of friendships and psychological well-being in people with autistic-like traits. Aim: To explore the relationships between autistic-like traits, emotion recognition, friendship satisfaction and psychological well-being with the aim of informing mental health interventions. Method: Seventy-eight people completed assessment tools measuring autistic-like traits, emotion recognition ability, friendship quality, satisfaction with the quality of friendships and psychological well-being. Correlations between variables were calculated and a multiple regression analysis was conducted to determine predictors of psychological well-being. Results: Respondents with lower emotion recognition ability were less satisfied with the quality of their friendships than those with higher emotion recognition ability. Respondents' psychological well-being decreased in parallel with decreased satisfaction with the quality of friendships and increased levels of autistic-like traits. Conclusion: Mental health interventions that enhance people's ability to recognise other people's emotions and develop satisfying friendships may have a positive influence on psychological well-being, particularly in people with high levels of autistic-like traits. Further research is required to confirm this. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To learn about the development of a new community enhanced rehabilitation team during the COVID-19 pandemic • To understand staff and service users' experiences of a new community enhanced rehabilitation team • To recognise the importance of a smooth transition process between inpatient and community mental health settings Mental healthcare services have undergone significant changes since the start of the coronavirus disease 2019 pandemic. In Leicestershire Partnership NHS Trust one such change has been the development of a community enhanced rehabilitation team, to support service users who had experienced quicker discharge from inpatient rehabilitation services due to pandemic-related measures with transition into the community. This article reports the findings of a service evaluation which explored the experiences of service users and staff after the team had been operational for 12 months. Six service users and five staff members participated in individual semi-structured interviews which, following thematic analysis, generated seven themes: developing staff competency; doing 'proper rehab work'; managing anxiety and crisis; good teamwork; mode of working; joining up the pathway; and ideas for the future. The service evaluation supports the continued use of small caseloads to maintain effective rehabilitation care. Further work is required to ensure smooth transition between inpatient and community rehabilitation services. [ABSTRACT FROM AUTHOR]

