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This study employed an observational design to explore the presentation of advocacy strategies in YouTube videos orientated around the event of Self-Injury Awareness Day (SIAD). While previous research has focused on highlighting potential dangers of social media platforms like YouTube we approached our exploration from a perspective of advocacy to try and establish a more balanced understanding of how YouTube can, and does, contribute to self-injury discourses. The aim was not to define advocacy in YouTube videos but rather to understand more about the ways advocacy strategies might be presented, and what this looks like in the content produced by individuals with lived experience of self-injury. We expected to find content concerned with improving the lives of people experiencing self-injury, which could be interpreted as advocacy. Thematic analysis of thirty videos offered four themes: Community, comradery, and cheerleading; Education around self-injury; Authentic representation of self-injury; Development of advocacy identity. Findings indicate advocacy through YouTube exists and results in supportive, passionate, and resourceful content with potential to improve the wellbeing of individuals who self-injure, countering narratives of self-injury related content having a solely negative impact. Further research is required to fully understand, and harness, the potential of advocacy through online mediums. [ABSTRACT FROM AUTHOR]

Introduction: Previous research has found that nurses in inpatient CAMHS can struggle to define their role and contribution to patient care. While gratitude has received increased attention in relation to subjective well‐being in healthcare settings, the receipt of gratitude in the form of thank you letters is currently unexplored in the CAMHS context. Aim/Question: To gain an understanding of how inpatient CAMHS nursing staff experience receiving expressions of gratitude from patients. Method: Adopting an exploratory qualitative approach, two focus group interviews were conducted. Participants completed a brief online follow‐up questionnaire. Data were examined using thematic analysis. Results: Reflecting on expressions of gratitude improved understanding of professional identity, enhanced reflexivity, enhanced team cohesion and increased professional and personal confidence and motivation. Discussion: Expressions of gratitude appear to offer meaningful sources of feedback for nurses and support a greater sense of personal accomplishment, professional role and the relational impact of care for patients. When nurses share and discuss expressions of gratitude with colleagues this brings benefits additional to the initial receipt. Implications for Mental Health Nursing: Nurses should be supported to engage in discussing and reflecting upon receiving thank you letters and other tokens of gratitude although care should be taken to support those who might experience unease or increased self‐doubt. [ABSTRACT FROM AUTHOR]

This autoethnography explores the experience of a therapist negotiating the visibility of their self‐harm scars in the therapy room. Its form takes the shape of the author's personal meaning‐making journey, beginning by exploring the construction of the therapist identity before going on to consider the wounded healer paradigm and the navigation of self‐disclosure. A thread throughout is finding ways to resist fear and shame as both a researcher and counsellor. The author concludes by recounting fragments of sessions from the first client she worked with while having her scars visible. While not every therapist will have self‐harm scars, all therapists have a body which plays "a significant part of his or her unique contribution to therapy" (Burka, 2013, p. 257). This paper is, therefore, potentially valuable to any therapist, at any stage of development, who seeks to reflect on the role of the body and use of the self. [ABSTRACT FROM AUTHOR]

The author explores her experience of yoga as a therapeutic tool in recovering from the impact of losing a close friend to suicide. The benefits of yoga include improved emotional self-regulation, a more positive relationship with self, and the emergence of a new personal physical reality. An autoethnographical approach permits a necessarily ambiguous and messy in-depth exploration of yoga as a resource for well-being. Nevertheless, it is hoped that it will serve as a means of promoting further study into the role of cultural resources, particularly body-based practices, as means of coming to terms with traumatic loss. [ABSTRACT FROM AUTHOR]

Using the concept of time travel as a contextual and narrative tool, the author explores themes of love, loss and growth after trauma. Reflections relate primarily to the experience of working with the qualitative research method of autoethnography. Opening with consideration of existing work (Yoga and Loss: An Autoethnographical Exploration of Grief, Mind, and Body), discussion moves on to academic thought on mental time travel, and personal transformation, culminating in the construction of a new memory combining past, present, and future. [ABSTRACT FROM AUTHOR]

Aims and objectives: To evaluate and explore mental health nurses' responses to and experience of an educational intervention to improve attitudes towards people with a diagnosis of borderline personality disorder (BPD). Report findings are concordant with relevant EQUATOR guidelines (STROBE and COREQ). Background: Attitudes towards people with a diagnosis of BPD are poorer than for people with other diagnoses. There is limited evidence about what might improve this situation. One intervention with reportedly good effect uses an underlying biosocial model of BPD. No previous intervention has been co‐produced with an expert by experience. We developed and delivered a 1‐day intervention comprising these elements. Design: A mixed‐methods design was used comprising prospective within‐subjects cohort intervention and qualitative elements. Participants were mental health nursing staff working in inpatient and community settings in one NHS Board in Scotland, UK. Methods: Measurement of cognitive and emotional attitudes to people with a diagnosis of BPD at pre‐ and postintervention (N = 28) and at 4‐month follow‐up. Focus groups were used to explore participants' experiences of the intervention (N = 11). Results: Quantitative evaluation revealed some sustained changes consistent with expected attitudinal gains in relation to the perceived treatment characteristics of this group, the perception of their suicidal tendencies and negative attitudes in general. Qualitative findings revealed some hostility towards the underpinning biosocial model and positive appreciation for the involvement of an expert by experience. Conclusions: Sustained benefits of an educational intervention for people working with people diagnosed with BPD in some but not all areas. Participants provided contrasting messages about what they think will be useful. Relevance to clinical practice: The study provides further evidence for incorporation of a biosocial model into staff training as well as the benefits of expert by experience co‐production. Mental health nurses, however, believe that more well‐resourced services are the key to improving care. [ABSTRACT FROM AUTHOR]