Theodore Stickley

Empathy and nurse education

It is widely accepted that the ability of nurses to empathise with their patients is a desirable quality. There is however little discussion of the implications of this for nurse educators. This article reviews the nursing and counselling literature related to empathy. We begin with an exploration of different perspectives of empathy; from its behavioural and measurable characteristics to its less tangible, intuitive qualities. By drawing upon both policy and research, it is clear that patients want empathic and emotionally competent nurses. Nurse educators therefore have a responsibility to provide an education that engenders empathic understanding. We explore the implications of these findings for nurse education, identifying key areas for consideration in the preparation of emotionally skilled, empathic student nurses.

The British research evidence for recovery, papers published between 2006 and 2009 (inclusive). Part One: a review of the peer-reviewed literature using a systematic approach.

This paper is the first in a series of two which reviews the contemporary British evidence-base relating to recovery in mental health over a 4-year period. This review uses a systematic approach analysing the British peer-reviewed literature relating to recovery and mental health. The second paper in the series reviews the non-peer-reviewed literature. Recovery is not a new concept; however, it has recently become increasingly prevalent in practitioner, policy and research discourses. In total 12 papers met the inclusion criteria. Five main themes emerged from the analysis: hope and optimism, meaning to life, activities promoting recovery, definitions and discourses and implications for mental health practice. By including only peer-reviewed literature this paper is in a strong position to analyse the theoretical development of the recovery concept and highlight future directions for recovery in mental health services.

Theatre and Pedagogy: using drama in mental health nurse education

Drama is a feature of all civilisations. It has long been used as an educative tool. In this paper, the authors advocate for the use of drama in mental health nurse education. An historical overview of the relationship between drama and education is offered. Through their own experiences the authors give examples of the use of drama in the classroom. Drama challenges the power position of the participants, teacher and student alike. A humanistic framework is offered that promotes empathic understanding between all those concerned, especially the client.

The practice assessment of student nurses by people who use mental health services

This paper reports on a participatory action research project focusing upon service-user involvement in the assessment of student mental health nurses in practice. The principle of student nurses being assessed by service-users was found to be desirable in theory. However, its implementation proved to be fraught with difficulty especially with regard to the concerns about increased workload and feelings of vulnerability amongst students. It is recommended that the model of assessment should be adjusted to that of review and that a program of service-users reviewing student nurses on placement be implemented and evaluated.

Concepts of social inclusion, exclusion and mental health: a review of the international literature

Social inclusion and exclusion are concepts which have been widely associated with politics and policy in the first decade of the 2000s. People with mental health problems have become the focus of a range of social inclusion initiatives. A literature review was conducted to explore the peer-reviewed evidence relating social inclusion/exclusion and mental health. In total 36 papers were included in the review from the UK, Canada, Australia and Scandinavia. The papers had used a range of different approaches to research and evaluation. The included papers associated being socially included to: social roles and responsibilities such as employment, participation in social activities, environmental work and voting. Although some papers engaged in a critical discussion of the concept, many offered only simplistic accounts or definitions. Social inclusion is such a widely used term within political and policy discourses that it is surprising so little research is available within the mental health realm. There was a lack of clarity related to the concept of social exclusion and the qualitative studies focused entirely on the experiences of being excluded within an institutional or semi-institutional setting. The relationship between exclusion, inequality and injustice is identified and the relevance of the concept to current and future mental health policy is questioned.

The British research evidence for recovery, papers published between 2006 and 2009 (inclusive). Part Two: a review of the grey literature including book chapters and policy documents

This paper is the second in a series of two which reviews the current UK evidence base for recovery in mental health. As outlined in the previous paper, over the last 4 years a vast amount has written about recovery in mental health (approximately 60% of all articles). Whereas the first review focused on the peer-reviewed evidence; this paper specifically focuses on the grey/non-peer-reviewed literature. In total, our search strategy yielded the following: 3 books, a further 11 book chapters, 12 papers, 6 policy documents and 3 publications from voluntary sector organizations. Each group of publications was analysed for content, and they are discursively presented by publication group. The findings are then presented as themes in the discussion section. The themes are: social, historical and political critique; philosophy of hope for the individual; individual identity and narrative; models and guidance for mental health practice. We conclude that there is a need for both empirical research into recovery and a clearer theoretical exposition of the concept.

Stories from the streets: people's experiences of homelessness.

This study explores how people speak about their experiences of homelessness, and how these experiences have affected their identity claims and their mental health. The mental health of the homeless population is a growing concern for the UK government and non-governmental agencies. There is however, little research looking at the mental health needs of homeless people and their experiences. For this study, a qualitative, narrative approach was used. Eight people were interviewed who described themselves as homeless. The subsequent data were analysed through a narrative analysis process paying particular attention to how people construct their identities. Although each participant is homeless, they speak about their experiences very differently. Peoples identities have been affected by their experiences, and because of the trauma and indignity of homelessness, their identities have had to be reshaped. While it might be considered normal for peoples identities to relate to families and occupation, homeless people construct identities around illness, drugs and exclusion. Experiences of homelessness negatively affect peoples sense of identity to destructive proportions. Nevertheless, participants demonstrate a way of coping by forming strong opinions about policy and service provision.

The meaning of art to people who use mental health services

Aims: This article reports upon a research study which explored the significance of art to people who use mental health services. Method: A narrative approach to data collection was chosen as the most appropriate method of gaining in-depth stories regarding the significance of art to the person. This involved the implementation of arts based workshops and in-depth individual follow-up interviews. Results: The study offers a contribution to the debate surrounding the most appropriate research methods for identifying the relationship between the arts and health. The findings give an indication of the unique and complex meaning attached to art. It is evident that creativity represents an integral aspect of the person’s perception of themselves and that for many it is an essential component of the way they wish to live their life. The multiple benefits described by participants suggest the need for the development of creative resources within statutory mental health care, thus complementing medically based interventions. Conclusion: A research approach that is creative and consistent with empowering and inclusive practice has been employed in this study. Furthermore, greater attention in research methods to the often neglected area of people’s stories is advocated. Historically, in mental health care, people have felt oppressed by statutory service providers. Narrative approaches in research enable the person to become centre-stage, and, as a parallel to creative expression, the person is given a voice.

The arts, identity and belonging: A longitudinal study

The aim of the research was to elicit and understand how people told their stories of their involvement with a community arts programme promoting mental health. Using a narrative approach, the research included interviews with 11 participants who were interviewed up to three times over a one-year period. The data were subject to a narrative analysis, incorporating thematic, event and relational analysis. Partial individual narratives from four participants are presented. Findings reveal that the project facilitated new personal, social and occupational opportunities for participants. Policies to promote the arts and health agenda in the UK do not adequately convey the significance of the possible outcomes of such initiatives. Whilst social inclusion has been heralded as a positive outcome for people who use mental health services, the desirability and understanding of the concept is not consensually agreed. Involvement in community arts activities may stimulate changes in identity and social belonging.

Art in Mind: implementation of a community arts initiative to promote mental health

The arts and health agenda has experienced considerable expansion in the UK in recent years, against a backdrop of increasing social inequality and rising incidence of mental health problems. This paper explores the role of community arts in combating social and mental health inequalities as exemplified by one particular project, Art in Mind, in Nottingham, which is funded by Englands New Deal for Communities programme and is designed to promote mental health. In describing Art in Minds conceptualisation and implementation, attention is given to the importance of developing community networks that are designed to build social capital for participating groups and individuals, in order to combat health and social inequalities.