Background: Approaching qualitative interviews using principles drawn from psychoanalytic therapy can assist nurse researchers in developing nuanced accounts of participants' and their own subjectivity. Yet, doing so means confronting questions about the use of psychoanalytic concepts and techniques outside the traditional clinical context of the consulting room. Aim: To consider the researcher's interpretive involvement when a psychoanalytically informed interview approach is used with specific reference to email correspondence as a form of interpretive intervention. Discussion: The authors describe the experience of completing a study involving a psychoanalytically informed interview approach. The interpretive quality of email correspondence is illustrated via reference to the case of one study participant for whom this correspondence appeared to help in the level of insight afforded overall. Conclusion: When using a psychoanalytically informed interview approach, researchers should consider emails delineating topics for discussion in follow-up interviews as a form of interpretive intervention. Implications for practice Nurse researchers interested in this type of method should reflect on the interpretive function of email correspondence. Pre-participation and pre-interview dialogue with participants may be used to explore participants' views on the potentially therapeutic aspects of participation and what might be related to them of the researcher's understanding. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To refresh your knowledge of the characteristics of anorexia nervosa • To understand the factors that may affect the quality of life of women with severe and enduring anorexia • To learn about interventions that could benefit women with severe and enduring anorexia by enhancing their quality of life Background: Anorexia nervosa is a severe psychiatric disorder characterised by starvation and malnutrition. In severe and enduring anorexia nervosa, individuals may be unable to overcome persistent ruminations about their weight, food intake and body shape, so interventions may be required that focus on quality of life rather than on achieving full recovery. Aim: To identify which factors may affect the quality of life of women with severe and enduring anorexia. Method: Constructivist grounded theory was used and semi-structured interviews were conducted with eight women receiving inpatient care for severe and enduring anorexia in a severe eating disorder unit in the Netherlands. Data collection and analysis occurred simultaneously, and theoretical categories with associated properties emerged from this process. Findings: Four theoretical categories were identified: 'suffering, but not in silence'; 'one step forward, one step backwards'; 'connective tissue'; and 'best friend, best enemy'. The findings emphasised the need to recognise suffering as a continual affect experienced by people with severe and enduring anorexia, as well as the negative effects that the condition has on people's quality of life, largely due to its inextricable link with their identity. In addition, it was identified that severe and enduring anorexia can significantly affect an individual's family and friends, and that there is a need for eating disorder services to use an assertive outreach approach. Conclusion: The quality of life of people with severe and enduring anorexia could be enhanced by: education for nurses, patients and families; assertive outreach interventions; the use of therapy dogs; and a structured daily routine that includes social and family activities. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To recognise the disadvantages of using 'pro re nata' (PRN) or 'as required' medicines in mental health services • To learn about a quality improvement project that was designed to explore alternatives to PRN psychotropic medicines • To consider various non-pharmacological interventions that could be used in your area of practice as an alternative to PRN medicines The use of 'pro re nata' (PRN) or 'as required' medicines is widespread in inpatient mental health services, often as a first-line intervention when patients are experiencing challenging or strong emotions, despite recommendations that non-pharmacological interventions should be attempted first. Research suggests there is little evidence to support the use of PRN medicine regimens and practice appears to be based on clinical experience and habit rather than evidence. This article describes a quality improvement project – known as the 'Pause, Reflect, Next steps' campaign – which was designed to explore alternatives to PRN psychotropic medicines for patients on low and medium secure mental health wards. The article explains how information about commonly used medicines, non-pharmacological alternatives to medicines and a visual map to guide mental health nurses' and patients' decision-making assisted in reducing PRN medicines use on participating wards. This reduction correlated with an increase in the use of non-pharmacological methods to support patients experiencing mental health issues. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To increase your awareness and understanding of the concept of cultural safety • To understand the importance of implementing cultural safety in mental health nursing practice • To contribute towards revalidation as part of your 35 hours of CPD (UK readers) • To contribute towards your professional development and local registration renewal requirements (non-UK readers) Culture plays an important role at every level of healthcare and in every healthcare encounter. Cultural factors significantly affect the interactions between mental health nurses and service users, the experience of mental health service users and ultimately their health-related outcomes. The concept of cultural safety originates from the work of Maori nurse leaders in New Zealand. It builds on concepts such as transcultural nursing, intercultural competence, cultural congruence and cultural competence, enabling a deeper exploration of the underlying issues of inequality affecting people from minority groups. Implementing cultural safety in mental health nursing practice can enhance the quality of care by promoting culturally sensitive communication and prompting nurses to better accommodate the needs of service users. This article discusses the concept and benefits of cultural safety in the context of mental health nursing and explains how mental health nurses can use cultural safety to enhance the experience and health-related outcomes of service users with diverse cultural backgrounds. [ABSTRACT FROM AUTHOR]

Young people with intellectual disabilities are at greater risk of developing mental health issues. However, their mental health needs are often not recognised and therefore remain untreated. This article discusses a case study concerning a young man with a mild intellectual disability and co-existing obsessive-compulsive disorder, which was first identified in adolescence. It describes his experience of accessing appropriate services and interventions, and details the care and support that he received from community-based services, which enabled him to continue living with his family. The case study reveals various issues that are relevant to other young people in similar situations, as well as for service providers and professionals, including intellectual disability nurses. [ABSTRACT FROM AUTHOR]

