🔍💡 Mental health & stigma: a concrete initiative to change perceptions, based on the experiences of those affected. #MentalHealth #Stigma
🧩🤝 Living library: a short, structured and powerful format to create safe encounters between the public, users, relatives and professionals. #LivingLibrary
🔍➕ This guide is directly usable by mental health professionals, prevention coordinators, peer mediators or facilitators in socio-educational structures wishing to set up a 'turnkey' living library. It details step by step the identification and support of 'living books', the logistics and the schedule for the big day, as well as ready-to-use tools (checklist, memo, questionnaire). It is particularly relevant for teams without prior experience of living libraries but already engaged in the fight against stigma.
Source: 📒 Setting up a living library to combat mental health stigma: a feedback guide!
📜🔗LINK
Number of pages: 26 pages
1. ANALYTICAL SUMMARY
Context, audiences and issues of stigma
The guide is part of the ZEST initiative, a comprehensive programme aimed at combating mental health stigma through the sharing of life experiences, involving those affected, their families, and professionals. It recalls the multidimensional definition of stigma (prejudice, ignorance, discrimination, self-stigma) and its effects on access to care and well-being. The living library is presented as a 'contact' action aimed at facilitating the encounter between a living book and a reader, in a non-medicalised context, to deconstruct stereotypes. The document targets teams wishing to deploy this initiative in public spaces, universities, libraries, or festivals, with the central aim of reaching an unengaged audience. It draws on around fifteen already realised living libraries, from which it derives structured feedback.
Methodological contributions and operational tools
The guide offers a clear framework in seven steps: forming the team, mobilising participants, identifying partners and venues, preparing for speaking, organising logistics, conducting the event, and evaluating it. It provides specific criteria for being a 'living book', a methodology for writing workshops and preparation for speaking, as well as a detailed description of the roles of librarians (handlers, reception, timekeepers). Directly reproducible tools are provided: logistics checklist, summary of books, reading management table, memento to be given to librarians, and evaluation questionnaire for readers. The document emphasises ethical points of vigilance (disclosure, possible withdrawal, trigger warnings, compassionate listening) and the necessity of planning a collective debriefing time after the event. It positions itself as a flexible support guide, to be articulated with other resources (AQRP, Council of Europe, Psycom) rather than a rigid protocol.
2. KEY POINTS OF THE DOCUMENT
The living library as a contact tool against stigma
The guide explicitly describes the living library as a structured meeting device between a 'living book' and a reader (10 minutes of testimony, 10 minutes of exchange), aiming to question representations of mental health issues in ordinary living spaces (squares, campuses, festivals). (p. 7–8)
Clear criteria for becoming a 'living book'
The document defines three profiles of living books (people concerned, relatives, professionals) and their criteria for engagement: motivation to change representations, willingness to share personal experiences, participation in workshops, and the ability to identify messages of hope in their narrative. (p. 10–12)
A structured methodology for preparation workshops for public speaking
The guide details a three-part workshop format (welcome/framework, individual writing, sharing), emphasises confidentiality, the absence of literary judgement, the accessibility of testimony, and offers guiding questions to structure the narrative. (p. 11–12)
A finely detailed logistical and role organisation
The checklist before the event (setup, summary of books, distribution of tasks, materials) and the description of the spatial organisation (welcome stand, engagement area, reading space) make the setup easily reproducible. (p. 14–16) The expected roles and attitudes of librarians (engagers, welcome, timekeepers) are described with concrete examples of phrases. (p. 17–20, 24–25)
Evaluation and capitalisation tools
The reader questionnaire offers qualitative questions focused on the experience of the meeting and the evolution of representations, and the guide recommends a collective debriefing with librarians and living books to adjust future editions. (p. 19, 21, 26) The supplementary resources listed at the end of the document direct towards more detailed methodological guides. (p. 23)
3. ACTION PATHS FOR LOCAL ACTORS
Structure a mixed team and clarify roles
Form a coordination team including at least a logistics referent, a partnerships referent, a living books preparation referent, and several librarians (engagers, welcome, timekeepers) based on the role descriptions. (p. 6, 17–20, 24–25) Adapt this distribution to the size of the event (e.g. 8 living books → 1 welcome, 2 engagers, 2 timekeepers). (p. 22)
Organise preparation workshops with a focus on disclosure
Set up 2-hour writing and public speaking preparation workshops in small groups (≤8 people), following the three-part framework and the proposed guiding questions. (p. 11–12) Include a specific time for disclosure and the limits of sharing, reminding participants of the option to disengage at any time. (p. 10–12)
Choose strategic locations and partners to 'reach out'.
