The treatment of eating disorders (EDs) presents many challenges. Therapists' reactions towards clients (countertransference) may further complicate treatment. Countertransference may be partially due to the therapist's own vulnerabilities. Due to the personal connection to the work, countertransference towards ED clients may be pronounced among therapists with eating disorder lived experience (EDLE). Previous research indicates that 25-50% of ED therapists have EDLE; yet, minimal research examines how therapists negotiate their experiences while treating ED clients. The existing literature largely operates from the assumption that EDLE is a liability. While therapists with EDLE have some distinct challenges, therapists with EDLE may also have a unique perspective to offer the ED profession. The present study sought to understand how therapists with EDLE use their EDLE as a resource in their clinical work with ED clients. The study was guided by the theoretical frameworks of social constructivism and symbolic interactionism, as well as the person-of-the-therapist clinical training philosophy. Using constructivist grounded theory methodology, semi-structured interviews (Mtime = 89 minutes) were conducted with 22 therapists with EDLE, who work with ED clients. Participants explored how they use and manage their EDLE during key tasks of treatment with their ED clients. Results revealed that therapists engaged in two, interconnected constellations of processes (systems) in order to use and manage their EDLE in clinical practice. The first system (The Central System) helps therapists transform their personal experiences into clinical guidance that they can use to inform their work. The second system (The Checks and Balances System) helps the therapist find a balance between connecting with the client, while also allowing for differences of experiences to emerge. Lastly, personal processes (personal meaning making, values surrounding authenticity, and stigma surrounding EDLE), existing outside of these systems, were also found to impact the ways in which therapists use and manage themselves. Findings have implications for the EDLE literature, by providing novel ways therapists can use their EDLE. Findings also have implications for the POTT framework by exploring how POTT can be adapted for therapists who share lived experiences with their clients. A POTT-EDLE is proposed for training therapists with EDLE. / Doctor of Philosophy / The treatment of eating disorders (EDs) presents many challenges (e.g., frequent comorbidity, high rates of relapse, and the life-threatening nature of the disorder). Therapists' reactions towards clients (countertransference) may further complicate treatment. Countertransference (e.g., worry, frustration, hopelessness) may be partially due to the therapist's own unresolved issues and vulnerabilities. Due to the personal and professional connections to the work, countertransference towards ED clients may be particularly pronounced among therapists with eating disorder lived experience (EDLE). Previous research indicates that 25-50% of ED therapists have EDLE; yet, minimal research examines how therapists use and manage their experiences while treating ED clients. The existing literature largely operates from the assumption that EDLE is a liability and therapists with EDLE are working from a deficit. While therapists with EDLE have some distinct challenges, therapists with EDLE may also have a unique perspective to offer the ED profession. The study sought to understand how therapists with EDLE use their EDLE as a resource in their clinical work with ED clients. Interviews were conducted with 22 therapists with EDLE who work with ED clients. Results revealed that therapists engaged in two systems in order to use and manage their EDLE in clinical practice. The first system (The Central System) helps therapists transform their personal experiences into clinical guidance that they can use to inform their work. The second system (The Checks and Balances System) helps the therapist find a balance between connecting with the client, while also allowing for differences of experiences to emerge. The Central System and The Checks and Balances System work in tandem in order for the therapist to both use and manage their EDLE. Results describe the multiple processes informing these systems. Lastly, personal processes (personal meaning making, values surrounding authenticity, and stigma surrounding EDLE), existing outside of these systems, were also found to impact the ways in which therapists use and manage themselves. Findings have clinical and training implications for how therapists with EDLE can use and manage their EDLE to inform their clinical work with ED clients.