Trauma has been described as an experience that overwhelms a person's ability to cope. The coronavirus disease 2019 (COVID-19) pandemic has produced traumatic effects in many people, particularly on those with severe and profound learning disabilities, who are generally at higher risk of trauma than others. Understanding the neurobiological responses to trauma may elucidate which experiential strategies could be used to support people with severe and profound learning disabilities who may have experienced trauma. In particular, trauma can lead to the loss of one's sense of safety, so restoring this sense of safety can be crucial in supporting recovery. This article details some of the potential signs and symptoms of trauma and describes some of its effects on the mind, brain and body. It also explores strategies that learning disability nurses can use to assist people with severe and profound learning disabilities to recover from trauma. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To enhance your knowledge of the possible causes of anxiety in older people • To familiarise yourself with non-pharmacological interventions that can be used to alleviate anxiety in older people • To count towards revalidation as part of your 35 hours of CPD, or you may wish to write a reflective account (UK readers) • To contribute towards your professional development and local registration renewal requirements (non-UK readers) Anxiety is a debilitating condition that adversely affects people's quality of life. It is challenging to differentiate anxiety from other physical and mental health conditions in older people, particularly those with co-morbid dementia or depression. The coronavirus 2019 pandemic has compounded social isolation and loneliness in older people, causing increased levels of anxiety. Nurses need to be able to detect and assess anxiety in older people and offer short, low-intensity interventions to support older people's mental health or refer them to specialist assessment and treatment. While research on anxiety in older people is lacking, cognitive behavioural therapy, mindfulness, yoga, music therapy and pleasant activities have shown potential as non-pharmacological interventions for alleviating anxiety in older people. This article explores the role of nurses in identifying when an older person may be experiencing anxiety and then choosing the optimal non-pharmacological intervention to support them. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To acknowledge the adverse effects of COVID-19 on the mental health of service users and staff • To recognise signs and symptoms of mental health issues that may be caused by the COVID-19 pandemic • To locate external sources of mental health support in voluntary and professional organisations In December 2019, a new infectious respiratory disease was reported in China, which was subsequently identified as coronavirus disease 2019 (COVID-19) and prompted a pandemic. At the time of writing an estimated 175 million people had contracted the disease resulting in over 3.8 million deaths worldwide. The COVID-19 pandemic has had significant adverse effects on the mental health of service users and healthcare professionals. Mental health professionals have had the responsibility of supporting others while potentially experiencing adverse effects of the pandemic on their own mental health. This article describes the pandemic's effects on mental health and explores the role and needs of nurses in supporting the mental health of others. [ABSTRACT FROM AUTHOR]

The article explores the therapeutic relationship in nursing theory and practice and its importance in mental health nursing. The study outlines components of therapeutic relationship such as self-awareness, reflection and professionalism. It describes qualities and skills required of mental health nurses to develop therapeutic relationships with mental health service users and introduces the mnemonic ATTACH, or authentic, trustworthy, time-maker, approachable, consistent communicator, honest.

Yoga is a practice that consists of gentle stretching, breathing exercises and meditation. It can be used as a mind-body intervention, and has benefits for physical and emotional health and well-being. Different yoga styles involve a different intensity of practice. However, the accessibility of yoga to people with physical and learning disabilities is limited. People with learning disabilities experience many health and emotional disadvantages and have a lower average age of death than the general population. Yoga provides an opportunity to increase their well-being. This article discusses the development of a method to teach yoga to adults with learning disabilities. The aim of this initiative was to demonstrate that by using a person-centred approach, people with learning disabilities can be supported to enjoy the practice and benefits of yoga in face-to-face classes and online. [ABSTRACT FROM AUTHOR]

