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Practitioner review: Co-design of digital mental health technologies with children and young people / Rhys BEVAN JONES in Journal of Child Psychology and Psychiatry, 61-8 (August 2020)
[article]
Titre : Practitioner review: Co-design of digital mental health technologies with children and young people Type de document : Texte imprimé et/ou numérique Auteurs : Rhys BEVAN JONES, Auteur ; Paul STALLARD, Auteur ; Sharifah Shameem AGHA, Auteur ; Simon RICE, Auteur ; Aliza WERNER-SEIDLER, Auteur ; Karolina STASIAK, Auteur ; Jason KAHN, Auteur ; Sharon A. SIMPSON, Auteur ; Mario ALVAREZ-JIMENEZ, Auteur ; Frances RICE, Auteur ; Rhiannon EVANS, Auteur ; Sally MERRY, Auteur Article en page(s) : p.928-940 Langues : Anglais (eng) Mots-clés : Child adolescent co-design development digital e-health mental health technologies Index. décimale : PER Périodiques Résumé : BACKGROUND: There is increasing interest in digital technologies to help improve children and young people's mental health, and the evidence for the effectiveness for these approaches is rising. However, there is concern regarding levels of user engagement, uptake and adherence. Key guidance regarding digital health interventions stress the importance of early user input in the development, evaluation and implementation of technologies to help ensure they are engaging, feasible, acceptable and potentially effective. Co-design is a process of active involvement of stakeholders, requiring a change from the traditional approaches to intervention development. However, there is a lack of literature to inform the co-design of digital technologies to help child and adolescent mental health. METHODS: We reviewed the literature and practice in the co-design of digital mental health technologies with children and young people. We searched Medline, PsycInfo and Web of Science databases, guidelines, reviews and reference lists, contacted key authors for relevant studies, and extracted key themes on aspects of co-design relevant to practice. We supplemented this with case studies and methods reported by researchers working in the field. RESULTS: We identified 25 original articles and 30 digital mental health technologies that were designed/developed with children and young people. The themes identified were as follows: principles of co-design (including potential stakeholders and stages of involvement), methods of involving and engaging the range of users, co-designing the prototype and the challenges of co-design. CONCLUSIONS: Co-design involves all relevant stakeholders throughout the life and research cycle of the programme. This review helps to inform practitioners and researchers interested in the development of digital health technologies for children and young people. Future work in this field will need to consider the changing face of technology, methods of engaging with the diversity in the user group, and the evaluation of the co-design process and its impact on the technology. En ligne : http://dx.doi.org/10.1111/jcpp.13258 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429
in Journal of Child Psychology and Psychiatry > 61-8 (August 2020) . - p.928-940[article] Practitioner review: Co-design of digital mental health technologies with children and young people [Texte imprimé et/ou numérique] / Rhys BEVAN JONES, Auteur ; Paul STALLARD, Auteur ; Sharifah Shameem AGHA, Auteur ; Simon RICE, Auteur ; Aliza WERNER-SEIDLER, Auteur ; Karolina STASIAK, Auteur ; Jason KAHN, Auteur ; Sharon A. SIMPSON, Auteur ; Mario ALVAREZ-JIMENEZ, Auteur ; Frances RICE, Auteur ; Rhiannon EVANS, Auteur ; Sally MERRY, Auteur . - p.928-940.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 61-8 (August 2020) . - p.928-940
Mots-clés : Child adolescent co-design development digital e-health mental health technologies Index. décimale : PER Périodiques Résumé : BACKGROUND: There is increasing interest in digital technologies to help improve children and young people's mental health, and the evidence for the effectiveness for these approaches is rising. However, there is concern regarding levels of user engagement, uptake and adherence. Key guidance regarding digital health interventions stress the importance of early user input in the development, evaluation and implementation of technologies to help ensure they are engaging, feasible, acceptable and potentially effective. Co-design is a process of active involvement of stakeholders, requiring a change from the traditional approaches to intervention development. However, there is a lack of literature to inform the co-design of digital technologies to help child and adolescent mental health. METHODS: We reviewed the literature and practice in the co-design of digital mental health technologies with children and young people. We