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The process of knowledge production is usually assigned to scientists who use specific methods to extract knowledge from someone else's experience. Usually this includes collecting, aggregating and interpreting data from an uninvolved point of view; that is, from the outside. This procedure is supposed to guarantee objectivity and generalisation. Many child sexual abuse (CSA) survivors reject such an approach that turns them into objects again. This presents a problem for research because it limits the number and contribution of potential participants and can lead to bias. In self-help groups of CSA survivors, an enormous amount of experiential knowledge accumulates, and sometimes this is transferred into more than only individually valid knowledge. Based on this experience and aiming for more agency of CSA Survivors, a group of adult survivors and researchers developed a new approach to research. It focuses on the development of self-organised research, which enables survivors of sexualised violence to practice research without losing agency. They are indispensable and elementary parts in all phases of the process. This chapter shows one way of formalising this process so quality criteria can be developed and applied. Following the presented approach, evaluation of the presented methods is the appropriate next step because self-help groups give reason to estimate significant outcomes. These outcomes not only enable self-help groups of CSA survivors to incorporate new methods but also include the chance to empower adults, children or youth who have been victims of sexualised violence.

In this chapter, the author critically examines the relationship between sociology and the identities/experiences of disability and ‘mental illness’ (referred to throughout as distress). The author argues that despite sociology having an ethos of social justice and frequently producing critical accounts of inequalities – such as anti-racism and gender equality – it nonetheless uncritically reiterates the marginalisation of disability and distress. As such, sociology not only reflects the increasing ‘medicalisation of everyday life’ and shores up the essentialist discourses of genetics and neuroscience, but also consigns research and knowledge production about disability and distress to the medical sciences. The author challenges these sociological conventions and highlights the ways in which both disability and distress are socially structured, embodied experiences. The author argues that a sociological account of distress and disability are important not only in and of themselves, but also because they highlight the ways and means to challenge essentialism, inequality and the ever-narrowing definition of what is considered a normal or acceptable part of human experience. Furthermore, vibrant streams of user-led research, activism and practice-interventions – resulting in widespread social, legal and identity transformations – have emerged from the experiences of disability and distress. These user-led perspectives highlight the importance and potential of knowledge produced from the margins, not only for those experiencing disability and/or distress but also for the ways in which we perceive, theorise and research the social world more broadly.

Working towards a broader understanding of information provision by agencies responding to crisis situations, the aim of this paper is to examine mandated information provision on the part of law enforcement to survivors of intimate partner violence at the scene of an emergency response.

The authors conducted a detailed content analysis of 1,851 documents supplied by local law enforcement agencies from 755 US cities. A 29‐element coding framework was developed to identify five key content areas of information: the nature of abuse, survivor norms, police information, legal options, and community resources.

The best represented content areas related to police information, legal options, and community resources. Information on the nature of abuse and survivor hood was dramatically less well represented. Law enforcement understandably privileges that information which involves immediate, concrete action and within which the officer may have a responsibility (for example, to obtain a temporary restraining order). Correlations between city size and the presence of information elements were minimal, while several significant correlations based on region were noted.

This is the first nationwide study of the information that police are required to provide to survivors of intimate partner violence. Understanding the features of this seldom‐discussed yet vital interaction can help IS professionals support practices and protocols of other agencies responding to crisis situations who may be struggling with minimal preparation for information interactions.

Based on interviews with 27 victims’ family members and survivors, this chapter explores how memory of the Oklahoma City bombing was constructed through participation in groups formed after the bombing and participation in the trials of Timothy McVeigh and Terry Nichols. It first addresses the efficacy of a collective memory perspective. It then describes the mental context in which interviewees joined groups after the bombing, the recovery functions groups played, and their impact on punishment expectations. Next, it discusses a media-initiated involuntary relationship between McVeigh and interviewees. Finally, this chapter examines execution witnesses’ perceptions of communication with McVeigh in his trial and execution.

The purpose of this paper is to discuss human rights assessment and monitoring in psychiatric institutions from the perspectives of those whose rights are at stake. It explores the extent to which mental health service user/psychiatric survivor priorities can be addressed with monitoring instruments such as the WHO QualityRights Tool Kit.

The paper is based on the outcomes of a large-scale consultation exercise with people with personal experience of detention in psychiatric institutions across 15 European countries. The consultation took place via one focus group per country and extended to a total of 116 participants. The distinctive characteristic of this research is that it imparts an insider perspective: both the research design and the qualitative analysis of the focus group discussion transcripts were done by a social researcher who shared the identity of service user/survivor with the participants.

