New Book Series “Language, Discourse and Mental Health”
Editors: Dr. Laura A. Cariola (Lead Editor) (University of Edinburgh), Dr. Stefan Ecks (University of Edinburgh), Dr. Billy Lee (University of Edinburgh) and Dr. Lisa Mikesell (Rutgers University).
The editors are very pleased to announce the new book series “Language, Discourse and Mental Health” published with the University of Exeter Press. This book series is a unique 
resource to further knowledge and understanding of mental health from a pluralistically informed linguistic perspective.
Using qualitative and quantitative approaches to language-based analysis, the empirical and theoretical contributions will provide a compelling insight on mental health from a range of perspectives and contexts, including psychotherapeutic communication, public presentations of mental health, literary accounts of lived experiences, and language features associated to specific mental health problems. This interdisciplinary book series will be an essential reference for students, researchers and practitioners in linguistics and communication, education, cognitive science, psychology, counselling and psychotherapy, special needs, medicine, nursing, and medical anthropology.
Scope of the Book Series
The book series is framed in terms of linguistic perspectives that differentiate between communication about mental health (i.e., language performance or use), and the communication of individuals with mental health problems (i.e., language competence or systems) in real-world and research contexts. Such a focus is anticipated to be captured through the following linguistic perspectives: sociolinguistics and sociocultural linguistics, cognitive linguistics and psycholinguistics, literary linguistics and stylistics. These can be applied through a range of language-based methodologies, including qualitative methods (e.g., discourse analysis, conversation analysis, interpretative phenomenological analysis, narrative analysis, thematic analysis), quantitative methods (e.g., corpus-based approaches, quantitative content analysis), and also experimental methods.
Consistent with an interdisciplinary framework that seeks to encourage and strengthen interdisciplinary research of mental health, the book series aims to encompass a wide repertoire different theoretical and philosophical views and a broad range of themes that add significant value to the field of mental health research, including:
- ‘Understanding of mental health and mental health problems’ by developing empirical and theoretical knowledge of mental health from different perspectives.
- ‘Living with mental health problems’ by improving understanding of individuals’ perceptions of living with mental health problems.
- ‘Effective interventions’ by focussing on the effectiveness of psychological intervention in the treatment and prevention of mental health problems.
- ‘Wider inequalities in society’ (e.g., issues around gender, ethnicity, poverty sexuality and faith)
- ‘Vulnerable and hard-to-reach populations’ in society, including drug users, migrants and homeless people.
Call for Book Proposals
The book series “Language, Discourse and Mental Health” is accepting book proposals for monographs and edited volumes. To discuss your book proposals, please contact the book series editors. Book series launch spring 2019.
Book proposal form: UEP – CE Book Proposal Form 2018 (see also http://www.exeterpress.co.uk/for-authors)
Dr. Laura A. Cariola (Lead Editor). Laura.Cariola@ed.ac.uk
Dr. Stefan Ecks. Stefan.Ecks@ed.ac.uk
Dr. Billy Lee. Billy.Lee@ed.ac.uk
Dr. Lisa Mikesell Mikesell.Lisa@gmail.com
of psychotherapy. Castonguay et al (2010) suggest that the practice of many full-time psychotherapists is rarely or nonsubstantially influenced by research. Boisvert and Faust (2005) ask ‘why do psychotherapists not rely on the research to consistently inform their practice?’ and suggest that concerns ‘have echoed through the decades’ about psychotherapists’ failings to integrate of research and practice. This study focuses on therapists’ (counsellors and psychotherapists) reasoning about their engagement with ‘research’ as described in dissertations and in personal, anonymously presented documents, research journals and interviews included. The study focuses on the stages which generally are referred to as ‘data analysis’, which in this study refers research stages where interpretation typically is required with synthesising and analysing in mind. Turning our attention to the therapists’ ‘narrative knowing’ about research during these stages where generating own new knowledge is put to the forefront, have highlighted a complex relationship involving epistemological discrepancies, real or imagined, between practice and research. It also highlighted gender issues, culture and commonly held constructs about what constitutes a ‘counsellor’, which we believe influence therapists’ presence in research. We decided to include the citation “Therapists have a lot to add to the field of research, but many don’t make it there” in the title to illustrate some of the complexity. The study is based on a Professional Doctorate programme, which engages with psychologists, counsellors and psychotherapists in practice-based research. In addition to drawing from dissertations already in the public domain students and graduates from the doctoral programme were invited to contribute their own embodied experiences from ‘doing’ a data analysis. The paper suggests a hybrid for narrative analysis, discussing the options to (re-)present narratives guided by a combined interest into the unique, personal whilst also looking for ‘themes’ within and across these narratives.
social science”. 
known about international trainees’ experiences of training. Objective: The present study explores one aspect of training, namely clinical practice from the perspective of international, non-native speaking trainees. In particular, this paper focuses on the challenges this group encounters when practicing in a second language. Methodology: Semi-structured interviews with four non-native English-speaking trainees were conducted and analysed following the principles of interpretative phenomenological analysis (IPA). Results: Findings suggest that participants encounter practical difficulties related to their non-native/foreign identity in practice, such as problems with articulate self-expression and understanding the client’s speech. These difficulties generate anxiety and impact on the trainees’ confidence. Conclusions and implications for counsellor training: This study elucidates language as a fundamental aspect of culture, and identifies second language use as a significant source of difference in counselling practice. This paper highlights the need for attention to linguistic diversity and for appropriate support during counsellor education. This will improve international trainees’ experiences of training, but also enhance all trainees’ understanding of difference, resulting in better service provision for the community.
and cultures influences the psychotherapeutic process in many ways. In a recent article for 
Our guest editors Prof. Michael. B. Buchholz and Prof. Horst Kächele have put together a special issue on “Conversational Analysis in Psychotherapy Process Research”. The special issue has excellent contributions that were originally part of the panel at the 