searched Medline, PsycInfo and Web of Science databases, guidelines, reviews and reference lists, contacted key authors for relevant studies, and extracted key themes on aspects of co-design relevant to practice. We supplemented this with case studies and methods reported by researchers working in the field. RESULTS: We identified 25 original articles and 30 digital mental health technologies that were designed/developed with children and young people. The themes identified were as follows: principles of co-design (including potential stakeholders and stages of involvement), methods of involving and engaging the range of users, co-designing the prototype and the challenges of co-design. CONCLUSIONS: Co-design involves all relevant stakeholders throughout the life and research cycle of the programme. This review helps to inform practitioners and researchers interested in the development of digital health technologies for children and young people. Future work in this field will need to consider the changing face of technology, methods of engaging with the diversity in the user group, and the evaluation of the co-design process and its impact on the technology. En ligne : http://dx.doi.org/10.1111/jcpp.13258 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 A randomised controlled trial of a relationship-focussed mobile phone application for improving adolescents' mental health / Bridianne O'DEA in Journal of Child Psychology and Psychiatry, 61-8 (August 2020)
[article]
Titre : A randomised controlled trial of a relationship-focussed mobile phone application for improving adolescents' mental health Type de document : Texte imprimé et/ou numérique Auteurs : Bridianne O'DEA, Auteur ; Jin HAN, Auteur ; Philip J. BATTERHAM, Auteur ; Melinda R. ACHILLES, Auteur ; Alison L. CALEAR, Auteur ; Aliza WERNER-SEIDLER, Auteur ; Belinda PARKER, Auteur ; Fiona SHAND, Auteur ; Helen CHRISTENSEN, Auteur Article en page(s) : p.899-913 Langues : Anglais (eng) Mots-clés : Adolescence depression e-health mental health relationships Index. décimale : PER Périodiques Résumé : BACKGROUND: This study evaluated the acceptability and effectiveness of a relationship-focussed mobile phone application (WeClick) for improving depressive symptoms and other mental health outcomes in adolescents. METHODS: A randomised controlled trial involving 193 youth (M age: 14.82, SD: 0.94, 86.5% female) from Australia was conducted. Youth were recruited via the Internet and randomly allocated to the intervention or a 4-week wait list control condition, stratified for age and gender. The primary outcome was change in depressive symptom scores measured using the Patient Health Questionnaire for Adolescents (PHQ-A) at baseline, 4-week post-test and 12-week follow-up. Secondary outcomes included anxiety, psychological distress, wellbeing, help-seeking intentions for mental health, social self-efficacy and social support. Participants in the intervention condition received access to the intervention for four weeks. Thematic analysis was utilised to identify and examine acceptability. RESULTS: The change in PHQ-A scores from baseline to 4-week post-test did not differ significantly (d = 0.26, p = .138) between the intervention (Mchange = -2.9, SD = 5.3) and wait list control conditions (Mchange = -1.7, SD = 4.3). However, significant between-group improvements were observed in wellbeing (d = 0.37, p = .023), help-seeking intentions (d = 0.36, p = .016) and professional help-seeking intentions for mental health problems (d = 0.36, p = .008). Increases in help-seeking intentions were sustained at follow-up in the intervention condition. No differential effects were found for generalised anxiety, separation anxiety, social self-efficacy or for any social support outcomes. Over 90% of participants indicated the app was enjoyable, interesting and easy to use. The app provided 'advice and direction' (n = 42; 46.15%), an 'opportunity for self-reflection' (n = 33; 36.3%) and 'normalised experiences' (n = 21; 23.1%). CONCLUSIONS: The WeClick app was found to be effective for improving wellbeing and help-seeking intentions for mental health in adolescents. A larger, adequately powered trial is now required to establish differential effects on depressive symptoms. This trial was registered with the Australian New Zealand Clinical Trials Registry (ANZCTR): ACTRN12618001982202. En ligne : http://dx.doi.org/10.1111/jcpp.13294 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429
in Journal of Child Psychology and Psychiatry > 61-8 (August 2020) . - p.899-913[article] A randomised controlled trial of a relationship-focussed mobile phone application for improving adolescents' mental health [Texte imprimé et/ou numérique] / Bridianne O'DEA, Auteur ; Jin HAN, Auteur ; Philip J. BATTERHAM, Auteur ; Melinda R. ACHILLES, Auteur ; Alison L. CALEAR, Auteur ; Aliza WERNER-SEIDLER, Auteur ; Belinda PARKER, Auteur ; Fiona SHAND, Auteur ; Helen CHRISTENSEN, Auteur . - p.899-913.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 61-8 (August 2020) . - p.899-913