A cancer diagnosis can induce psychological and emotional stress reactions that can be summarised by the term 'distress', with presentations ranging from fear and panic to anxiety and depression. Despite the high prevalence of distress among people with cancer, many patients continue to report significant unmet supportive care needs at all stages of disease. This article reports the findings of a literature review that explored the barriers to the delivery and uptake of psychosocial care in adult cancer services. One of its conclusions is that people with cancer are reluctant to accept psychosocial care from mental health professionals, preferring to receive it from nurses. This highlights the importance of nurses' ability to offer psychosocial interventions during routine appointments, an ability hindered by a lack of skills, training, time, privacy and organisational guidance, as well as by a lack of emphasis on self-care within the nursing culture. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To enhance your knowledge of the beneficial effects of dance on health and well-being • To gain awareness of the potential of dance as a form of exercise during the COVID-19 pandemic • To reflect on the use of dance as a socially prescribed intervention in mental health services Background: Restrictions during the COVID-19 pandemic have resulted in people having to find new ways to exercise. One such way is dance, an activity that can be undertaken at home and adapted to suit most people's abilities. Dance has been shown to have physical and psychological benefits, but little is known about the effect of dance on mood according to dance style. Aim: To explore the effect of dance on mood in two groups of participants – one engaging in ballet and the other in tap – compared with a control group, and to assess whether the effect of dance on mood differs depending on dance style. Methods: Eighty-two participants (78 females) recruited from three dance schools and clubs in the Midlands and the north-east of England completed the Positive and Negative Affect Schedule (PANAS) mood scale. Participants in the intervention groups completed the PANAS before and after participating in a ballet class or a tap class. Participants in the control group completed the PANAS before and after a one-hour wait in a similar environment to the two dance groups. Results: Participating in a dance class, whether ballet or tap, resulted in greater improvements in mood than being in the control group. Both age and dance class status predicted improved mood, but age was a stronger predictor than dance class status. There was no statistically significant difference in mood improvements between those attending a ballet class and those attending a tap class. Conclusion: Dance may offer a way of enhancing mood, particularly for those who are restricted to exercising at home. Mental health nurses could consider using dance as a mental health intervention in addition to more traditional therapeutic approaches, potentially as a social prescription intervention. [ABSTRACT FROM AUTHOR]

The article describes the stepped care model of interventions for mental health conditions and its use in primary care in treating depression. It examines barriers to providing stepped care and ways to overcome these barriers to develop mental health services in the primary care. It explores benefits of stepped care including self-correction and self-management and suggests steps for structuring stepped care and for engaging patients with stepped care treatment.

Why you should read this article: • To understand the potential uses and benefits of team formulation in mental health practice • To be able to apply team formulation in your practice • To count towards revalidation as part of your 35 hours of CPD, or you may wish to write a reflective account (UK readers) • To contribute towards your professional development and local registration renewal requirements (non-UK readers) Formulation is a process of developing an understanding of what is happening for a person and why, and therefore what might be helpful for them. It involves gathering information, drawing from personal meanings and theoretical understandings to develop a coherent narrative. Traditionally, formulation is undertaken by a practitioner and a service user on an individual basis, but it can also be undertaken in a team context. This article explores team formulation, outlining its ideas, implementation and potential effects. It describes some of the evidence, outlines some techniques that can be used and reflects on team formulation in practice. However, it is not a systematic review of the evidence. It is hoped that this process will enable readers to develop an enhanced awareness of the concepts and issues involved, feel more confident engaging in team formulation and recognise the challenges and value that it can bring to clinical practice. [ABSTRACT FROM AUTHOR]

Formulation is a collaborative process that promotes shared understanding of a service user's narrative to ensure their care is meaningful. This article provides an overview of individual formulation in mental health practice. It explores the interaction between formulation and interventions, and how mental health practitioners can work with service users by using formulation to plan and implement care. The article also presents two models of formulation – the five-area and 5Ps models – and explains how these can be used across a wide range of clinical presentations to understand a service user's immediate problems and longer-term challenges, thus supporting the selection of appropriate evidence-based interventions. [ABSTRACT FROM AUTHOR]

AUTH Why you should read this article: • To learn about the concept of mentalization • To understand how mentalization occurs in everyday life • To be able to use mentalization to support patients in practice The theory of mentalization describes the ability of individuals to make sense of their own and others' behaviour in terms of mental states such as feelings, thoughts, beliefs and intentions. Mentalization is fundamental to people's ability to manage relationships and emotions. Also, the process of mentalizing is core to the establishment of the therapeutic relationship and is a common factor in all therapeutic approaches. As such, mentalization is relevant to nurses and others working in a range of mental healthcare settings with any age group. This article introduces the theory of mentalization, including an explanation of its central principles, how individuals learn to mentalize during childhood, and how the ability to mentalize fluctuates in response to stress. [ABSTRACT FROM AUTHOR]

