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This article profiles CornerHouse, an organisation that has played a key role in facilitating the emergence and development of a large number of mental health services and self‐help groups in West Surrey. CornerHouse takes a community development approach, facilitating and empowering small local mental health groups, and building an active and sustainable local mental health community.

The University of Central Lancashire's ‘Health Promoting University’ initiative has adopted a ‘settings‐based’ approach to health promotion, aimed at embedding within the organisation an understanding of and commitment to holistic health and to development of its healthpromoting potential. Action to promote mental well‐being is one of the initiative's priority foci, overseen by a multidisciplinary inter‐agency working group. Experience to date suggests that the university is an important setting for the protection, promotion and maintenance of mental well‐being. It also suggests that the Health Promoting University offers a robust theoretical framework that can enable the practical development and implementation of a holistic, comprehensive and integrative approach to promoting mental well‐being. This paper provides an overview of the Health Promoting University initiative, describes work carried out on mental well‐being and explores the challenges and opportunities involved in seeking to use the Health Promoting University framework to promote mental well‐being.

The purpose of this paper is to explore the perspectives of prisoners and prison staff in relation to mental wellbeing and the negotiation of barriers to accessing and providing support. This small-scale study includes the experiences of 11 prison staff and 9 prisoners within a Category D male prison.

A focus group was conducted with the prisoners and interviews with prison staff. Thematic analysis identified three core themes: “context enabling factors”, “barriers to accessing support for mental wellbeing” and “peer support roles”.

Prisoners conveyed a reluctance in reporting mental health issues due to the fear of being transferred to closed conditions. All staff indicated the benefits of peer support roles.

Further research is required on a wider scale, as it is acknowledged that the findings of this study are from one prison and may not apply to other settings. Although there are barriers that may impact the reporting of mental wellbeing issues, there may be small relational steps that can be taken to address these.

Few studies exist that explore the nuances and barriers within open prisons, perhaps due to the overwhelming need within closed conditions. A context-specific approach considering early prevention strategies to support a safer prison system and successful rehabilitation is explored. The combination of prisoner and staff experiences is of value to both academia and policymakers.

The current adult safeguarding system is failing people with mental health problems. Despite the introduction of the Department of Health's No Secrets guidance in 2000, abuse is still widespread in private homes, the community, and health and social care settings. New research from Mind demonstrates the urgent need for a shift in focus towards a prevention model of safeguarding, with service user involvement at its core. Currently, people feel disempowered by and frustrated with a paternalistic system that labels them ‘vulnerable’ and fails to take account of their preferences in making decisions about their safety. This has led to a real lack of faith among people with mental health problems in current procedures to ensure their safety, which undermines the entire safeguarding project. Mind conducted survey and focus group research that highlights three key areas where adult safeguarding is failing people with mental health problems: the system disempowers individuals and excludes them from participating in decisions about their level of risk; there is a systemic lack of engagement with safeguarding by the NHS, meaning institutional abuse is widespread and unchecked; and discrimination at the heart of the criminal justice system means that people with mental health problems are being denied equal access to justice, which poses a risk to their human rights. In light of these findings, Mind is calling for a wholesale revision of the current approach to adult safeguarding towards a rights‐based approach, which is underpinned by user involvement.

Within the framework of Health Promoting Schools Up is an intervention using a whole school approach aimed at promoting mental health by strengthening social and emotional competence among schoolchildren. Social and emotional competence is an integral part of many school-based mental health interventions but only a minority of interventions measure changes in competences. The purpose of this paper is to present the intervention Up and document changes in social and emotional competence among schoolchildren before and after the intervention.

–Up consists of four components: education and activities for schoolchildren; development of staff skills; involvement of parents; and initiatives in everyday life at school. Up was implemented in two Danish schools in 2010-2011. Social and emotional competence was measured among 11-15-year old schoolchildren before (response rate 96.2 per cent, n=589) and after (response rate 83.9 per cent, n=532) the intervention.

Changes in level of social competence were assessed by the prevalence of a high level of social and emotional competence before (33.3 per cent) and after (40.8 per cent) the intervention (p-value=0.01).

–Up provides valuable experiences for adapting evidence-based mental health promotion to the Danish school system which is characterized by democracy, autonomy and inclusion. Future research should study the implementation and effect of Up in larger scale studies.

The comprehensive description of Up serves as important information for policymakers and practitioners working with mental health promotion.

The whole school approach intervention Up has the potential to promote social and emotional competence and reduce socioeconomic differences in social and emotional competence among schoolchildren.

This study aims to investigate how British Pakistani people talk about their social identity, in the context of mental health, and how this shapes their experiences and perceptions of care delivered by the National Health Service, UK.

Eight narrative interviews were conducted among members of the Pakistani community living in a city in the UK. The data were analyzed using a narrative analysis approach using “social identity” as a theoretical lens.

Considering Pakistani service users as a single social entity, and responding with generic approaches in meeting their mental health needs, may not be helpful in achieving equitable treatment. Study participants reject a simple conceptualization of race and ethnicity and how a response based upon stereotypes is woefully inadequate. The study revealed that people from one ethnic or national background cannot be assumed to have a fixed social identity.