Mots-clés : Adolescence depression e-health mental health relationships Index. décimale : PER Périodiques Résumé : BACKGROUND: This study evaluated the acceptability and effectiveness of a relationship-focussed mobile phone application (WeClick) for improving depressive symptoms and other mental health outcomes in adolescents. METHODS: A randomised controlled trial involving 193 youth (M age: 14.82, SD: 0.94, 86.5% female) from Australia was conducted. Youth were recruited via the Internet and randomly allocated to the intervention or a 4-week wait list control condition, stratified for age and gender. The primary outcome was change in depressive symptom scores measured using the Patient Health Questionnaire for Adolescents (PHQ-A) at baseline, 4-week post-test and 12-week follow-up. Secondary outcomes included anxiety, psychological distress, wellbeing, help-seeking intentions for mental health, social self-efficacy and social support. Participants in the intervention condition received access to the intervention for four weeks. Thematic analysis was utilised to identify and examine acceptability. RESULTS: The change in PHQ-A scores from baseline to 4-week post-test did not differ significantly (d = 0.26, p = .138) between the intervention (Mchange = -2.9, SD = 5.3) and wait list control conditions (Mchange = -1.7, SD = 4.3). However, significant between-group improvements were observed in wellbeing (d = 0.37, p = .023), help-seeking intentions (d = 0.36, p = .016) and professional help-seeking intentions for mental health problems (d = 0.36, p = .008). Increases in help-seeking intentions were sustained at follow-up in the intervention condition. No differential effects were found for generalised anxiety, separation anxiety, social self-efficacy or for any social support outcomes. Over 90% of participants indicated the app was enjoyable, interesting and easy to use. The app provided 'advice and direction' (n = 42; 46.15%), an 'opportunity for self-reflection' (n = 33; 36.3%) and 'normalised experiences' (n = 21; 23.1%). CONCLUSIONS: The WeClick app was found to be effective for improving wellbeing and help-seeking intentions for mental health in adolescents. A larger, adequately powered trial is now required to establish differential effects on depressive symptoms. This trial was registered with the Australian New Zealand Clinical Trials Registry (ANZCTR): ACTRN12618001982202. En ligne : http://dx.doi.org/10.1111/jcpp.13294 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 Annual Research Review: Ecological momentary assessment studies in child psychology and psychiatry / Michael A. RUSSELL in Journal of Child Psychology and Psychiatry, 61-3 (March 2020)
[article]
Titre : Annual Research Review: Ecological momentary assessment studies in child psychology and psychiatry Type de document : Texte imprimé et/ou numérique Auteurs : Michael A. RUSSELL, Auteur ; Jamie M. GAJOS, Auteur Article en page(s) : p.376-394 Langues : Anglais (eng) Mots-clés : E-health adolescence mental health methodology school children Index. décimale : PER Périodiques Résumé : BACKGROUND: Enhancements in mobile phone technology allow the study of children and adolescents' everyday lives like never before. Ecological momentary assessment (EMA) uses these advancements to allow in-depth measurements of links between context, behavior, and physiology in youths' everyday lives. FINDINGS: A large and diverse literature now exists on using EMA to study mental and behavioral health among youth. Modern EMA methods are built on a rich tradition of idiographic inquiry focused on the intensive study of individuals. Studies of child and adolescent mental and behavioral health have used EMA to characterize lived experience, document naturalistic within-person processes and individual differences in these processes, measure familiar constructs in novel ways, and examine temporal order and dynamics in youths' everyday lives. CONCLUSIONS: Ecological momentary assessment is feasible and reliable for studying the daily lives of youth. EMA can inform the development and augmentation of traditional and momentary intervention. Continued research and technological development in mobile intervention design and implementation, EMA-sensor integration, and complex real-time data analysis are needed to realize the potential of just-in-time adaptive intervention, which may allow researchers to reach high-risk youth with intervention content when and where it is needed most. En ligne : http://dx.doi.org/10.1111/jcpp.13204 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420
