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This Matters Arising piece responds to the article by Lubieniecki et al. (2025), which explores lived experience perspectives on the 'SEED' (Severe and Enduring Eating Disorder) classification. Written from the standpoint of someone with lived experience of a longstanding eating disorder and professional involvement in research, policy, and service development, the piece supports Lubieniecki et al.'s analysis of 'SEED' as both validating and restrictive. It extends their work by situating the classification within a broader landscape of psychiatric labelling associated with treatment exclusion. The limitations of replacing 'SEED' with alternative terminology alone are considered, with emphasis on the need for corresponding reforms to care pathways and their provision. The author highlights how diagnostic language can serve not only descriptive but also administrative and prognostic functions, often reflecting institutional constraints rather than individual need. The importance of co-produced approaches to diagnostic frameworks is also discussed, with emphasis on embedding lived experience throughout classificationand service design.
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http://dx.doi.org/10.1186/s40337-025-01375-y | DOI Listing |
Neuro Endocrinol Lett
September 2025
Department of Psychiatry, University Hospital Olomouc, Faculty of Medicine, Palacky University in Olomouc, Czech Republic.
Introduction: Transgerational transmitted trauma is the transmission of psychological injuries between generations. This article uses two case vignettes to explore selected schema therapy approaches that help clients process transgenerationally transmitted trauma from their ancestors. Specific methods of imagery rescripting and chair work enable clients to transform maladaptive patterns of experiencing into healthier coping strategies, support better stress management, improve emotional regulation and communication in relationships, and encourage more profound relationships with themselves and others.
View Article and Find Full Text PDFCien Saude Colet
August 2025
Universidade Federal do Rio Grande do Sul. R. São Manoel 963. 90620-110 Porto Alegre RS Brasil.
The aim is to analyze the photovoice method as a mental health care tool for adolescents from the perspective of co-production of autonomy, in a Child and Adolescent Psychosocial Care Center (CAPSi). Research based on the constructivist paradigm, with a qualitative and participatory approach, through the theoretical-methodological path of photovoice. Field notes and Culture Circles were used to collect data.
View Article and Find Full Text PDFHealth Expect
October 2025
Primary Care Research Centre, School of Primary Care, Population Sciences and Medical Education, University of Southampton, Southampton, Hampshire, UK.
Background: Social relationships are important for self-management and outcomes of multiple long-term conditions (MLTC). Previous research indicates MLTC negatively impacts social relationships and people living with MLTC do not feel adequately supported to manage their health. However, there is limited understanding of the processes and contextual factors that influence social relationships in the context of MLTC.
View Article and Find Full Text PDFHealth Expect
October 2025
Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong, China.
Background: Serving as peer supporters in later life has been linked to a greater sense of purpose and meaning in life. How the wisdom of older adults could be leveraged to improve the implementation of peer support work, however, has rarely been considered. We aimed to examine the perspectives of peer supporters in this study, including the challenges they encountered in practice and the strategies they developed to navigate their roles.
View Article and Find Full Text PDFDeath Stud
September 2025
University of Worcester, Worcester, UK.
Proponents of death education in schools acknowledge that children understand the biological aspects of death, and many hold co-existing beliefs in non-corporeal continuation. This paper offers originality by highlighting a gap in the death education literature, arguing that to increase curriculum relevance, we need to move beyond considering children's "beliefs about" life after death/before life to also acknowledge their "experiences of" it. Using thanatological principles, it draws from different disciplines to document children and young people's encounters with other lives, including: communicating with the deceased in waking and dream life; having near death experiences (NDEs); and remembering past lives.
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