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Filicide, the killing of a child by a parent, is one of the only crimes committed by women and men in roughly equal numbers. Women's violence against their children, however, more profoundly confounds common understandings of the links between gender and family violence, leading to its ambivalent treatment within the media. When men kill their children, they are usually characterised as either monsters or as sad, failed men. When women kill their children, they are usually represented as bad mothers or mad mothers suffering under the burdens of the pathological female body. In both cases, a mental illness/distress lens is common, though how it manifests is inflected by gender. This chapter examines recent Australian news representations of maternal filicide-suicide. Focussing on the mental illness/distress frame in news, it examines the ideological work this frame does in decontextualising and de-gendering maternal filicide, framing women's mental illness/distress in ‘psychocentric’ terms that strip it of political or social significance and subjecting it to an individualised lens that obscures the gendered aetiologies of women's use of violence.

Mental health is a sensitive topic to teach, as it’s difficult to judge anyone’s personal experiences of mental distress. Northumbria University has developed a programme explicitly for people with experience of mental distress who have an interest in being involved in research. This chapter discusses how it is important to be sensitive to the different experiences that students have and to develop reciprocal trust. It goes on to discuss the importance of creating a safe space for students to learn about mental health and research and provide some tips for doing so. These tips include being clear about individual biases and limitations, using personal stories and examples to connect with students, emphasising the importance of resilience, connecting students to resources and being open and flexible to offering additional support in a sensitive way. The chapter also discusses the challenges that students experiencing mental distress may face in academia, such as low self-esteem, imposter syndrome, and difficulties in accessing resources. The chapter provides some suggestions as to how educators can address these challenges such as providing students with opportunities to share personal experiences and learning to turn those experiences into assets. In addition, this chapter highlights the potential for students to shift their identity from ‘patient’ to ‘student’ to ‘researcher’ as they engage in the learning process. This shift in identity can be empowering and can help students to feel more in control of both their mental health and their futures. Overall, the chapter provides valuable insights into how to teach about mental health in an inclusive and sensitive way. The tips and suggestions provided can help educators to create safe and trusting environments for students to learn and address challenges with mental health often faced in academia.

This chapter presents an evaluation of the literature on the effect of the pandemic on mental health. It draws mainly on the existing economics literature and presents the state of the art of the COVID-19 effect on mental health. While paying particular attention to how the deterioration of mental health evolved over time and across countries, this chapter also considers variation of mental health across individual demographic characteristics as well as different circumstances through which mental health has been affected. Moreover, it provides a general assessment of the methodological aspects of various studies, by discussing the sample and data used, measures of mental health as well as causality issues. Overall, researchers for various countries around the world adopting different measures of mental health, often non-comparable samples and different methodologies document consistently that the level of mental health has been deteriorated during the pandemic, with the negative effect of the lockdown on mental health being evident in the early stage of the pandemic and on the whole population. Findings point out to a high degree of heterogeneity within demographic groups.

COVID-19 has had remarkable impacts in rural America. Although the onset of the pandemic was in urban areas, it quickly spread to rural areas and ultimately resulted in higher mortality rates for rural populations. Due to this and other associated impacts, the pandemic has resulted in mental health issues across rural America. In this chapter, the authors first describe the state of rural America pre-pandemic, then detail the overall and mental health impacts of the pandemic on rural people. Following this, the authors report results of a case study on COVID-19 in the rural America West and conclude with recommended steps for addressing the unfolding crisis. Many of the steps the authors can take to improve rural mental health following the pandemic have long-been necessary. However, given the impacts of COVID-19, they are now needed more than ever.

This chapter addresses the question of how we might best characterize the morale of mothers of children with disabilities. Views of this question have undergone substantial evolution over the past quarter century (Turnbull & Turnbull, 2002). Early writers on the topic emphasized negative impacts on the family. Farber (1959) characterized the birth of a mentally retarded child as a tragic crisis that over time impeded the family from developing normally. Olshansky (1962) described the typical reaction of parents to a child with mental retardation as long-term demoralization, which he termed “chronic sorrow.” These assertions were then followed by empirical studies suggesting high levels of depression in mothers of children with disabilities (Cummings et al., 1966; Gath, 1977). Gath (1977), for example, compared two groups of parents with and without children with disabilities on a researcher developed measure of psychological distress and found significantly higher levels in parents of children with disabilities. She titled her report, “The impact of an abnormal child upon the parents,” seeming to imply that emotional distress, perhaps even mental illness, was the most characteristic impact. This literature also appeared to imply that the cause of parental distress was univariate, that is, the child’s disability uniquely caused it. Early studies of parental distress selected child variables as the sole predictors of emotional distress (e.g. Beckman, 1983). Turnbull and Turnbull (2002) reviewed this literature and described this historical phase as pathogenic.

We wish to die peacefully in a manner suited to our values and taste. We also wish to be attended at our deathbed by people whom we love and try to find meaning in death. Here, I evaluate nursing of dying patients with regard to alienation of life and death from our daily living, problems concerning the judgment of death, how to die in a manner that fits the person's values and taste, and nursing for spiritual healing with traditional views of life and death, and cultural background of attending dying persons of the Japanese.

Purpose: This chapter explores the role of life course transitions, personal networks, community, and social support in the physical and mental health of LGBTQ+ elders. Specifically, we review the literature on formal and informal supports and resources available to LGBTQ+ elders as they age.

Methodology: We use an intersectional lens that explores dimensions of social identity and social location among diverse subpopulations within sexual and gender minority (SGM) elders. We outline the implications of access (or lack of access) to formal and informal care for SGM elders' physical and mental health and well-being in late life. We examine the availability of these supports in the context of broad inequalities and life events that structure the life course for LGBTQ+ elders and have long-term health implications.

Findings: Our findings from this review demonstrate how social factors over the life course shape SGM mental and physical health later in life for aging LGBTQ+ populations. We reflect on how strained relationships and lack of acceptance compel some to seek alternative sources of support and relationships. Our analysis uncovers individual and institutional sources of support: personal social networks and formal spaces, such as healthcare settings, that connect elders with resources to develop social support and avoid social isolation.

Implications: The implications of our review reveal the unique needs and barriers to practical and social support that SGM older adults face. We explore alternative supports that LGBTQ+ elders need compared with their heterosexual cisgender peers, given the disproportionate rejection they face in a range of public and intimate spaces. We conclude by identifying and celebrating sources of support and resilience as LGBTQ+ elders have crafted alternate support networks and advocated for increased recognition, rights, and care.

Originality and Value: Despite some recent flourishing of research in SGM health, a road map for scholars, practitioners, and community members outlining future research in understudied areas such as LGBTQ+ aging and transgender health would help advance scholarship and policy. Our commentary highlights quantitative and qualitative studies and suggests avenues for research that put in conversation literatures on rural studies, urban sociology, and social networks; gerontology; health; and gender/sexuality studies.

The training and education of peers represents an important milestone in the peer's journey to work within organisational settings. Historically, peer support occurred based on a mutual relationship whereby one peer often with more experience provided support and guidance to another. However, as peers began to move into organisations staffed by professionals, a standard of training and education became needed if peers were to be accepted. This chapter outlines these issues, as well as discussing the training standards, the academics and soft skills needed. Some of the challenges peers face during their education and their continued development will be discussed. This chapter will focus on the training of peers for mental health and substance use settings in addition to other emerging areas in social inclusion.