In "Who are You," I narrate seven vignettes of my lived experiences from childhood through the beginning of my Ph. D. I examine how they directly relate to the relationships I build with my students as a teacher in an urban public high school. I deconstruct how my experiences push me to break standard professional teacher boundaries in order to support and advocate for my students. I discuss the realities of my lived experiences and the impact they have had on me personally, educationally, and professionally. I explain my choice for using narrative vignettes tied to the Lewis Carroll novels Alice in Wonderland and Through the Looking Glass and their connection with my adolescent and professional experiences. I explain my choice of autoethnography as my method and how I have come to terms with the vulnerability necessary to successfully use this genre of qualitative research while learning about the difficulties and benefits of the method. In "Where Soul Meets Body," I reflect on occurred during those experiences, and how they shaped the person and the teacher I am today. I reflect on the collapse of family, the effects of divorce on my actions, the seeking of solace and emotional repair, the effects of abusive relationships, the changes in my identity, the rebuilding of my identity, and the impact of my lived experiences on my teaching pedagogy. I reflect on the need for transparency and vulnerability in teaching. I explore how the acceptance and realization of my lived experiences has a deep impact on personal pedagogy, practices, and meaningful relationships with students, specifically in an urban school setting. I explore how my personal experiences intertwine with my students' personal experiences and how all teachers need to acknowledge the importance of transparency and vulnerability in their pedagogy. / Doctor of Philosophy / In "Who are You," I narrate seven stories from my life. I begin with my childhood and continue through the beginning of my Ph. D. I look at how they directly relate to the relationships I build with my students as a teacher in a public high school. I take apart how my experiences help me to support and advocate for my students. I discuss how my experiences influenced me personally, educationally, and professionally. I write about why I chose to use stories and why I used the Lewis Carroll novels Alice in Wonderland and Through the Looking Glass to connect them with my adolescent and professional experiences. I explain why I chose to use a research method that is completely a reflection of myself. I also discuss how I have come to terms with being vulnerable necessary to successfully when writing about oneself. In "Where Soul Meets Body," I look at what ac during those experiences, and how they shaped the person and the teacher I am today. I reflect on how my family changed and how my parent's divorce caused a change in my personality and actions. I also look at how I began to look for relationships I thought I had lost due to my parent's divorce. I explore abusive relationships and how I was able to heal from those relationships. I talk about the need for teachers to be open with who they are as teachers. I write about how my life often is similar to what my students experience and how it is helpful if all teachers include self-reflection as part of their teaching practice. urban school setting.

Bakgrund: Obesitas är ett medicinskt tillstånd med överdriven fettansamling i kroppen vilket ökar risken för hälsoproblem. Body Mass Index (BMI) används för att ställa diagnos. Orsakerna till obesitas inkluderar genetiska faktorer och beteendemönster. Negativa fördomar från sjukvårdspersonal kan hindra personer att söka vård. Syfte: Syftet var att undersöka individers erfarenheter av att leva med obesitas. Metod: Litteraturstudie används för att sammanställa kvalitativ forskning om individer med obesitas. Engelskspråkiga peer-reviewed artiklar mellan 2015 och 2023 fokuserade på erfarenheter av obesitas. 11 utvalda artiklar analyserades. Detta resulterade i övergripande insikter om livet med obesitas. Resultat: Det framkommer tre teman i resultatet: ”Beteendemässiga hinder och strategier i vardagen”, ”Att möta fördomar men att få personcentrerad vård” och ”Strävan efter inre harmoni”. Litteraturstudien visar på starka känslor av skam och utanförskap hos individer med obesitas på grund av samhällets stigmatisering. De möter negativt bemötande både i vardagen och inom vården vilket försämrar deras välbefinnande. Konklusion: Sjuksköterskor har en viktig funktion i att förebygga ohälsosamma matvanor genom stöd. Ett samarbete mellan yrkesgrupper är av betydelse för att stödja individer med obesitas. Negativa fördomar från sjukvårdspersonal kan negativt påverka individer med obesitas. Ett stöd från hälso- och sjukvården kan öka motivationen för livsstilsförändringar och självacceptans. / Background: Obesity is a medical condition characterized by excessive fat accumulation in the body, increasing the risk of health problems. Body Mass Index (BMI) is used for diagnosis. The causes of obesity include genetic factors and behavioral patterns. Negative biases from healthcare professionals can prevent individuals from seeking medical care. Aim: The purpose of the study was to investigate individuals experiences of living with obesity. Method: Literature review is used to compile qualitative research on individuals with obesity. English-language peer-reviewed articles between 2015 and 2023 focusing on experiences of obesity. 11 selected articles were analyzed, resulting in overarching insights into life with obesity. Findings: The result reveals three main themes: “Behavioral barriers and strategies in everyday life”, “Facing prejudices but receiving person-centered care” and “Striving for inner harmony”. The literature study reveals strong feelings of shame and exclusion among obese individuals due to societal stigmatization. They encounter negative treatment both in everyday life and within healthcare which worsens their well-being. Conclusion: Nurses play a crucial role in preventing unhealthy eating habits through support. A collaboration between professions is important to support individuals with obesity. Negative biases from healthcare professionals can adversely affect individuals with obesity. A support from healthcare providers can enhance motivation for lifestyle changes and self-acceptance

