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Bullying is a global problem affecting many adolescents. Evidence on bullying is growing, mostly generated in Minority World countries. Our objective is to develop our understanding of bullying in Majority World contexts, like Turkey. We highlight the voices of 20 Turkish adolescents from reflective interviews. Using Reflexive Organic Thematic Analysis, we identified three themes: definitions of bullying, conceptualizations of the character of bullies and victims, and proposed educational solutions, highlighting cultural issues of honor and respect, and roles of the family. As bullying research in Turkey is relatively new, we conclude that the ideology of adolescent-centered education, children's rights, and the value of qualitative research are important in this cultural context.

Purpose: The paper aims to explore the anxiety of university students. The authors note that the rhetoric of the snowflake is frequently invoked in lay discourse to characterise a generation of young people as overly sensitive. This misleading conceptualisation is potentially stigmatising. Design/Methodology/Approach: Interviews were conducted with twelve young women (18-25 years) about anxiety during their transition through university and into adulthood. Findings: The authors identified three themes: (1) students in a modern world, (2) gendered demands and (3) anxiety of adulting. Analysis demonstrated numerous, transecting and discourse-informed anxieties about modern life. Practical Implications: University professionals may benefit from understanding the gendered dimensions of anxiety associated with transitions to adulthood, including the increased pressures to succeed and achieve. Originality/Value: The arguably pejorative label of "snowflake" could negatively impact the social progress made in recognising the importance of taking care of mental health and help-seeking. This is especially concerning for females, as they have higher prevalence of anxiety conditions than males.

Despite evidence identifying bullying as leading to severe distress, few studies have focused on bullied adolescents with existing mental health conditions. With increasing prevalence rates, it is necessary to understand how these adolescents can be better safeguarded. To address the issue, this study reports the rarely conveyed viewpoints of adolescents attending mental health services; clinically diagnosed with severe emotional conditions. To complement these perspectives, the viewpoints of their parents and teachers were also obtained. Thematic analysis identified school bullying as a serious stressor, contributing to and exacerbating their mental health need. They were prone to be trapped in a cycle of victimisation, complicated further by their preference for secrecy. Adolescents and their parents felt bullying problems could be appropriately managed if school staff were better tuned into the subtle signs of bullying, and managed disclosure more sensitively by working collaboratively with them and their assigned mental health practitioner. Recommendations were, a need for staff to better detect bullying distress and strengthen multi-agency links when bullying is suspected, to ensure quick, proactive intervention. Furthermore, schools could consider amalgamating the bullying and mental health whole school approaches, due to the intrinsic links between bullying and mental health.

The objective was to establish how stakeholders in low- and middle-income countries (LMIC) conceptualize child mental health impact. Semi-structured interviews were conducted with 18 stakeholders from disadvantaged urban communities in Kenya, South Africa, Turkey and Brazil. Participants represented education, welfare and health care agencies; as well as community and religious groups. Data were analysed through a thematic approach and three related themes were identified. Impact was defined as a process of change, with child-centred outcomes and measures that were broader than mental health symptoms improvement. Beneficiaries were identified at child, family, community and service level. Participants wished to see strategies that ensured sustainability of impact, namely child mental health policy, stakeholder engagement, interdisciplinary working, and capacity-building for all stakeholder groups. Child mental health service transformation in LMIC, especially in areas of deprivation, needs to build on existing resources and strengths by co-producing psychosocial outcomes with a range of professional and community stakeholders. Impact on children's mental wellbeing can be achieved through a co-ordinated strategy that involves designated policy, capacity-building, and interdisciplinary networks with meaningful community involvement.

Through empirical work we conceptualise a framework of an ethics of care philosophy with digital media, coining the notion, a 'digital ethics of care'. Increasing focus on the potential of social media to harm the mental wellbeing of adolescents has led to greater emphasis on their conduct online. Entrenched with adolescent conduct in digital spaces are moral theories of development as young people grapple with responsibility toward others from behind screens. Utilising thematic analysis on focus group data from 11-18-year-olds we applied a digital ethics of care understanding. We identified that adolescents found social media to play an important role in facilitating their caring relationships, they took responsibility for their own online behaviour and believed that when others failed in their moral reasoning online it led to negative consequences. Repositioning moral theory for congruence with a new digital society has valuable potential for the protection of adolescent mental health.