The paper highlights human rights issues which are not readily visible and therefore less likely to be captured in institutional monitoring visits. Key issues include the lack of interaction and general humanity of staff, receipt of unhelpful treatment, widespread reliance on psychotropic drugs as the sole treatment and the overall impact of psychiatric experience on a person's biography.

Because of the way participants were recruited, the research findings do not offer a representative picture of the human rights situation in particular countries. They point clearly, however, to new directions for human rights research in the psychiatric context.

This paper demonstrates the indispensability of experiential knowledge for not only securing and improving but also extending the understanding of human rights standards in psychiatry.

Attention deficit hyperactivity disorder (ADHD) is a neuro-developmental condition that has frequently been pathologised in career research and broader society to date. The study seeks to reframe such assumptions through a qualitative positive-focused exploration of career stories of ADHD adults, elicited through a strength-focused technique with wide applicability for coaching and other career-based development activities.

Situated in a strength-focused coaching psychology paradigm, the authors undertook semi-structured interviews with 17 participants, using an adapted feedforward interview technique (FFI) rooted in positive psychology (PP), to investigate individuals' strengths and successful career experiences.

Narrative thematic analysis of the transcripts identified two core themes: “the paradoxical nature of strengths” and “career success as an evolving narrative”. The participants described how they have achieved career success both “in spite of” and “because of” ADHD. The use of the FFI demonstrated a helpful and easily taught method for eliciting personal narratives of success and strengths, an essential foundation to any coaching process.

This research provides a nuanced overview, and an associated conceptual model, of how adults with ADHD perceive their career-based strengths and experiences of success. Further, the research shows the value of using a positive psychological coaching approach when working with neurominority individuals, using a successful adaptation of the FFI. The authors hope that the documentation of this technique and the resulting insights will offer important guidance for managers as coaches and internal and external career coaches, as well as providing positive and relatable narrative resources for ADHD adults.

This article aims to focus on deaths by suicide in relation to UK welfare reform as a case study to question one of suicidology’s most dominant theories – the Interpersonal Theory of Suicide (Joiner, 2005) and its influential ideas on “perceived burdensomeness” – as well as wider ideologies on suicide and mental health reflected in this approach.

This article draws on evidence from disabled people’s campaigning groups (primary sources) and research literature (secondary sources), which shows the negative psychological impact of burden discourse and how this shows up in people’s accounts of feeling suicidal, in suicide notes and in family accounts of those who have died by suicide. It uses this evidence to problematise the Interpersonal Theory of Suicide (Joiner, 2005), specifically its ideas about “burden” as an individual misperception, and the assumption that suicide is always the outcome of mental health problems.

The findings highlight the systemic, intersectional and cumulative production of suicidality by governmental “welfare reform” in the UK, through positioning welfare claimants as “burdens” on society. They show that by locating the problem of burdensomeness in individual “misperceptions”, the Interpersonal Theory allows the government’s role in crafting stigmatisation and conditions of suicidality to be overlooked and to be reproduced.

The article raises urgent ethical questions about the application of approaches, such as the Interpersonal Theory of Suicide, to benefits-related suicides and calls for approaches to benefits-related harm and suicide to be rooted in social and disability justice.

The purpose of this paper is to explore student experiences of learning from mental health service users and carers.

In total, 30 clinical psychology trainees and ex-trainees took part in an online survey (n=21) or focus group (n=9). Responses were analysed using interpretative thematic analysis.

A number of themes were identified. There were two pre-conditions of learning: valuing the teaching and emotional arousal. Participants’ learning experiences were characterised by cognitive and meta-cognitive processes: active learning, reflection, increased attention and vivid memories. Furthermore, participants might have a meta-cognitive experience of having learned something, but being unsure what that something was. Participants reported learning about the lives of service users, about themselves and about the wider societal context for people with mental health difficulties.

In order to facilitate learning students should value the input of service users. This allows them to contain and use the emotional arousal the teaching produces. Furthermore, leaving students with a feeling that something has been learned but not being exactly sure what that has been may facilitate students seeking out further opportunities for service user involvement.

Few studies have explored the process of learning from mental health service users and carers. In the current study, the emotion aroused in participants was primary. Furthermore, a new meta-cognitive experience, namely, the experience of having learned something, but not being sure what has been learned, has been identified.