In the wake of declining student performance and interest in science education, efforts to improve the quality of science teaching have intensified, including physics education. A recurring proposal to improve physics teaching is the use of formative assessment. Policy reforms tend to view the implementation of formative assessment as easy, but studies indicate that integrating these strategies into teachers’ practices can be challenging.   Using a phenomenological approach and hermeneutic reflections, the present study explores the opportunities and challenges that teachers’ and students’ experience when implementing formative assessments in the physics classroom. For example, teachers may encounter resistance from their students and colleagues with different expectations of physics teaching, limiting teachers’ opportunities to ‘break free’ from established traditions. However, the study also highlights opportunities for physics teachers to evolve by taking risks and embracing formative assessment as an overarching learning assessment approach.   Furthermore, the present study confirms the results of previous research indicating that students may see assessment rubrics in a positive light as their use can clarify teachers’ expectations and reduce uncertainty in this regard. However, the results of the present study also show that students may approach rubrics only as mechanical and strategic tools to obtain their desired grades, which risks conveying the message to students that physics knowledge is quantitative in nature. The students’ experiences also demonstrated that the use of rubrics could cause stress and anxiety, limiting the formative potential of rubrics.  The results of the study are discussed in relation to the support that teachers and students need in implementing formative assessment and rubric use, and they have implications for teachers’ assessment literacy, including their ability to implement formative assessments in relation to different purposes of physics teaching. One conclusion is that teachers’ and students’ lived experiences of formative assessment and rubric use need to be understood in relation to the wider context of their lifeworlds, which is marked by an increased focus on performance and results. This is crucial so that teachers and students would not be portrayed as the problems when investments in formative assessment do not meet expectations.

Bakgrund: Postoperativt delirium (POD) är ett allvarligt tillstånd som kan bidra till betydande negativa konsekvenser på både individ- och samhällsnivå. Samtidigt visar forskning att sjuksköterskor saknar kunskaper om tillståndet och känner sig osäkra i omvårdnaden relaterat till dessa patienter. Att undersöka patienternas upplevelser av POD, kan bidra till ökade kunskaper om fenomenet och i sin tur en bättre omvårdnad. Syfte: Syftet med denna litteraturstudie var att beskriva patienters upplevelser av postoperativt delirium. Metod: Resultatet baserades på åtta kvalitativa studier. Artikelsökningarna genomfördes i databaserna Cinahl, Pubmed och Scopus. Analysen utfördes med inspiration från Fribergs femstegsmodell. Resultat: Från analysen framkom fem huvudkategorier: ’’De befann sig i en förvirrande värld’’, ’’De upplevde sig isolerade och maktlösa’’, ’’De upplevde en närvaro av döden’’, ’’De upplevde ett känslomässigt kaos’’ och ’’Visuella intryck påverkade upplevelsen av delirium både positivt och negativt” Konklusion: Litteraturstudiens resultat visade att upplevelsen av POD kunde vara skrämmande och medförde en känsla av maktlöshet. Sjuksköterskan samt anhöriga hade en betydande roll för tryggheten i upplevelsen. Det behövs vidare forskning om stöd i efterförloppet av POD och undersökningar om preoperativ information. / Background: Postoperative delirium (POD) is a serious condition that can contribute to significant negative consequences at both an individual and societal level. At the same time, research shows that nurses lack knowledge about the condition and feel uncertain in the caring for these patients. A survey about patients' experiences of POD can contribute to increased knowledge of the phenomenon and may result in better care. Aim: The aim of this study was to describe patients' experiences of postoperative delirium. Methods: The result was based on eight qualitative studies. The article searches were performed in the databases Cinahl, Pubmed and Scopus. The analysis was conducted with inspiration from Friberg's five-step model. Results: The analysis revealed five main categories: ''They were in a confusing world'', ''They felt isolated and powerless'', ''They experienced a presence of death'', ''They experienced emotional chaos'' and "Visual impressions influenced the experience of delirium both positively and negatively" Conclusion: The results of the literature study showed that the experience of POD could be frightening and entailed a feeling of powerlessness. The nurse and relatives had an important role in helping the patients feel safe. Further research is needed on support in the aftermath of POD and investigations on preoperative information.