AUTH Why you should read this article: • To familiarise yourself with the principles of mindfulness • To be aware of the potential benefits of mindfulness for people with learning disabilities • To understand how mindfulness sessions can be adapted to meet the needs of people with learning disabilities • Learning disability nurses can support service users to access appropriate mindfulness-based interventions and monitor outcomes The use of mindfulness in people with learning disabilities and co-morbid physical and/or mental health conditions is becoming increasingly common. Various studies have demonstrated its usefulness in managing conditions such as anxiety and depression, as well as reducing aggression and behaviour that challenges in this population. This article explores the evidence base to support the benefits of mindfulness for people with learning disabilities and details the role of learning disability nurses in supporting service users to use mindfulness effectively. It also provides examples of mindfulness exercises and suggests how such interventions can be adapted to meet the individuals' needs. [ABSTRACT FROM AUTHOR]

AUTH Why you should read this article: • To understand why men are less frequently diagnosed with depression than women, but are at higher risk of suicide • To recognise the factors that can discourage men from engaging in help-seeking behaviours • To consider strategies that could be used to improve men's engagement in mental health services and interventions In the UK, more women are being treated for depression than men, yet men are up to three times more likely to die by suicide. It has been suggested that stigma has a role in the lower rate of depression diagnosis in men and may reduce the likelihood of them engaging in help-seeking behaviours. This article discusses a literature review of the available evidence on the help-seeking behaviours of men with depression. The Cumulative Index to Nursing and Allied Health Literature, PsycARTICLES, PsycINFO and Medline databases were searched, and a total of 18 articles were included in the review. Following analysis, two themes emerged: social stigma and self-stigma, both of which were found to affect help-seeking behaviours. Therefore, it is important for healthcare professionals to consider the factors that can influence stigma and help-seeking behaviour, and for mental health services to be accessible and appealing to men with depression. [ABSTRACT FROM AUTHOR]

Background: Children with a learning disability can experience stigma in several ways, for example through abuse or barriers such as social rejection that limit their opportunities. The level of awareness of stigma can vary from person to person; however, those who perceive themselves to have a stigmatised identity have been found to have reduced aspirations and self-esteem. Research suggests that children with a learning disability have lower self-esteem than their typically developing peers. Aim: To explore whether having more than one potentially stigmatising characteristic or attribute ('double discrimination') influences the self-esteem of children with a learning disability; and to understand whether therapeutic interventions could improve self-esteem. Method: Data collected by teachers, including self-esteem scores for 20 children with a learning disability, were analysed to explore whether double discrimination was related to lower self-esteem, and whether receiving a therapeutic intervention in the form of input from a clinical psychologist, and/or participating in a gardening group, influenced self-esteem. Results: The pilot study found that those children who experienced double discrimination had significantly lower self-esteem than those who did not. Those in the therapeutic intervention group had increased self-esteem scores compared with baseline, while the scores of those in the control group and who received normal schooling fell slightly, although the difference was not significant. Conclusion: The results may assist nurses to develop interventions that improve the self-esteem of children with a learning disability. [ABSTRACT FROM AUTHOR]

Cognitive behavioural therapy (CBT) has become established as a method for treating psychological disorders experienced by the general population, with considerable evidence available to support its efficacy. However, little research has been conducted into its effectiveness in treating psychological disorders experienced by people with intellectual disabilities. This article explores the various factors involved in the use of CBT for people with intellectual disabilities and how healthcare professionals and the multidisciplinary team have an important role in the CBT process. The input of learning disability nurses is also explored, particularly their vital role in supporting CBT and providing information that is concurrent with an individual's level of understanding. Challenges in the provision of CBT for this population are also examined, for example the prevalence of diagnostic overshadowing, which can make it difficult to distinguish between cognitive impairment and mental health issues in people with intellectual disabilities. [ABSTRACT FROM AUTHOR]