This study broadens understanding of how people from a single ethnic background may construct and view their social identities markedly different to others from the same ethnic group. This has implications for service providers in understanding how their clients’ social identity is treated and understood in practice.

The promotion of public mental health is a challenging endeavour for policy actors and stakeholders. In particular, the implementation of public mental health initiatives highlighted in Standard One of the National Service Framework for Mental Health has been poor and patchy (Department of Health, 2004a). This paper attempts to illuminate the complex process of public mental health policy implementation at local level through the exploration of stakeholders' actions.An exploratory case study design was selected, focusing on one local health and social care community within inner London. A conceptual framework about policy implementation and the concept of partnership working are used to shape the analysis of the empirical findings.This paper addresses the challenges associated with the promotion of public mental health initiatives within one local NHS health and social care community. It attempts to increase the understanding and insights into public mental health policy and practice at local level from a policy implementation standpoint. Using an empirical case study of public mental health in an English locality, some of the key issues explored in this paper are about perceptions of public mental health concepts among key policy actors and also stakeholders' behaviour in Local Implementation team (LIT) partnerships. Furthermore, the authors address the issue of how local policy actors engage the local community in supporting the needs of vulnerable groups such as service users and black and minority ethnic (BME) groups.Although functional partnership are essential for the promotion of public mental health initiatives, the interdependencies of the stakeholders, competition for resources, power dynamics and the difficulty of engaging a diverse range of voices have a significant limiting effect on achieving successful policy implementation on the ground.

This paper describes the development of an evaluation framework to document the process, impact and outcomes of a community‐based mental health promotion project. This initiative, the Rural Mental Health Project, is concerned with the promotion of positive mental health in rural communities in the Republic and Northern Ireland. As a community‐based initiative, this project involves multi‐component interventions that are implemented with diverse target groups across a range of community settings. Assessing the process of programme implementation is critical in order to capture and document the realities of programme planning and implementation. The evaluation approach adopted in this project is based on a logic model research paradigm (Scheirer et al, 1995). This model gives equal emphasis to process and outcome evaluation and seeks to relate the realities of programme implementation to intended programme outcomes. Project activity is tracked prospectively in order to examine the detail of actual programme delivery and its influence on expected project outcomes. This paper outlines the model as applied in this project and explores the methodological and practical challenges in evaluating complex community interventions.

The purpose of this paper is to demonstrate the learning from the multi-agency evaluation of the Leeds Dual Diagnosis Care co-ordination protocol undertaken by the Leeds Dual Diagnosis (DD) Project in 2013. The evaluation aimed to identify the prevalence of people with DD accessing network member services, and to identify the standard of care network members provided for people with DD in relation to the Leeds Care Co-ordination Protocol.

The evaluation adopted a service evaluation methodology and included features of real world research. Two standardised self-completion questionnaires were administered using Survey Monkey™ software.

The majority of service could provide prevalence data however the quality of data provided was significantly impacted by the limitations of client management systems. Completion of specific DD training beyond basic awareness was generally low and many participants were confused about the different levels of training available. Standards of care varied, a substantial amount of joint working was taking place via informal pathways which relied on established relationships and trust between practitioners and services. Jointing working was often informal when people were not under the Care Programme Approach.

Due of the methodological choices the evaluation cannot be considered impartial. The prevalence data gathered lacks robustness and does not reflect the number of people who meet clinical threshold for DD as valid screening tools were not used by all services. The standards of care identified only reflect practitioner's personal views and do not provide a definitive answer to the standard of care being delivered. The response rate in relation to standards of care was low with large amounts of missing data negatively impacting the external validity of data gathered.

The completion of this evaluation demonstrates that it is extremely challenging to undertake a multi-agency evaluation with limited resources. It has highlighted key challenges and areas for future development locally in relation to DD. The themes explored are likely to be of interest to commissioners, service managers, DD consultant nurses and anyone involved in the strategic development of DD.

The evaluation has generated information which is of practical significance to local commissioners and Leeds DD Network Members. The knowledge and learning from this evaluation has subsequently been used by the Leeds DD Strategy Group to inform the new action plan for the DD Project, the re-commissioning of substance misuse services and the new mental health framework being developed for Leeds.

In 2005, the Qualitative Methods in Psychosocial Health Research Group (QMiPHR) at the University of Nottingham was established as a forum to bring together academics, researchers and practitioners with an interest in qualitative methods. The group has provided colleagues in nutrition, psychiatry, psychology, social work and sociology with a forum for discussion around the question of how qualitative research is able to contribute to understanding mental health and the development of evidence‐based treatment. As a group, we asked ourselves where we stood in relation to the use of qualitative methods in mental health. While we are unified in our view that qualitative research is important and under‐utilised in mental health research, our discussions uncovered a range of views on the underlying philosophical stance of what it means to be a qualitative researcher in mental health. The aim of this paper is to provide an overview of our discussions and our view that as qualitative approaches have become more widely accepted they have largely been assimilated within the mainstream ‘medical model’ of research. In this paper, we call for researchers to re‐engage with the philosophical discussion on the role and purpose of qualitative enquiry as it applies to mental health, and for practitioners and decision‐makers to be aware of the implicit values underpinning research.