Women student veterans have been an understudied student population for decades. Although researchers have explored women student veterans' transition to higher education from the military, challenges relating to their peers, and mental health and service-related disabilities, there is virtually no literature on their lived experiences in the college classroom (Atkinson et al., 2018). The field lacks research on the narratives and counternarratives of the women student veterans' lived experiences in the classroom and on campus, and how their gender and veteran identities add to or hinder those experiences. Addressing this gap in the literature, this qualitative study explored the following research questions: 1) What experiences do undergraduate cisgender women student veterans have in the college classroom? and 2) How do gender and student veteran identity influence cisgender women student veterans' experiences in the classroom? Veteran Critical Theory (VCT; Phillips and Lincoln, 2017) was used as a guiding framework for this qualitative study. The tenets of the theory provided guiding principles that assisted in understanding and evaluating how policies, procedures, and practices in the military and higher education marginalize and oppress women student veterans. Narrative inquiry was used as the methodological approach for data collection and analysis, which allowed the women student veterans to express themselves and their lived experiences through dialogue and stories (Creswell, 2014). Participants included seven undergraduate women student veterans (five from large, public research universities, and two from community colleges), between the ages of 23 to early forties, and were veterans from various branches of the military (Air Force, Army, and Marine Corps). Data was collected through a participant questionnaire and semi-structured interviews and analyzed using initial and second-cycle coding procedures. In response to the study's first research question (What experiences do undergraduate cisgender women student veterans have in the college classroom?), the theme of classmates emerged with the sub-themes of organic reveals, microaggressions, indifference, inability to relate, and ignorance. The participants shared they refrained from informing their classmates of their veteran identity unless it came up organically in conversation. They also shared that on occasion, when they did share their veteran identity, they experienced various forms of microaggressions or indifference. The participants described their inability to relate to their civilian peers due to differences in age, marital/parental status, and general life experiences. The participants also shared their frustrations regarding their classmates' ignorance of veterans and the military. Another theme that emerged was faculty and included sub-themes of indifference and positive interactions. The participants discussed how they only revealed their veteran status to their faculty if it came up organically in class conversation, and their faculty responded either positively or were indifferent to the news. None of the participants had negative experiences with their faculty regarding their veteran identity or military affiliation. Several participants spoke of specific positive interactions they had experienced with faculty members and how those interactions had a lasting and influential impact on their classroom and academic experiences. The final theme that emerged was experiences with the campus environment beyond coursework, which included sub-themes of "veteran-friendly" campus, disability support services, "you don't look like a veteran," and liberal environment. Regarding having a "veteran-friendly" campus, participants described having both positive and negative experiences. Many mentioned they did not participate in veteran-related activities on campus due to their busy schedules, and they also did not know of other women veterans on campus. Some described the ease of using their GI Bill benefits, while one participant talked about the gender inequity of having to rush against the clock to finish classes before her GI Bill benefits expire due to multiple stop-outs from having her children. A couple of participants also described their experiences working with disability support services on campus. One participant had a positive, easy, and simplistic experience obtaining an accommodation letter for her military-related disabilities, while another participant described multiple challenges in trying unsuccessfully to get accommodations for her military-related disabilities. The women in the study also described multiple instances where their peers on campus and other veterans in the community would comment "you don't look like a veteran" when they would reveal their veteran identity. Additionally, participants described their campuses' geographical areas as being liberal environments. Several of the women shared that they felt anti-military and anti-veteran sentiments from their classmates while on campus, resulting in their desire to "blend in" and not advertise their veteran identity. When referring to campuses being liberal environments, the findings in the study also found that the participants were not referring to a geopolitical ideology, but rather an undercurrent of privilege and a negative