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This paper aims to consider the experiences of people with intellectual disabilities in relation to the COVID-19 pandemic and subsequent lockdown restrictions.

This commentary reflects on the issues raised by Morris et al., and in the wider literature.

Although there have been some benefits to lockdown for people with intellectual disabilities, mainly they have experienced isolation, increased mental health and well-being challenges, difficulty in accessing services, support and adequate adapted information.

This commentary argues that it is important to continue to capture the experiences of people with intellectual disabilities now and over time to assess the long-term consequences of the pandemic and to design services which are respondent to their needs.

The purpose of this paper is to present the findings of a recent study which explored consumer perceptions of mobile phone marketing. Through the application of constructs adapted from traditional innovation and product involvement research, the study examined how a consumer's perception of the relative advantages, compatibility and complexity associated with mobile phone marketing, and their involvement with their mobile phone, influenced their intention to accept marketing communication sent via this channel.

A deductive, quantitative research approach was adopted, where data was collected using a self‐completed questionnaire administered to a sample of 254 university students.

Statistical analysis revealed that a consumer's perceptions of two of the three innovation attributes tested (relative advantage and compatibility) were significantly associated with their acceptance (or adoption) of marketing messages sent via their mobile phone. However, a slightly weaker relationship between a consumer's level of involvement with their mobile phone and their adoption of mobile phone marketing was found.

This research provides companies with important insights into the factors that may encourage or deter consumer acceptance of this new form of direct marketing.

The value of this study derives from its novel use of an established innovation framework, combined with an assessment of product involvement, to examine consumer perceptions of mobile phone marketing.

In the assessment of student nurses, there is limited research exploring why the contributions of people with lived experience (LE) have an impact on learning. The purpose of this paper is to compare the nature of feedback provided to students by people who have both worked in and used mental health services.

To explore the nature of qualitative student feedback generated from an assessment involving people who have experience of using and working in mental health services. Therefore, an inductive content analysis conducted on the formative written feedback provided to students following a simulated assessment.

The results demonstrate significant similarities in the feedback provided by those with LE of using and working within mental health services, suggesting a shared conceptualisation of professionalism.

The research indicates the potential socialisation of professionals and service users to not only the assessment process but also the professional expectations of mental health nurses. These findings resonate with Barker et al.’s (1999) description of the “pseudo ordinary me” and emphasise the principles and importance of person-centred care.

The paper highlights that assessment approaches which incorporate feedback from people with LE offer a vehicle to demonstrate and explore how attributes, subjectively associated with professionalism, can be recognised and developed by student mental health nurses.

Borderline personality disorder (BPD) is a controversial psychiatric diagnosis. Despite an increasing amount of research looking at the BPD diagnosis when applied to young people, there is limited understanding of the key viewpoints of mental health professionals working with young people in the UK. This research aims to use Q-methodology to contribute to understanding the multiple views of the diagnosis.

Q-statements about views of the BPD diagnosis were selected from relevant journals, internet sites and social media platforms and were validated by a Q-methodology research group, the research supervisors and an online group of individuals with BPD. Q-sorts were then used to explore the viewpoints of 27 mental health professionals in the UK working with children and adolescents. Analysis of the data was completed using Q-methodology analysis software.

Three main factors emerged from the data, explaining 66% of the variance. Of the 27 participants, 24 loaded onto these three factors, defined as: harmful not helpful; language and optimism; and caution and specialist services. Three Q-sorts did not load significantly onto any one factor.

There appears to be at least three ways of understanding the BPD diagnosis for young people. It may be useful for clinicians to consider and share their own viewpoint, be open to difference and formulate difficulties from an individual perspective.

The purpose of this paper is to explore how rating mechanisms encourage emotional labor norms among sharing economy consumers.

This study follows a mixed-methods research design. Survey data from 207 consumers were used to quantify the impact of three distinct rating dimensions on a consumer behavioral outcome (emotional labor). In the second step, 18 focus groups with 94 participants were used to investigate the conditioning functions of ratings in more depth.

Rating mechanisms condition consumers toward performing socially desirable behaviors during sharing transactions. While consumers accept the necessity of bilateral rating mechanisms, they also recognize their coercive nature. Furthermore, the presence of bilateral rating mechanisms leads to negative outcomes such as annoyance and frustration.

This study contributes to sharing economy literature by examining bilateral rating mechanisms as a means of behavioral conditioning for consumers. This study points to improvements in platform design and informs theory on tripartite markets as well as trust.

