| Summary: | Stigma surrounding mental health is a significant concern within the UK. Education, is considered an important aspect in attempts to address negative attitudes. This thesis opens a dyadic space in which I explore personal stigma stories relating to mental health. In addition, to consider how these connect to my doctoral journey and practice. Furthermore, how such phenomenological expression contributes pedagogically to a contemporary policy imperative; one aimed at tackling mental health stigma. The research design is methodologically grounded in the autoethnographical method and I have developed both an 'analytical' and 'evocative' approach. Five central themes emerged from my personal stigma stories and data analysis, 'dissimilitude', 'disconnection', 'bifurcation', 'assimilation' and 'transformation'. Theoretically rich stories were then crafted, that re-presented these themes to provide further sense-making. A perspective transformative process is tightly woven within and throughout, capturing a critical pedagogic frame of reference for the inquiry. The study adds to the existing body of literature, by contributing personal narratives in the form of stories and poetry, which may be used within my anti-stigma education. The methodological processes revealed the importance of autoethnography and its analytic reflexive potency for moving beyond a stigmatised identity. Insights gathered, enabled the development of a Model of Learning on stigma, Right Stigma Capabilities, a learning tool to be utilised in practice, and the theoretical conceptualisation of a 'Pseudo-Medicalised Identity'. Robust mechanisms for education, continuing professional development and mentoring are required, across a multi-disciplinary health and social care context. Further research is required on the lived experience of stigma, and the generative processes involved in liberation from this complex social phenomenon.
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