Anchor in existing events (festivals, Mental Health Awareness Weeks, student initiatives) or transit locations (campuses, parks, libraries) and partner with organisations capable of referring to care (university services, CMP, user associations). (p. 7, 13–14)
Review the checklist and materials to secure the day.
Use the logistical checklist to prepare the space (welcome stand, engagement area, reading zones), materials (summary, reading management board, signage, water, snacks) and reminder emails to partners and living books. (p. 14–16, 24) Distribute the librarian's memo to all participants to harmonise the messages conveyed to readers. (p. 24–25)
Systematically integrate an evaluation and a follow-up.
Collect feedback from readers via the standard questionnaire and a short interview, then organise a collective debriefing at the end of the event with the living books and librarians to identify strengths and necessary adaptations. (p. 19, 21, 25–26) Consider a follow-up email at 6 months, as proposed in the questionnaire, to assess the lasting impact on perceptions. (p. 26)
4. ADDITIONAL REFERENCES
🔍➕ For more information, see the articles referenced by "Health Practices" on the topic of mental health ➡️🔗https://pratiquesensante.odoo.com/4-2-sante-mentale-et-psychique
World Health Organization – Europe Office. "Compelling arguments to end stigma and discrimination in mental health" (2024). This document updates data on the impact of stigma and highlights the importance of contact approaches, consistent with the living library framework.https://www.who.int/europe/fr/news/item/26-06-2024-the-overwhelming-case-for-ending-stigma-and-discrimination-in-mental-health
Public Health France. "The Living Library: a tool to combat stigma in mental health" (methodological notice). This document describes the principle of the living library, its implementation conditions, and its expected effects on representations, in line with the ZEST guide.https://www.santepubliquefrance.fr/docs/la-bibliotheque-vivante-un-outil-de-lutte-contre-la-stigmatisation-en-sante-mentale
C3RB Brittany – "Living libraries: informing, training, organising" (2024). A regional resource detailing the steps for implementation, partnerships, and the territorial anchoring of living libraries, complementary to the ZEST guide for the network and training dimension.https://c3rb-bretagne.fr/la-rehabilitation-psychosociale/le-retablissement-en-sante-mentale-2/les-bibliotheques-vivantes/
5. CROSS-ANALYSIS — VALUES OF HEALTH PRACTICES
Literacy: The guide promotes accessible narratives (avoiding jargon, defining terms) and provides a pedagogical reminder to make the framework understandable to diverse audiences.
Empowerment: Those concerned are placed at the centre of the framework as "living books", with support to transform their experiences into a resource for social change.
Participation: Beneficiaries (users, relatives, professionals) co-construct the content through workshops and are involved in the debriefing and continuous improvement of the living libraries.
Community health: The approach is situated in the public space, mobilises local partners and aims to transform representations at the collective level, not just the individual.
Ethics: The document clarifies the points of vigilance regarding disclosure, the possibility of withdrawal, trigger warnings, and the requirement for compassionate listening, limiting the risks of non-consensual re-exposure.
Human rights: The recommended stance values equality of consideration between books and readers, the diversity of profiles, and the rejection of reductive labels, in line with the principles of equity and inclusion.
Intersectorality: The guide encourages partnerships with universities, university health services, libraries, festivals, and student or user associations.
Partnership: The role of partners (provision of venues, referral to care, logistical support) is clearly described, but without formal standard agreements, allowing for local adaptation.
