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For over 100 years biomedical psychiatry has dominated the way people throughout the western world understand their sadness and distress, despite the lack of empirical evidence that distress has a biological basis. Now, the interests of the global pharmaceutical industry and trans‐national professional elites such as the World Health Organisation and the World Psychiatric Association are extending these biomedical accounts across the globe. This paper briefly describes biomedical psychiatry and its origins before considering how this project is closely aligned to the interests of the pharmaceutical industry. It ends with a call for a new agenda in mental health, driven by the concerns and interests of ordinary people in local communities, and an outline of recent developments in Britain and elsewhere that illustrate this challenge to the biomedical hegemony.

The purpose of this paper is to examine the bibliometric characteristics of papers published in a high impact journal World Psychiatry during the period 2006-2015.

The data for this study were obtained from Thompson Reuters’ “Web of Science”. Publication details were extracted for the journal title “World Psychiatry”. This study covers authorship patterns, annual growth, impact factors, document types, top contributors, international collaborations, highly cited papers and keyword analyses. Software programs such as “Histcite”, “intcoll.exe”, “Pajek” and “Leximancer” were used to analyze the publications.

More than half of the publications were by editorial materials and number of publications from low and middle income countries is very low when compared to proportion of editorial board members. Almost 40 per cent of papers came from the USA and editorial board members had considerable number of papers. Kings College London led the institutions.

Analysis of high impact journals in the field of psychiatry has been carried out in a very few. Hence, the results of this study will be useful to compare with other journals.

The purpose of this paper is to investigate perceptions towards a career in psychiatry among medical students and psychiatrists and identify how recruitment into the specialty may be improved.

This study locally compares medical student and psychiatric doctor responses to a structured online survey and structured interviews with key managerial figures in the Humber NHS Foundation Trust.

Comparison across two main areas (pre-decision exposure to psychiatry and reasons for considering a psychiatric career) found that both students and doctors were influenced to make a choice about a career in psychiatry during medical school. Medical students found compatibility with family life to be more important when considering psychiatry, whereas doctors cited content-based reasons as significant pull factors. Stigma and fear of being harmed deterred some students from choosing a career in psychiatry. Structured interview responses reiterated the importance of pre-medical school and undergraduate mentorship in bolstering future recruitment to psychiatry.

Medical students perceive certain career issues differently to their postgraduate counterparts. Widening the content-based appeal of psychiatry and optimising the medical school experience of the specialty via varied and high-quality placements may be a key step towards tackling the national shortfall in qualified psychiatrists.

This is the first published study comparing medical student and psychiatric doctor perceptions of a career in psychiatry.

Stigmatising attitudes towards persons with mental illness are commonly reported among health professionals. Familiarity with mental illness has been reported to improve these attitudes. Very few studies have compared future medical doctors' attitudes toward types of mental illness, substance use disorders and physical illness. A cross-sectional survey of 5th and 6th year medical students as well as recently graduated medical doctors was conducted in April 2011. The 12-item level of contact report and the Attitude towards Mental Illness Questionnaire were administered. Partici -pants endorsed stigmatising attitudes towards mental illness; with attitudes more adverse for schizophrenia compared to depression. Stigmatising attitudes were similarly endorsed for substance use disorders. Paradoxically, attitudes towards HIV/AIDS were positive and similar to diabetes mellitus. Increasing familiarity with mental illness was weakly associated with better attitudes towards depression and schizophrenia. Stigmatising attitudes towards depression and schizophrenia are common among future doctors. Efforts to combat stigma are urgently needed and should be promoted among medical students and recent medical graduates.

The Czech Republic suffers many of the problems reported in other Central European and Eastern European countries with respect to the care, treatment and prevention of mental ill health. Most psychiatric care is provided in long‐stay hospitals and the transition to a community‐based service has yet to be made. Mental health services suffer from chronic under‐investment and there is a lack of mental health legislation protecting patients' rights and autonomy. The pressures of transition to a capitalist economy have brought their own problems, in the form of increased rates of addicitions, suicide, and other mental health problems related to social, policitical and economic instability, and there is a pressing need to address the position of mental health within public health services.