A critical analysis of the benefits and challenges of adopting a hybrid approach to conducting qualitative research in schools with children as co-researchers is presented. The study involved 18 children (10–11-years), working as co-researchers in pairs to interview each other with a goal of understanding their experiences online, particularly in terms of digital citizenship and mental wellbeing. Children participated in a pre-research lesson for the acquisition of interviewing skills. Analysis identified three key methodological lessons. First, the co-research approach with foundational learning enabled children to be active and responsible interviewers. Second, the adult researcher and school staff had a role in empowering children through empathy, reassurance, positive praise, and supporting them when upset. The final theme recognised the challenges of research being conducted remotely with implications for future research. [ABSTRACT FROM AUTHOR]

A digital ethics of care (DEC) framework was initially developed with adolescents (11 to 18-years) to provide an infrastructure for understanding their digital social and emotional literacy, focusing on their ability to understand emotions and build respectful relationships online. In this study, we explore how that framework can be utilised with younger children aged 10 to 11-years-old. All children in class participated in a teacher-led lesson to develop skills and an understanding of interviewing. From this class, 18 children participated and interviewed each other in pairs. The interviews were conducted using a semi-structured approach consisting of question clusters framed around digital media use, wellbeing, social interactions online, empathy and kindness, and actions following negative behaviours. Using thematic analysis, four themes were developed: 1) recognising DEC in practice, 2) emotional consequences and coping with online adversity, 3) need for education on digital citizenship, and 4) developing a Digital Ethics of Care lesson. The results of the study led to the framework being refined. From this, a toolkit with lesson plans was created which was founded in the children's contributions and ideas for use by schools. Impact summary: Prior state of knowledge: Teachingdigital citizenship is an important part of education. However, children's moral decision-making can be constrained by a lack of social cues when using digital media. Children's digital empathy can be reduced because of the mediation of a screen. Novel contributions: A digital-ethics-of-care framework provides a novel, child-centred way to help educators appreciate how pedagogy can encourage respect, responsibility, empathy and care in moral decisions made by children. Practical implications: Founding digital citizenship education on the values associated with a digital-ethics-of-care is a useful tool. Listening to children's voices informs the priorities of that lesson planning and using a DEC framework offers a practical implementation through a story-based game. [ABSTRACT FROM AUTHOR]

In this methodological paper, we respond to the call to advance a disability justice agenda within social science research. To do so, we invite readers to engage with the intersections of discursive psychology and disability theories. Specifically, we forward new possibilities for methodologically and theoretically leveraging discursive psychology to study disability, ableism, and anti-ableism as they unfold in everyday life. To do so, we offer a general overview of core concepts from some disability studies perspectives and point to the possibilities of discursive psychology engaging at the level of theory and methodology with these perspectives. [ABSTRACT FROM AUTHOR]

There is limited evidence on how intergenerational trauma and resilience are perceived by children, especially in Majority World Countries (MWC). We established such perspectives among 73 children and youth in Brazil, Kenya, South Africa, Pakistan and Turkey. Children interviewed older adults, kept diary fieldnotes, and shared learning in focus groups. Data were integrated through a thematic codebook. Four themes reflected deprivation of safety needs and family challenges, especially for girls, which shaped older adults' resilience. Children related accounts to their experiences, to generate intergenerational learning. Implications of the findings are considered in the context of intercultural shared trauma and resilience. Contributions to the intergenerational field: Children can draw strength from intergenerational narratives to build their resilience in the face of future adversity. The emotional impact of intergenerational narratives can have more impact on children than conveying information or advice. A multi-method approach can be adapted for different age groups to elicit intergenerational perspectives. Children can make an important contribution as co-researchers in intergenerational research. [ABSTRACT FROM AUTHOR]

This article builds on methodological literature addressing ways in which qualitative research interviewing can utilise principles derived from psychoanalysis and psychoanalytic psychotherapy, focussing on the sharing of interpretations and formulations with research participants. We review the accounts of different researchers who have considered the sharing of formulations and more formalised quasi-dynamic interpretative comments in this type of psychoanalytically informed interview research. Via this review and considering our experience as practitioner researchers, we suggest that careful reflection is required. The notion of interpretative work in psychoanalytic psychotherapy is potentially easily misapprehended because the term interpretation can refer to a range of (at times, very different) practices. Moreover, the terms of reference for dialogue in research and psychotherapy are fundamentally different for those engaged in them; an interpretation or feedback will not likely be received in the same fashion in a research interview as it would be in a psychotherapy session. Therefore, would-be research participants should be informed about the type of interview being used, with questions asked about their expectations. Furthermore, they should be encouraged to speak about what they may anticipate will be related to them of findings/analyses. [ABSTRACT FROM AUTHOR]