AUTH Why you should read this article: • To enhance your awareness of the link between trauma and mental health conditions • To understand how you could implement the principles of trauma-informed care in your practice • To count towards revalidation as part of your 35 hours of CPD, or you may wish to write a reflective account (UK readers) • To contribute towards your professional development and local registration renewal requirements (non-UK readers) It has been recognised that trauma underpins several mental health conditions, and that retraumatisation, in which a person re-experiences a traumatic event, is common in mental health services. This article explores the effects of childhood trauma on adult mental distress, and describes the symptoms and behaviours associated with trauma. Mental health practitioners, services and organisations need to ensure trauma-informed care is standard practice to enable service users to move beyond the traumatic events they have experienced. Trauma-informed care should be viewed as a concept rather than an intervention to promote a cultural shift from what is 'wrong' with a person to what has happened to them. [ABSTRACT FROM AUTHOR]

AUTH Why you should read this article: • To understand that new preregistration nursing courses in the UK must still comprise four specialisms: adult, child, mental health, and learning disability • To familiarise yourself with the issues facing nurse educators preparing new mental health preregistration programmes • To understand how upskilling the mental health nursing workforce can improve the experiences of service users According to the Nursing and Midwifery Council (NMC), universities across the UK must develop and implement new preregistration nursing programmes by the end of 2020. Unlike the rest of the world, where initial nurse training is generic, preregistration education in the UK enables students to specialise in one of four fields of nursing practice: adult, child, mental health or learning disability. The recent NMC standards of proficiency for registered nurses confirmed the continuation of these specialist fields at undergraduate level. Considering these recent standards, nurse educators across the UK have an opportunity to review their existing educational provision. This article explores three issues facing nurse educators as they prepare new mental health nursing courses: how to respond to adverse life experiences or trauma; how to address the ethical tensions inherent in the use of coercive practices; and how to make a difference to people's physical health and to mortality statistics, which indicate that people with longstanding mental health issues die at a much younger age than their contemporaries. These areas need to be systematically addressed across mental health preregistration nursing programmes to improve the lives of service users and determine the future of the specialty. [ABSTRACT FROM AUTHOR]

AUTH Why you should read this article: • To understand how sensory modulation can assist service users with mental health conditions • To enhance your knowledge on the methods and materials you can use to implement sensory modulation interventions • To recognise the potential challenges with implementing sensory modulation in practice Sensory modulation approaches have become increasingly prevalent in Australian mental health practice over the past few years, but their use in UK mental health services remains in its early stages. A growing evidence base supports the use of sensory modulation, with positive outcomes reported by service users and mental health practitioners across inpatient and community settings. The aim of this article is to provide an introduction to sensory modulation, identifying optimal practice and requirements for its implementation. It provides an overview of the latest evidence for sensory assessment and interventions, along with a review of relevant methods and materials. The article also discusses the benefits and challenges associated with sensory modulation. While sensory modulation is an effective and acceptable intervention that supports service user recovery, further research is required to consolidate knowledge on optimal practice. [ABSTRACT FROM AUTHOR]

Patient satisfaction in psychiatric emergency departments (EDs) largely relies on the knowledge and training of the staff providing care, and patients report higher satisfaction when they are assessed by professionals with psychiatric experience. Patient care is negatively affected by missing or incomplete patient-specific information. People with an autism spectrum disorder (ASD) and/or an intellectual disability are often unable to communicate pertinent information when admitted to hospital, and nurses rely on family members or carers to obtain information. The aim of this quality improvement project was to evaluate whether nursing admission assessment data collected in the psychiatric ED by a nurse specialist in ASD and/or intellectual disability while family members or carers were present were more complete than nursing admission assessment data collected in the inpatient unit after triage in the psychiatric ED. Data were collected for a period of two months from patients, carers and staff on a specialist inpatient unit for ASD/intellectual disability. Completeness of assessment information and staff satisfaction were compared between the psychiatric ED and the inpatient unit. Outcome measures included location of assessment (ED or unit) and quality of information provided, which covered 17 key patient-centred items. There was a significant relationship between the source of the information and the location where it was obtained. In the psychiatric ED, nurse specialists were able to obtain more information from family/caregivers compared with the inpatient unit. Initiating the admission assessment in the psychiatric ED while the patient's family members or carers are present may provide a more complete assessment and will establish rapport, supporting an easier admission process and transition to the inpatient unit. [ABSTRACT FROM AUTHOR]