Combating discrimination: The guide explicitly positions the living library as a tool for combating prejudice and stigma; several examples of sensitive themes are mentioned (suicide, abuse, assaults).
POINTS OF VIGILANCE IN ANIMATION (SENSITIVE THEME)
Risks of emotional triggering:
The guide does not only address "mental health" in general; it explicitly mentions themes that may revive traumatic experiences in trainees or participants: abuse experienced in childhood, suicidal crises, assaults, severe mental disorders, disclosure of diagnosis, and self-stigmatisation. Organisers must therefore anticipate:
the necessity to signal these contents via trigger warnings when presenting books;
the possibility for individuals to withdraw or not answer certain questions;
the availability of a referral to support or care resources if needed.
6. EVALUATION OF THE RELIABILITY OF THE RESOURCE
Scientific relevance
The guide is based on a conceptual framework of mental health stigma (reference to Giordana, 2010) and on a body of proven practices (about fifteen organised BBVs). It is supplemented by recognised references: Council of Europe Guide (2006), AQRP mini-guides (2017, 2019) and Psycom resources, positioning it within a coherent methodological landscape. The document does not present quantitative impact data, but its aim is methodological rather than evaluative.
Operational relevance
The resource is highly operational: sequenced steps, check-list, ready-to-use tools, message examples, audience flow diagrams, and very concrete instructions for librarians. It is suitable for teams without advanced theoretical expertise but with a minimal ethical culture, and can be integrated as is into training, workshops, or local projects. The announced update and the call for user feedback strengthen the continuous improvement dynamic.
7. MCQ — 5 QUESTIONS
PART 1 — Questions (without answers)
Question 1 (pp. 7–8): What is the main objective of a living library in mental health?
a) To inform about available care options
b) To assess the public's knowledge of mental disorders
c) Breaking down prejudices by facilitating encounters between living books and readers
d) Recruiting users for clinical trials
Question 2 (p. 10–12): Which of the following criteria is not presented as essential to become a "living book" within ZEST?
a) Having personal experience related to mental health to share
b) Being able to participate in preparation workshops
c) Having completed a university degree in psychology
d) Wanting to change representations of mental health
Question 3 (p. 11–12): What is one of the main objectives of the preparation workshops for public speaking?
a) Evaluating the literary quality of the texts
b) Agreeing on the framework for testimonies and reflecting on what one wishes to share
c) Training participants in psychotherapy techniques
d) Selecting only the most "positive" testimonies
Question 4 (p. 14–16): The checklist "Before the living library" does not mention…
a) The identification of the venue setup
b) The preparation of the summary of living books
c) The booking of medical transport for readers
d) The organisation of librarians' missions
Question 5 (p. 19–21, 26): What evaluation system is proposed to readers after the living library?
a) A multiple-choice test on mental disorders
b) A structured psychiatric diagnostic interview
c) An open questionnaire on the experience of the encounter and its impact on their representations
d) A quantified assessment of their healthcare consumption
PART 2 — Commented correction
Question 1: What is the main objective of a living library in mental health?
✅ Correct answer: c) Breaking down prejudices by facilitating encounters between living books and readers
📝 Explanation: The guide reminds us that living libraries are a 'contact' device aimed at combating stereotypes and changing readers' social representations of mental health by promoting person-to-person encounters. Source: p. 7–8.
Question 2: Among the following criteria, which is not presented as essential to become a 'living book' within ZEST?
✅ Correct answer: c) Having completed a university degree in psychology
📝 Explanation: The essential criteria are the motivation to change representations, the willingness to share personal experiences, and the ability to participate in workshops; no specific university training is required, and profiles are intentionally diverse (people concerned, relatives, professionals). Source: p. 10–12.
Question 3: What is one of the main objectives of the preparation workshops for public speaking?
✅ Correct answer: b) Agreeing on the framework for testimonies and reflecting on what one wishes to share
📝 Explanation: The workshops serve to establish the framework, clarify what can be shared or not, and allow participants to practice recounting their experiences in a supportive environment, without judgment on literary form. Source: p. 11–12.
