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This study aims to explore the experiences of peers working in a range of roles within a single NHS mental health service. This study also aims to provide evidence of the impact of existing support, organisational structure and culture around peer working and provide recommendations for a Good Practice Guide for Peer Working. Peer roles require lived experience of mental health conditions and/or services. While the impact on them of using their own lived experience is not fully understood, anecdotal evidence suggests that peer workers may experience a greater emotional impact than other mental health workers. Burnout and retention are particular concerns.

This was a two-stage study using focus groups and reflexive thematic analysis in Stage 1. The key themes formed the basis of the Stage 2 workshop, which provided recommendations for a Good Practice Guide. The study team consisted of peer researchers with lived experience, supported by a Lived Experience Advisory Panel.

There is a perceived lack of support and an increased peer burden for peer workers. Recommendations included relevant ongoing training and development; support and supervision; and organisational cultural change.

Working within a peer-led co-production framework, this study contributes to the development of the evidence base for peer emotional labour. Based on the findings, a Good Practice Guide for Peer Working is being developed to promote good practice for the development of future peer worker roles.

Since the criminalisation of coercive control (CC), there have been a growing number of cases in the UK; however, there continues to be minimal research, understanding and education about this type of abuse. Hence, it is unsurprising that young people are at the highest risk of CC as they enter their first intimate relationships with limited awareness of the risks. The aim of this study is to explore how 16- to 24-year-olds in the UK understand CC in intimate relationships.

Semi-structured interviews were conducted with 23 young people to explore their knowledge of CC, sources of knowledge and learning opportunities. Reflexive thematic analysis was used to examine the interviews.

A total of 14 participants had heard of CC. Participants attributed victims and perpetrators behaviour to individual and environmental factors, including societal and gendered expectations. Young people explained that their knowledge came from experiences, online sources and family and friends. However, participants recognised the importance of credible messengers and sources, and some were sceptical of information shared online. Most had not learnt about CC in formal education but expressed the importance of incorporating it into the secondary curriculum.

To the best of the authors’ knowledge, this study is the first to explore how young people understand CC in the UK. The findings highlight the need for better understanding and formal education around CC, provide a platform for future work and encourage the incorporation of young voices in developing interventions.