Independent actors operating through peer-to-peer sharing economy platforms co-create service experiences, such as shared car-rides or home-stays. Emotional labor among both parties, manifested in the mutual enactment of socially desirable behavior, is essential in ensuring that these experiences are successful. However, little is known about emotional labor practices and about how sharing economy platforms enforce emotional labor practices among independent actors, such as guests, hosts, drivers, or passengers. To address this research gap, we follow a mixed methods approach. We combine survey research among Airbnb and Uber users with content analysis of seven leading sharing economy platforms. The findings show that (1) users perform emotional labor despite not seeing is as necessarily desirable and (2) platforms actively encourage the performance of emotional labor practices even in the absence of direct formal control. Emotional labor practices are encouraged through (hard) design features such as mutual ratings, reward systems, and gamification, as well as through more subtle (soft) normative framing of desirable practices via platform and app guidelines, tips, community sites, or blogs. Taken together, these findings expand our understanding of the limitations of peer-to-peer sharing platforms, where control over the service experience and quality can only be enforced indirectly.

This paper describes how psychosocial interventions (PSI) have been integrated into an undergraduate mental health nursing programme. The first part of the paper provides the broad context of PSI in nurse education and justifies the need to incorporate skills for PSI into the undergraduate nursing curriculum. A variety of educational theories and research are presented, which have informed the development, structure and delivery of the skills programme underpinned by PSI into the undergraduate programme. The successes and limitations of this skills programme are considered in light of the key issues and challenges concerning the integration of PSI skills into undergraduate nursing education.

A sense of collective free-thinking with tangible goals makes co-creation an enlightening experience. Yet despite the freedom and organic flow of the methodology, there remain barriers to deploying co-creation in the real-world context. The aim was to understand the barriers and solutions to co-creation, reflect on applying co-creation in practice and co-create an applicable framework for co-creation.

These reflections and conceptual developments were completed using a Participatory Action Research Approach through the co-creation of the Erasmus+ funded Co-creating Welfare course.

Results presented are centric to the experiences in the United Kingdom but led to application at an international level. Problem formulation led to solutions devised about who should co-create, what co-creation aims to achieve, how to receive management buy-in, co-creating beyond the local face to face context and evaluation.

The Three Co’s Framework is proposed using the outline of: Co-Define, Co-Design and Co-Refine. Those who take part in co-creation processes are recommended to be called co-creators, with less focus on “empowerment” and more about facilitating people to harness the power they already have. Utilising online and hybrid delivery methods can be more inclusive, especially in response to the COVID-19 pandemic. The use of co-creation needs to be evaluated more moving forwards, as well as the output co-created.

As part of a wider ethnographic project that examines the significance of the public interest across three public and private sector UK planning organisations, this paper uses tea-drinking as a lens to understand structural forces around outsourcing and commercialisation. Reflecting across the five case studies, the analysis supports Burawoy's (2017) recent critique of Desmond's Relational Ethnography (2014). Using Perec's (1997[1973]) notion of the “infra-ordinary” as an anchor, it highlights the insight that arises from an intimate focus on mundane rituals and artefacts.

The data were gathered through participant observation, chronicling the researchers' encounters with tea in each of the sites. A respondent-led photography exercise was successful at two sites. Up to 40 days of ethnographic fieldwork were carried out in each site.

The tea-drinking narratives, while providing an intact description of discrete case study sites, exist in conversation with each other, providing an opportunity for comparison that informs the analysis and helping us to understand the meaning-making process of the planners both in and across these contexts.

The paper contributes to critical planning literature (Murphy and Fox-Rogers, 2015; Raco et al., 2016), illuminating structural forces around outsourcing and commercialisation. It also generates methodological reflection on using an everyday activity to probe organisational culture and promote critical reflection on “weighty” issues across study sites.

The aim was to identify the competencies professionals need to promote co-creation engagement within communities.

Co-creation could contribute to building community capacity to promote health. Professional development is key to support co-creative practices. Participants were professionals in a position to promote co-creation processes in health-promoting welfare settings across Denmark, Portugal, France and United Kingdom. An overarching unstructured topic guide was used within interviews, focus groups, questionnaires and creative activities.

The need to develop competencies to promote co-creation was high across all countries. Creating a common understanding of co-creation and the processes involved to increase inclusivity, engagement and shared understanding was also necessary. Competencies included: How to run co-creation from the beginning of the process right through to evaluation, using feedback and communication throughout using an open action-oriented approach; initiating a perspective change and committing to the transformation of co-creation into a real-life process.

Overall, learning about underlying principles, process initiation, implementation and facilitation of co-creation were areas identified to be included within a co-creation training programme. This can be applied through the framework of enabling change, advocating for co-creative processes, mediating through partnership, communication, leadership, assessment, planning, implementation, evaluation and research, ethical values and knowledge of co-creative processes.

This study provides novel findings on the competencies needed for health promoting professionals to embed co-creative processes within their practice, and the key concerns that professionals with a position to mediate co-creation have in transferring the abstract term of co-creation into a real-world practice.