Question 4: The checklist 'Before the living library' does not mention...
✅ Correct answer: c) The booking of medical transport for readers
📝 Explanation: The checklist emphasises the setup of the venues, the summary of living books, the organisation of librarians' missions, the preparation of materials, and reminder emails, but does not provide for dedicated medical transport for readers. Source: p. 14–15.
Question 5: What evaluation system is proposed to readers after the living library?
✅ Correct answer: c) An open questionnaire about the experience of the meeting and its impact on their representations
📝 Explanation: The guide proposes a questionnaire including open questions about the experience of the meeting, the most significant element, the evolution of their representations, and, in the longer term, a possible follow-up of questions in 6 months. Source: p. 19, 25–26.
8. FAQ
Who can become a "living book" in this system? (p. 10–12)
Anyone with experience related to mental health (psychological disorders, neurodevelopmental conditions, caregiver, mental health professional) who wishes to change representations can become a living book, provided they participate in the preparation workshops and accept a certain level of personal disclosure.
How long does a living library last? (p. 22)
A living library can last a full day (for example, at a festival) or a shorter slot (about 2 hours); living books can take turns based on their availability to avoid excessive fatigue.
How many readings can a living book perform at the same event? (p. 22)
The guide recommends a maximum of 2 to 3 readings per living book, allowing for breaks to maintain the quality of presence and limit emotional fatigue.
How to choose and mobilise local partners? (p. 13–14)
Partners can be universities, libraries, university health services, festivals, or associations; their role is to provide a venue, logistical support, communication with their audience, and a referral to care if necessary.
How to secure the framework for living books and readers? (p. 11–12, 16–20, 24–25)
The framework is based on clear rules (confidentiality, the possibility to disengage, no obligation to respond, trigger warnings on sensitive topics), a spatial organisation that preserves a certain intimacy, and the presence of librarians who ensure the timing and respect for the framework.
What are the concrete roles of librarians on the day? (p. 17–20, 24–25)
The engaging librarians approach the public to propose participation; those at the reception present the setup, register the readers, direct them to the books, and provide trigger warnings; the timekeepers accompany the pairs, manage the duration of exchanges, and check in on the books after the readings.
How to evaluate the impact of a living library on representations? (p. 19–21, 26)
The impact is measured through a questionnaire for readers (experience of the encounter, significant elements, any change in the perception of mental health issues), a collective debriefing session post-event, and, if possible, a follow-up a few months later.
9. REWRITING IN EASY TO READ LANGUAGE
Easy to Read Title
Organising a living library on mental health
1. Context and issues (Easy Read)
Stigmatisation is when we judge a person.
These judgments come from false ideas about mental health.
They prevent people from feeling good.
They can stop people from asking for help or care.
The living library helps to change these ideas.
It allows for a real meeting between two people.
2. What the living library offers (Easy Read)
A person becomes a 'living book' and tells their story.
A reader comes to listen to this living book.
The book speaks for about ten minutes.
Then the reader can ask simple questions.
The meeting lasts about twenty minutes in total.
The meeting takes place in a living space (park, campus, festival).
3. Key points of the guide (Easy Read)
The guide explains each step to organise the event.
It helps to choose the living books and prepare them.
It explains how to welcome readers gently.
It provides a clear list of necessary materials.
It offers a template for a questionnaire for readers.
4. Detailed key points (Easy Read)
Point 1: Purpose of the living library
The aim is to break down prejudices about mental health.
We want to see the person before their diagnosis.
Point 2: Who can be a living book
A person who has experienced a mental health issue.
A relative or a professional can also be books.
The person must want to share part of their story.
Point 3: Preparing the living books
Workshops are offered to write or talk about one's narrative.
We talk about what we want to say and what we do not want to say.
We emphasise respect and confidentiality.
Point 4: Organisation of the venue
There is a clearly visible welcome stand.
There is an area to engage with the public.
There is a quieter space for meetings.
Point 5: Evaluation and follow-up
Readers answer a few simple questions.
The organisers discuss together after the event.
They note what worked well and what needs to change.