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Background: Self-stigma (the internalisation of negative stereotypes) is known to reduce help-seeking behaviours and treatment adherence in people who have a mental illness, resulting in worsening health outcomes. Moreover, self-stigma diminishes self-esteem and self-efficacy, and leads to higher levels of depression. Half of all lifetime cases of mental illness have manifested by the age of 14, and therefore young people are vulnerable to the negative impact of suffering mental illness self-stigma. While literature in this field has been flourishing in recent years, mental illness self-stigma remains poorly understood in youth. It is important that we seek to understand what is currently known about mental illness self-stigma in young people, and subsequently use this information to guide future research to advance knowledge of this topic. To date, a scoping review which maps the available literature on mental illness self-stigma in young people has yet to be conducted. Here, we outline the protocol for a scoping review on mental illness self-stigma in young people. Methods: This protocol outlines the process of conducting a scoping review of primary research concerning mental illness self-stigma in young people. The Joanna Briggs Institute guidance on best practice for conducting a scoping review will utilised throughout. A systematic search of appropriate databases will be conducted which will allow for a two-step screening process and data charting. Inclusion criteria for this review dictates that eligible studies will i) include a population within the age range of 10-35 (or mean age within this range), ii) include the term self-stigma or internalised stigma relating to mental health/illness/disorder, iii) be primary research, iv) be published post-2009 (following the seminal study by Moses, 2009) and v) be published in English. Discussion: The findings of the scoping review outlined in this protocol will be used to inform future research which aims to explore self-stigmatising attitudes and beliefs of young people experiencing mental illness. This research will result in co-produced, impactful resources for young people on the topic of mental illness self-stigma with the aim of raising awareness and stigma reduction.

This paper examines the requirement for, and benefits of, multi-modal information presentation in cockpit warning systems. It also attempts to provide an account of the nature and levels of processing involved when information from one source is integrated with a supposedly redundant additional source to provide a performance gain in choice reaction time (RT) tasks, and its applicability to other cockpit systems. An experiment is described which used warning/caution ‘icons’ (pictorial representations of danger situations) and verbal warning messages, both singly and in combination. The visual icons were generated by RAF aircrew, using an iterative design process, as being meaningful pictorial representations of real-world warnings. Subjects were required to identify whether the situations presented warnings i.e. high priority/immediate action or cautions i.e. low priority/immediate awareness. The results obtained showed a significant decrease in response latencies when correlated bi-modal information was given as compared to the uni-modal conditions. The high level of abstraction of these icons strongly implied that the performance gains occurring must be as the result of the integration of ‘information’ rather than ‘data’. Subjective Situational Awareness Rating Technique (SART) scores also showed that benefits may also be accrued through reduced workload and increased depth of understanding. The results of these experiments are considered in terms of current Information Processing and Neural Network theories and an attempt to provide a cognitive model of this integrality effect is also described.

The open science movement has developed out of growing concerns over the scientific standard of published academic research and a perception that science is in crisis (the “replication crisis”). Bullying research sits within this scientific family and without taking a full part in discussions risks falling behind. Open science practices can inform and support a range of research goals while increasing the transparency and trustworthiness of the research process. In this paper, we aim to explain the relevance of open science for bullying research and discuss some of the questionable research practices which challenge the replicability and integrity of research. We also consider how open science practices can be of benefit to research on school bullying. In doing so, we discuss how open science practices, such as pre-registration, can benefit a range of methodologies including quantitative and qualitative research and studies employing a participatory research methods approach. To support researchers in adopting more open practices, we also highlight a range of relevant resources and set out a series of recommendations to the bullying research community.

Purpose-The purpose of this paper is to provide a profile of Rachel Taylor. Design/methodology/approach-Rachel provides a short biographical account and is then interviewed by Jerome. In her biography she discusses her search for happiness and belonging. Findings-Rachel talks about focussing on what we are good at, what we love and how discovery can ignite that spark of hope that there can be better than what has gone before. Research limitations/implications-Rachel's story shows the potential that lies not just within some of us, but all of us. It is but one story, but its message is sure to touch many. Practical implications-How do services promote hope and build resilience and wellbeing? While another service user said recovery was about "coping with your illness and having a meaningful life," (McManus et al, 2009), services have perhaps focussed too much on symptom reduction and not enough on helping people find meaning and purpose.