Andy Bell reflects on a recent peer research study and shares the steps that any mental health service can take to help people reclaim their rights, their personhood, and their equal citizenship.
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Sofiia Kornatska reviews a qualitative study on the importance of child-staff therapeutic relationship in the Children and Young People’s Secure Estate, which offers insights into the implementation of the SECURE STAIRS trauma-informed framework that has been commissioned by NHS England across these settings.
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A group of UCL masters student review a multi-centre study on socio-economic disparities in patients who present to hospital for self-harm in England, which found large variations in patients characteristics and pre-self-harm experiences.
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A group of UCL MSc students summarise a US study on the association of everyday discrimination with depression and suicidal ideation during the pandemic.
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In her debut blog, Dr Huong Le evaluates a UK population-based retrospective cohort study investigating the impact of early childhood disadvantage on a variety of adverse health and educational outcomes in adolescence.
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Jon Paul Teo considers the recently published Lancet Series that brings together evidence on how racism, xenophobia and discrimination can impact on our health.
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Educational practitioner and researcher, Aleem Nisar, writes about the people and places in our communities that can help to diversify our research and ensure that mental health services reach those most in need.
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Kam Bhui reviews a conceptual framework developed to understand structural racism and suicide prevention for ethnoracially minoritised youth in the United States.
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Andy Bell summarises work by the Mental Health Policy and Research Unit looking at improving the social circumstances of people with mental health conditions. The study finds the most robust and compelling evidence available relates to gaining paid employment and tackling homelessness.
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Ian Kelleher considers a new systematic review of papers from across the world, which looks at the enduring gap in educational attainment for people with schizophrenia.
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