peer culture that exists on campus. In response to the second research question (How do gender and student veteran identity influence cisgender women student veterans' experiences in the classroom?), several themes emerged: gender identity, sexism, and veteran identity. The first theme, gender identity, was a consistent theme throughout each of the participant's interviews. They described how being a woman had a significant impact in their military experience as they experienced various forms of gender inequities, sexual harassment and assault, as well as having to work twice as hard to earn respect and acknowledgements. The women also discussed how those experiences impacted their desire to want to "blend in" on their campuses and be "regular" students. Although they shared that being a woman in class made no real difference in their in-class experiences, the findings showed that gender played a key role in the way they approached their veteran identity, which influenced how they engaged with their classmates and faculty in the classroom and on campus. The participants did clarify, however, that they felt age, marital status/parental status, and a difference in general life experiences from their civilian peers were more influential to their classroom experiences than their gender. The next theme that emerged was sexism. The participants discussed how they experienced various forms of sexism and gender inequities in the military. They shared numerous anecdotes of their experiences in the military due to their gender. Another theme that emerged was veteran identity. Three sub-themes also emerged: blending in, fear, and reactions to "thank you for your service." With regard to blending in, the participants described their desire to blend in on their campuses and not advertise their veteran status. The second sub-theme of fear was in reference to the participants' feelings when anticipating the responses of their civilian classmates and faculty after revealing their veteran identity. The third sub-theme that emerged was reactions to "thank you for your service". Several participants discussed how the well-intentioned statement of gratitude makes them uncomfortable because they do not know how to respond. Overall, the participants described how they typically felt the need to keep their veteran identities to themselves unless it came up organically in conversation, but their veteran identity was not as salient as some of their other identities (i.e., student, mother, friend, etc.). In conclusion, this study offers implications and recommendations for policy and practice. These include training faculty and staff on veterans and military culture; providing additional resources and staff for on-campus resources like veteran resource centers and disability support services, improving classroom environments, peer culture and the liberal environment, and improving campus policies and procedures to better support student veterans. Further research should explore how to better serve women student veterans on college campuses, undergraduate women student veterans from other parts of the country and other types of higher education institutions; and the harmful effects of "thank you for your service" and similar comments. / Doctor of Philosophy / Women student veterans have been an understudied student population for decades. Although researchers have explored women student veterans' transition to higher education from the military, challenges relating to their peers, and mental health and service-related disabilities, there is virtually no literature on their lived experiences in the college classroom (Atkinson et al., 2018). The field lacks research on the narratives and counternarratives of the women student veterans' lived experiences in the classroom and on campus, and how their gender and veteran identities add to or hinder those experiences. Addressing this gap in the literature, this qualitative study explored the following research questions: 1) What experiences do undergraduate women student veterans have in the college classroom? and 2) How do gender and student veteran identity influence women student veterans' experiences in the classroom? Seven participants participated in an interview where they shared details about their experiences serving in the military, interacting with civilians as veterans, and their experiences in college classrooms and on campus. In response to the study's first research question (What experiences do undergraduate women student veterans have in the college classroom?), the findings included the theme of classmates with the sub-themes of organic reveals, microaggressions, indifference, inability to relate, and ignorance. Regarding the second research question (How do gender and student veteran identity influence women student veterans' experiences in the classroom?), several themes emerged: gender identity, sexism, and veteran identity. The theme of veteran identity also included sub-themes of fear and participants' negative reactions to the phrase, "thank you for your service." This study offers implications and recommendations for policy and practice and recommendations for further research. Such efforts may not only assist in the support of women student veterans, but all student veterans and other marginalized and underrepresented students.

