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The collaborative assessment and management of suicide (CAMS) is an evidenced-based therapeutic framework designed to facilitate a co-authored and collaborative approach to addressing suicidality (Jobes, 2009). The collaborative nature of this approach is fundamental to its success in delivering suicide specific and recovery-oriented mental health care to thousands of suicidal people to date. The purpose of this paper is to outline the CAMS model and propose it as a recovery-oriented approach to addressing suicidality in mental health care.

The CAMS model and its philosophy are reviewed in light of recovery principles.

It is proposed that the CAMS model is consistent with a recovery-oriented approach to mental health care for suicidal people.

As yet there are no specifically identified recovery-oriented approaches to addressing suicidality.

In mental health care the peer support workers (PSWs) are, by their experience based expertise, supporting the recovery of people using services and have also been shown to stimulate interprofessional learning (IPL) but which, due to hierarchical teams, is challenged. Therefore, to prepare the teams for IPL that includes PSWs, this study aims to suggest an interprofessional education (IPE) for mental health professions and PSWs. What would such an education look like?

The base, in the development of the IPE, is two earlier studies of teams’ inclusion of PSWs and the IPL.

The present study suggests Knowledge base 1 with three categories: different roles, expertise and perspectives, and Knowledge base 2 with two categories: teamwork and IPL. The conclusion is that such online IPE offers a readiness for mental health professions and PSWs, in teamwork, to exchange their different expertise to facilitate IPL. This is important to improve the quality of mental health services.

One limitation is that the empirical study, this paper is based on, is a small-scaled study. Nevertheless, the main results from this study and the other were considered useful as a ground for the development of the IPE.

By suggesting an IPE for mental health professions and PSWs, this paper adds to the literature on peer support as well as IPL.

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.