Despite growing evidence of the effects of social media on the mental health of adolescents, there is still a dearth of empirical research into how adolescents themselves perceive social media, especially as knowledge resource, or how they draw upon the wider social and media discourses to express a viewpoint. Accordingly, this article contributes to this scarce literature. Six focus groups took place over 3 months with 54 adolescents aged 11-18 years, recruited from schools in Leicester and London (UK). Thematic analysis suggested that adolescents perceived social media as a threat to mental wellbeing and three themes were identified: (1) it was believed to cause mood and anxiety disorders for some adolescents, (2) it was viewed as a platform for cyberbullying and (3) the use of social media itself was often framed as a kind of 'addiction'. Future research should focus on targeting and utilising social media for promoting mental wellbeing among adolescents and educating youth to manage the possible deleterious effects.

The growing prevalence of adolescent mental disorders poses significant challenges for education and healthcare systems globally. Providers are therefore keen to identify effective ways of promoting positive mental health. This aim of this qualitative study was to explore perceptions that social media might be leveraged for the purposes of mental health promotion amongst adolescents aged between 11 and 18 years. Utilizing focus groups conducted with adolescents (N = 54), educational professionals (N = 16) and mental health practitioners (N = 8). We explored their views about the value of social media for this purpose. Three themes were identified. First, social media appears to have potential to promote positive mental health. Second, adolescents frequently utilize social media and the internet to seek information about mental health. Finally, there are benefits and challenges to using social media in this way. We conclude that despite challenges of using social media and the risks, social media does offer a useful way of educating and reaching adolescents to promote mental wellbeing.

The mental health of adolescents is a salient contemporary issue attracting the attention of policy makers in the UK and other countries. It is important that the roles and responsibilities of agencies are clearly established, particularly those positioned at the forefront of implementing change. Arguably, this will be more effective if those agencies are actively engaged in the development of relevant policy. An exploratory study was conducted with 10 focus groups including 54 adolescents, 8 mental health practitioners and 16 educational professionals. Thematic analysis revealed four themes: (1) mental health promotion and prevention is not perceived to be a primary role of a teacher; (2) teachers have limited skills to manage complex mental health difficulties; (3) adolescents rely on teachers for mental health support and education about mental health; and (4) the responsibility of parents for their children’s mental health. The research endorses the perspective that teachers can support and begin to tackle mental well-being in adolescents. However, it also recognises that mental health difficulties can be complex, requiring adequate funding and support beyond school. Without this support in place, teachers are vulnerable and can feel unsupported, lacking in skills and resources which in turn may present a threat to their own mental well-being.

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This article explores the negotiation of fan identity within two internet-based fan communities (the television fan site City of Angel and videogame fan site Silent Hill Heaven) in responses to two destabilizing events (the ‘Save Angel’ campaign and the release of the Silent Hill film). The article explores three aspects of the posting activity relating to these events: the ways that members, at times, constitute what it is to be a fan through the reification of their own agency; the ways that posters conceptualize external threats to their own interests; and the ways that they respond to internal challenges to the stability of these settings. Developing a relational approach to the study of fan identity, the article examines how these moves are tied into ongoing struggles for legitimacy within these sites.

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In rejecting the ultimate authority of proceduralised ethics and instead emphasising the ongoing complexity of ethical manoeuvring, writing on ethics-as-process often presents the individual researcher as the authentic locus of ethical practice. This article seeks to distance from such humanist tendencies. It aims to shift attention away from the experience of the ethical researcher to consider, rather, the fixing of ethical stances in accounts of activity. Arguing for a comparative approach to the empirical, accounts of two different activities are examined: online research and online media consumption. A framework for describing the anchoring of ethical positions across these texts is introduced, one that challenges the achievement of ethical 'security' in research. It is argued that claims that the researcher is an authentic point of access to an ethical truth must give way to a consideration of the modes by which ethical claims are made.

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