Bakgrund: Fibromyalgi omfattar upp till tre procent av befolkningen och cirka 90 procent är kvinnor som drabbas av FM. Orsaken till sjukdomen är ännu okänd. Det finns inte någon specifik diagnostisk metod utan diagnosen ställs utifrån patientens subjektiva upplevelser. Behandlingen är individuell och anpassas till patientens specifika symptom såsom smärta, depression eller sömnsvårigheter. Sjuksköterskor behöver öka sin kunskap om fibromyalgi för att främja patienternas hälsa och psykiska välmående. Syfte: Studiens syfte var att belysa personens upplevelser att leva med fibromyalgi. Metod: En litteraturstudie gjordes av åtta vetenskapliga artiklar från databaserna PubMed och Cinahl Complete. De åtta valda artiklarna analyserades och sammanställdes med avseende på likheter och skillnader. Det bildade fyra huvudteman och fem underteman. Resultat: I resultatet framträdde att personer med FM upplevde olika fysiska och psykiska utmaningar och svårigheter som påverkade deras familjeliv, sociala liv och arbetsliv. Vidare att de möttes av misstro, bristande kunskap och förståelse och stigmatisering g ällande deras tillstånd, både från sin omgivning och vården. Vikten av familjens stöd, både praktiskt och emotionellt, betonades av deltagarna. Könsaspekter indikerade att både män och kvinnor hade liknande upplevelser av FM, även om deras perspektiv och å sikter skiljde sig åt. Slutsats: Sammanfattningsvis, från patientens perspektiv, är FM mer än bara ett smärtsamt tillstånd, det är kopplat till flera symtom och har en betydande negativ inverkan på psykisk och fysisk hälsa. Sjukdomen tvingar de som lever m ed FM att omstrukturera sina familjeliv, yrkesliv och sociala identiteter. Ett holistiskt tillvägagångssätt vad gäller behandling och omvårdnad skulle omfatta personens somatiska och psykiska symtom på ett bättre sätt och leda till effektivare vård. / Background Fibromyalgia affects up to three percent of the population, with approximately 90 percent of women being affected by FM. The cause of the disease is still unknown. There is no specific diagnostic method, and the diagnosis is based on the patient's subjective experiences. Treatment is individualized and tailored to the patient's specific symptoms such as pain, depression, or sleep difficulties. Nurses need to increase their knowledge about fibromyalgia to promote the health and mental well-being of patients. Aim The aim of the study was to illuminate the individual's experience of living with fibromyalgia. Method A literature review was conducted on eight scientific articles from the databases PubMed and Cinahl Complete. The eight selected articles were analyzed and compiled in terms of similarities and differences. Four main themes and five subthemes were identified. Results In the results, it emerged that individuals with FM experienced various physical and mental challenges and difficulties that affected their family, social, and work lives. Additionally, they faced distrust, lack of knowledge and understanding, and stigma regarding their condition, both from their surroundings and healthcare providers. The participants emphasized the importance of family support, both practical and emotional. Gender aspects indicated that both men and women had similar experiences with FM, although their perspectives and opinions differed. Conclusions In summary, from the patients perspective, FM is more than just a painful condition; it is associated with multiple symptoms and has a significant negative impact on mental and physical health. The disease forces those living with FM to restructure their family lives, careers, and social identities. A holistic approach to treatment and care would better address the individual's somatic and mental symptoms and result in more effective healthcare.

