Many university students in the UK experience mental health problems and little is known about their overall mental health literacy and help seeking behaviours. This study aimed to ascertain levels of mental health literacy in UK university students and examine whether mental health literacy is associated with better mental health outcomes and intentions to seek professional care. Design/methodology/approach A total of 380 university students at a university in the south of England completed online surveys measuring multiple dimensions of mental health literacy, help seeking behaviour, distress, and well-being. Findings (mandatory) Mental health literacy in the students sampled was lower than seen in previous research. Women exhibited higher levels of mental health literacy than men and postgraduate students scored higher than undergraduate students. Participants with previous mental health problems had higher levels of mental health literacy than those with no history of mental health problems. Individuals were most likely to want to seek support from a partner or family member and most participants indicated they would be able to access mental health information online. Mental health literacy was significantly positively correlated with help seeking behaviour, but not significantly correlated with distress or well-being. Mental health literacy in UK university students 3 Practical implications Strategies, such as anonymous online resources, should be designed to help UK university students become more knowledgeable about mental health and comfortable with seeking appropriate support. Originality/value This study is the first to examine multiple dimensions of mental health literacy in UK university students and compare it to help seeking behaviour, distress, and well-being.

In critical realism, language is understood as constructing our social realities. However, these constructions are theorized as being shaped by the possibilities and constraints inherent in the material world. For critical realists, material practices are given an ontological status that is independent of, but in relation with, discursive practices. The advantage in taking a critical realist, rather than relativist, approach is that analysis can include relationships between people's material conditions and discursive practices. Despite calls to develop a critical realist discourse analysis there has been little empirical critical realist work, possibly because few have addressed the critique that critical realists have no systematic method of distinguishing between discursive and non-discursive. In this article we outline a three-stage procedure that enables a systematic critical realist discourse analysis using women's talk of motherhood, childcare and female employment as an example.

Structured Abstract:Purpose: Despite high prevalence of mental health problems, few students know where to turn to for support. The aim of this study was to gain a UK wide perspective on levels of mental

Background:Contemporary child protection systems in the UK need to be seen in light of the late nineteenth century child rescue movement, at a time of curbs in public spending, shifts in attitudes towards children's welfare and the development of social work. There are similarities in the social, institutional and legal contexts, between the nineteenth century and today, centralising 'deservedness', that determined and determines children's access to services. Objective:The current article compares historical data and practices of children in care in the UK, encompassing 1881-1918, with contemporary data and practices, through the lens of the deserving/undeserving paradigm, inherited from the Poor Law of 1834. Participants and Setting:Drawing on two data sets, namely historic children's case files (N=108), 1881-1918 from the Children's Society (a philanthropic institution) highlighting the perception of custodians, doctors, professionals, as well as children and parents, and current data from interviews with young care leavers and safeguarding practitioners (N=42), our research focuses on the most disadvantaged children with complex needs and damaging (pre)care experiences. Methods:Data is analysed using thematic content analysis, framed within critical realist ontology, taking account of stratified non-linear dynamics of processes at different levels. Results and Conclusion:In both data sets the inability to support certain children is justified by referring to their complex needs and mental health and behavioural problems., Here, the child is held accountable and placed in the 'undeserving' category and consequently misses out on help and support, highlighting a need for awareness, and reflective and reflexive practice among practitioners/professionals.

In this commentary the authors analyse how the concept of resilience can be and has been applied to Black, Asian and minority ethnic families and communities in ways that are biased, stigmatising and pathologising. They argue that current definitions of resilience need to be redefined and reconceptualised, particularly in settings dominated by White middle-class voices that define what ‘positive emotions’, ‘successful traits’ and ‘coping mechanisms’ entail. Here, through racism and flawed perceptions and interpretations of resilience and ‘othering’, members from ethnic minority communities are defined as in need of resilience support, whilst at the same time their experience of structural racism, e.g., in relation to mental health support, social/health care practices and school exclusions, is being erased. Instead, the authors argue that resilience can also mean ‘resistance’, i.e., resisting bad treatment and racism, as well as reflecting agency, identity and ownership of one’s own life and choices within this. Reframing resilience thus means taking account of multifaceted and interactive effects of personal, material, institutional and political factors that impact on behaviour, wellbeing and resilience, as well as acknowledging that the way in which ‘behaviour’ is received is by default flawed, if this is largely informed by an oppressive White middle-class viewpoint.

This article critically analyses correspondence and decisions regarding children/young people who were included in the Canadian child migration schemes that ran between 1883 and 1939, and those who were deemed ‘undeserving’ and outside the scope of the schemes. Drawing on critical realist ontology, a metatheory that centralises the causal non-linear dynamics and generative mechanisms in the individual, the cultural sphere, and wider society, the research starts from the premise that the principle of ‘less or more eligibility’ lies at the heart of the British welfare system, both now and historically. Through analysing case files and correspondence relating to children sent to Canada via the Waifs and Strays Society and Fegan Homes, I shed light on the complex interplay between morality, biological determinism, resistance, and resilience in decisions around which children should be included or excluded. I argue that it was the complex interplay and nuance between the moral/immoral, desirable/undesirable, degenerate, and capable/incapable child that guided practice with vulnerable children in the late 1800s. In judgements around ‘deservedness’, related stigmas around poverty and ‘bad’ behaviour were rife. Within this, the child was punished for his/her ‘immoral tendencies’ and ‘inherited traits’, with little regard for the underlying reasons (e.g. abuse and neglect) for their (abnormal) behaviour and ‘mental deficiencies’.

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Despite considerable quantifiable data about the circumstances of care leavers in the UK, there is less qualitative data about how these circumstances are experienced. The current article is underpinned by positioning theory, with a particular focus on the unfolding personal narratives of young care leavers in relation to their mental health and wellbeing and the role of a life-skills programme in supporting them in this respect. The research illustrates that leaving care projects, such as the one in the current study, are more focused on employment and housing issues than on addressing the mental health and wellbeing needs of young people. Our analysis of interviews with young people illustrates the ambiguity of understandings of concepts such as 'mental health' and 'wellbeing', and the complexity of responses to questioning around this area. This illustrates one of the major problems in evaluating the outputs and outcomes of such projects in terms of simplistic targets, where mental health and wellbeing are not clearly defined or understood by young people themselves. The current research provides a more complex picture. More research is needed that involves in-depth and longitudinal assessment of specific mental health needs of care leavers and how they can be addressed successfully.