In the previous chapters, I set out a conceptual model of trauma-informed servant leadership and discussed servant leadership supervision for working with burnout, compassion fatigue and secondary trauma in employees within trauma related health and social care settings. In this chapter, I further extend servant leadership to the peer support principle in trauma-informed approaches (Substance Abuse and Mental Health Services Administration, 2014). The first part of this chapter will examine peer support work (PSW) and report on the outcomes associated with it. Then, servant leadership will be discussed and used to operationalise the principle of peer support as set out in trauma-informed approaches. A servant leadership peer support approach is put forward with a theoretical basis. This theoretical model has been slightly changed from the previous servant leadership approaches discussed, in order to represent the PSW role more accurately. However, as discussed previously, it is not the characteristics of the Servant leadership (SL) model that define the approach, rather the philosophy and desire to serve first. In the last section of this chapter, Martha Griffin brings the characteristics of this model to life using her vast experience and discusses some of the potential challenges faced by peers in training and practice.

Education, and especially the life of a teacher, is constantly evolving. Teachers' roles and responsibilities have become more complicated and multifaceted over time. Therefore, they have to invest a great deal of time, energy, and effort to navigate the demands and complexities of their role. In the last 20 years, education has changed in response to increased workload, the rise of high-stakes testing and accountability, social-emotional and behavioral challenges among students, school safety concerns, equity concerns, and now the coronavirus pandemic. These factors have been linked to high stress and teacher burnout, which leads to more teachers leaving their jobs (Arvidsson et al., 2019). Nonetheless, those who endure the flames of burnout do so because they are resilient in the face of adversity and persistent in their commitment to the call of teaching and learning. This chapter examines the effects of stress and burnout among three alternatively certified teachers and the behaviors and strategies these educational first responders employ to build resilience and persistence in their service to the students who shape our future.

The purpose of this paper is to provide an introduction to a new regular series for this journal, Mental Health and Social Inclusion, on digital innovations.

In this first of a regular series of articles, this paper introduces the reader to the area of digital technology to support mental health and why it is important.

Technological developments and the recent COVID-19 pandemic have all contributed to an increasing interest and adoption of digital innovations to support people’s mental health, from both service providers and service users.

This regular series will look at research into digital technologies for support of mental health and well-being.

The series will also consider the implications of various digital technologies for the support of mental health and well-being for different groups of people.

Different technologies, approaches and points of view will be considered in relation to their impact on mental health and well-being.

Over the past ten years the author has developed an interest in the use of digital technologies to support mental health. The author has recently edited a book, published by IGI Global, on the topic and feels it is an important regular topic for the Journal of Mental Health and Social Inclusion.

This study aims to assess the awareness about the rights of people with mental illness in the main psychiatric hospital in Tunisia among the service users, the family members and the staff.

The Convention of Rights of People with Disabilities mandates that State Parties initiate and maintain campaigns and human rights training to promote understanding of the rights of people with mental illnesses, considered as a main factor for their fulfillment. Service users, family members and staff evaluated, through a survey, the importance of ten rights for persons with mental illness, stated in the convention.

Disparities were found in the perception of the different rights by and between the three groups. The highest levels of awareness were associated with the freedom from torture or degrading treatment and the right to live with dignity and respect, whereas the lower importance were assigned to the right to participation in recovery plans, to give consent and to exercise legal capacity.

The lack of awareness and the poor perception of rights of people with mental illness is one of the barriers to their achievement. More training and awareness raising is necessary.

This chapter uses narrative inquiry to tell the stories of two female neophyte educators experiencing the oppositional misalignment between their idealized perception of female teachers in American society and their personal realities by providing alternate images of women in education. American teachers, especially women, are perceived as a homogeneous group that lives to serve the children of others and inhabit a monochrome, two-dimensional, existence inside the educational landscape of schools (Clandinin & Connelly, 1996). However, the prevailing notions and outdated imagery of teachers is flawed in its lack of acknowledgment of the richly diverse and textured lived experiences of women both inside and outside of the educational field. Furthermore, female teachers face tremendous pressure to imitate these unrealistic ideals and expectations at the expense of the authentic self, which can lead to a myriad of internal dissonances, such as burnout, serving as an umbrella over PTSD, anxiety, compassion fatigue, decreased confidence, and lower job satisfaction. The researchers in this chapter come from nontraditional backgrounds to capture the negative effects of subtle, persistent, and unrealistic expectations of females that contribute to feelings of burnout at the onset of our teaching careers.