Although Hispanics are graduating from high school at greater rates, it is not leading to college success as college graduation rates remain low. In Texas, the Hispanic population has grown to the point that one out of three of all Texans are Hispanic. A phenomenological approach to research was used to investigate the perceptions of Hispanic college students on how well their public high school prepared them for college. Through face-to-face interviews and focus group discussions, eight Hispanic college students provided insight concerning their high school experience and how it translated into college readiness. Four questions guided the study: 1) in what ways do Hispanic college students believe their public high school prepared or failed to prepare them academically for post-secondary education; 2) in what ways do Hispanic college students believe their public high school prepared or failed to prepare them culturally for post-secondary education; 3) in what ways do Hispanic college students believe their public high school prepared or failed to prepare them socio-emotionally for post-secondary education; and 4) how do Hispanic students perceive their cultural identity in regards to their high school experience. Findings revealed four themes relating to how Hispanic students perceive their high school experience prepared them for college which include, academic readiness, cultural readiness, socio-emotional readiness, and cultural identity. The research demonstrated the complex process of transitioning from high school to college for Hispanics.

Social work services prior to the COVID-19 pandemic generally preferred in-person service delivery. When the lockdowns during the COVID-19 pandemic began, social workers needed to modify their practice and pivot to a virtual delivery format to ensure safety as well as continuity of service for the individuals and communities they support. Current literature on virtual care in social work lacks clear identification of best practices for virtual care service delivery. Additionally, 1 in 5 Canadians have a disability. Given the prevalence of disability, social workers must consider how accessibility is impacted by service delivery methods. This research aims to address the gap in the literature by centering the narratives of 7 social workers who have disabilities, who both access and provide virtual care services. This research is guided by Critical Disability Theory (CDT) and the Nothing About Us Without Us movement to explore the social construction of disability within virtual care service delivery, from the perspective of those with disabilities. A focus group was conducted to elicit the experiences of these social workers. Using narrative and reflexive thematic analysis, five themes were identified: 1) digital literacy, 2) privacy, 3) factors enhancing accessibility, 4) factors challenging accessibility, and 5) practice standards in the digital domain. Reflecting on the themes identified in the data analysis, in conjunction with the literature review, a set of guiding best practices are proposed to support accessible virtual care service delivery in social work. Implications for policy and practice are discussed, as well as limitations of this research and potential directions for future research in virtual care and accessibility. / Thesis / Master of Social Work (MSW)

No / The use of first-hand service user accounts of mental illness is still limited in the professional literature available. This is, however, beginning to change, with a new ‘recovery’ focus in mental health services meaning that the voices of service users are finally being heard. Recovering from Psychosis: Empirical Evidence and Lived Experience synthesises a narrative approach alongside an evidence-based review of current treatment by including Stephen Williams’ own personal experience as it relates to psychosis, recovery and treatment. A mental health professional himself, the author’s account of his own recovery from severe mental health difficulties, without sustained intervention, challenges the orthodoxy of representation of service users in mental health. Recovering from Psychosis critically explores and reviews the current state of the art of research and knowledge about the nature and treatment of psychosis. Working simultaneously from empirical, lived experience and philosophical perspectives,Stephen Williams: Evaluates political and power related issues in professional understanding, knowledge-creation and treatment of people with psychosis; Introduces the current ‘recovery movement’, unpacking its origins and implications for the future development of ‘recovery oriented services’; Reviews, summarizes and critiques the current state of ‘recovery’ research, looking at the advantages and disadvantages of such an approach, examining how this is influencing the transformation of UK mental health services; Analyses the difficulties in organisational implementation of recovery approaches, summarises the most empirically robust approaches to practice, personal and service delivery measurement; Reviews current ‘models’ of psychosis and how various professional scientific groups explain the experience and nature of psychosis; Uses lived-experience accounts taken from the scientific literature, portraying the nature of such experiences and analysing them in the face of contemporary psychological models. Recovering from Psychosis is an essential comprehensive guide for mental health professionals, psychologists, social workers and carers, who are working with people with severe and enduring mental health difficulties diagnosed as psychosis. It addresses the practical implications of working with such difficult conditions and serves as a hopeful story of recovery for service users.