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Friendships are vital for the well-being of young adults, yet their social network is often reduced during episodes of life-disruptive mental distress, such as psychosis. Despite this, our study shows that young adults do either maintain or build friendships during such periods and that these relationships are crucial for recovery in youth. As research on the role of friendships in the recovery journey of this group is limited, this study explores the significance of friendships for young adults engaged in early psychosis interventions to generate insights that can inform mental health recovery practices. In-depth life-story and intensive interviews were conducted with six young adult users of early psychosis intervention OPUS. Using abductive thematic analysis, two main themes and four subthemes emerged: (1) "Seeking different kinds of recovery support with different types of friends" with subthemes (1.1) "Seeking safety in life-witnessing friendships" and (1.2) "Shaping identity with friends in communities of interest"; and (2) "Belonging and unbelonging with friends and their significance to recovery in youth" with subthemes (2.1) "Struggling with friendship expectations perpetuates social isolation" and (2.2) "Connecting with friends enables belonging to humanity as a whole." The findings highlight that, while social isolation can reinforce feelings of alienation, belonging with friends instills a sense of hope and meaning. The involvement of friends in early psychosis interventions may enhance social skills training, strengthen social bonds, and support the inclusion and well-being of young adults.

Professional identity formation is a pivotal element of nursing education shaped by educational structures and by the roles of clinical supervisors and educators. This qualitative study examines how these stakeholders perceive their role in supporting nursing students' professional identity development and the conditions that influence this process. The empirical material was generated from six focus groups with clinical supervisors from somatic, psychiatric, and home care settings, and educators from diverse teams at a university college. Drawing on critical psychological practice research, the analysis centers on participants' interpretations, their reasons for acting as they do, and the broader societal and institutional conditions framing their practice. Three themes emerged: challenges arising from dual roles, perceived student vulnerability and its impact on the learning process, and a constructed distinction between professionalism and personality in identity formation. The findings illustrate the complex dynamics that, according to participants, shape nursing students' professional identity and highlight the importance of moving beyond explanations of individual shortcomings toward an understanding of challenges as embedded in everyday educational practices. This perspective emphasizes the need for structural changes that foster collaborative and reflective practices and better support students, clinical supervisors, and educators in navigating the complexities of nursing education.

Young people’s mental health recovery is well-explored in empirical research, yet there is a lack of meta-studies synthesizing the characteristics of young people’s recovery. This meta-ethnography explores young adults’ recovery during life-disruptive experiences of early psychosis or schizophrenia. Based on a systematic literature review search, 11 empirical qualitative studies were included for synthesis. Inspired by young people’s prominent experience of social isolation in the included studies, we applied an interpretive lens of belonging deriving from the sociology of youth. The synthesis presents five themes: (1) expectations of progression in youth in contrast with stagnation during psychosis, (2) feeling isolated, lost and left behind, (3) young adults’ recovery involves belonging with other young people, (4) forming identity positions of growth and disability during psychosis, and the summarizing line of argument, (5) navigating relational complexities in the process of recovery. While suffering from social isolation, young people’s recovery is conceived as getting on with life, like any other young person involving connecting and synchronizing life rhythms with their age peers. Socializing primarily with caring adults entails being stuck in the position of a child, while connecting with young people enables the identity positions of young people. This synthesis can inspire support for young people’s recovery through social inclusion in youth environments.

Patient and Public Involvement in Research (PPIR) has become an increasingly prevalent and integral part of biomedical research. In this paper, we focus on patient-led research, taking as our case the construction of new biomedical knowledge regarding the rare disease ADNP syndrome. Specifically, we seek to understand how concepts of experiential knowledge and lay expertise become integral to rather than separate from scientific expertise. In the case of ADNP, the parent-led research “mimes” biomedical knowledge practices in a way that, on the one hand, enhances the legitimacy of science and scientific expertise, and on the other displaces and transforms science by the fact that other knowledge agents (patients, next-of-kin) enter these practices.

Problematized patients – Intersectional perspectives on gender, ethnicity, class and biomedicine. This article presents an empirical analysis of the constitutional processes of becoming a patient in a Danish hospital setting by focusing on the intersections between biomedicine, gender, ethnicity, and class. The article uses the concept of intersectionality to emphasize institutional practices and how they shape knowledge, how inequalities are intersectional and contextual, and how the positioning of patients and thereby access to health care is differentiated by race, class, and gender. Three ‘problematized’ patients are analysed, showing how patients are subjectified by the hegemonic knowledge regimes of the hospital. This illustrates that gender, ethnicity, age and class play a constitutive role in the way patients are constructed as problematic within the clinic, thus supporting existing research in biomedicine as not neutral but negotiable. In addition, the arti- cle shows how the categories of gender, ethnicity, and class are put into play, silenced, and/or merged and mixed differently in each case.