The big picture of recovery: a systematic review on the evidence of photography-based methods in researching recovery from mental distress

Empowerment training to support service user involvement in mental health system strengthening in rural Ethiopia: a mixed-methods pilot study

“…These activities are key strengths of PAR and experiential learning approaches that we applied, which integrate participation, promote supportive relationships, and recognise knowledge and lived experiences as vital to the knowledge generation process [22,23,37]. Many publications report that the PAR photovoice method values the expertise of participants and their direct involvement in all aspects of research is positive, including the visual data analysis about the meaning and importance of self-selected of photos and their narratives [24,25,38]. PhotoVoice is inclusive and particularly suitable for those with low literacy, because this method does not presuppose any working knowledge of traditional research methods; and participants mainly use photography as the medium through which they communicate their lived experiences [24,25].…”

“…Many publications report that the PAR photovoice method values the expertise of participants and their direct involvement in all aspects of research is positive, including the visual data analysis about the meaning and importance of self-selected of photos and their narratives [24,25,38]. PhotoVoice is inclusive and particularly suitable for those with low literacy, because this method does not presuppose any working knowledge of traditional research methods; and participants mainly use photography as the medium through which they communicate their lived experiences [24,25]. Combined use of visual data (photos), together with individual and group reflective sessions (voice), can facilitate an authentic, active participation, co-creating/co-production of knowledge, and provides a powerful means for marginalized groups to communicate their experiences [25,38].…”

“…PhotoVoice is inclusive and particularly suitable for those with low literacy, because this method does not presuppose any working knowledge of traditional research methods; and participants mainly use photography as the medium through which they communicate their lived experiences [24,25]. Combined use of visual data (photos), together with individual and group reflective sessions (voice), can facilitate an authentic, active participation, co-creating/co-production of knowledge, and provides a powerful means for marginalized groups to communicate their experiences [25,38].…”

“…PhotoVoiceis a PAR methodology, involving creation of a visual reality of a person's lived experiences with a particular topic and their reflections. The PhotoVoice approach is rooted in participatory empowerment education/critical consciousness theory and other participatory approaches [24,25]. These theoretical underpinnings promote power sharing, understanding of lived experiences and encourage the participants to construct and share their reality to take collective action for positive change.…”

“…These theoretical underpinnings promote power sharing, understanding of lived experiences and encourage the participants to construct and share their reality to take collective action for positive change. PAR PhotoVoiceh as been employed within the field of mental health to: (i) explore and understand service user experiences of treatment of mental illness and the recovery process, (ii) engage in psycho-education programmes, (iii) dispel issues such as shame, social exclusion and stigma associated with mental illnesses, and (iv) advocate for more inclusive, co-produced and participant-centric ways of uncovering and discovering the lived experiences of service users [24,25]. Photovoice combines photography, interviews, and group discussions mainly guided by SHOWED questioning techniques to elicit discussion about participants photographs [24,25]: What do you See here?…”