in Journal of Child Psychology and Psychiatry > 61-3 (March 2020) . - p.376-394[article] Annual Research Review: Ecological momentary assessment studies in child psychology and psychiatry [Texte imprimé et/ou numérique] / Michael A. RUSSELL, Auteur ; Jamie M. GAJOS, Auteur . - p.376-394.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 61-3 (March 2020) . - p.376-394
Mots-clés : E-health adolescence mental health methodology school children Index. décimale : PER Périodiques Résumé : BACKGROUND: Enhancements in mobile phone technology allow the study of children and adolescents' everyday lives like never before. Ecological momentary assessment (EMA) uses these advancements to allow in-depth measurements of links between context, behavior, and physiology in youths' everyday lives. FINDINGS: A large and diverse literature now exists on using EMA to study mental and behavioral health among youth. Modern EMA methods are built on a rich tradition of idiographic inquiry focused on the intensive study of individuals. Studies of child and adolescent mental and behavioral health have used EMA to characterize lived experience, document naturalistic within-person processes and individual differences in these processes, measure familiar constructs in novel ways, and examine temporal order and dynamics in youths' everyday lives. CONCLUSIONS: Ecological momentary assessment is feasible and reliable for studying the daily lives of youth. EMA can inform the development and augmentation of traditional and momentary intervention. Continued research and technological development in mobile intervention design and implementation, EMA-sensor integration, and complex real-time data analysis are needed to realize the potential of just-in-time adaptive intervention, which may allow researchers to reach high-risk youth with intervention content when and where it is needed most. En ligne : http://dx.doi.org/10.1111/jcpp.13204 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420 New approaches to social skills training: Blended group interventions for girls with social communication difficulties / Jeanne WOLSTENCROFT in Autism Research, 14-5 (May 2021)
[article]
Titre : New approaches to social skills training: Blended group interventions for girls with social communication difficulties Type de document : Texte imprimé et/ou numérique Auteurs : Jeanne WOLSTENCROFT, Auteur ; Eleanor KERRY, Auteur ; Hayley DENYER, Auteur ; Alice WATKINS, Auteur ; William MANDY, Auteur ; David SKUSE, Auteur Article en page(s) : p.1061-1072 Langues : Anglais (eng) Mots-clés : autism e-health girls intervention online treatment social skills training Index. décimale : PER Périodiques Résumé : Social skills group interventions are increasing popular for children with social communication disorders but there is little evidence of their acceptability or effectiveness when delivered online. We report a feasibility study that adapted the Program for Education and Enrichment of Relational Skills (PEERS) to provide an intensive 8 week online delivery to female adolescents, blended with some face-to-face group meetings. A systematic multiple-case series design with case tracking was developed, comprising a 3-month baseline, a 2-month intervention and a 3-month follow-up period. Seven adolescents with Turner Syndrome and social communication difficulties (17-20?years) took part, together with their parents. Acceptability and feasibility were assessed by means of qualitative feedback and attendance rates. Changes in social adaptation were tracked using measures of social knowledge, social behaviour and autistic symptoms, plus anxiety and self-esteem. Attendance rates were consistently high and there were no dropouts. Qualitative feedback indicated the online format was acceptable to both the participants and their families. Objective outcome measures showed significant gains in social knowledge and improved social initiations from measures made during the pre-intervention baseline. This proof-of-principle pilot study demonstrated blended social skills interventions are both feasible and acceptable to adolescent females with social communication difficulties. LAY SUMMARY: Social skills groups are increasingly popular for children with social communication disorders, but there is little evidence for their use online. Psychological treatments that require weekly face-to-face sessions for both children and their parents are associated with practical difficulties, disrupting family life and school commitments. Our study, is the first to use a blended online and face-to-face social skills training program for adolescent girls with social communication difficulties. We showed that this new approach to treatment was acceptable to families and has a positive and significant impact on participant's social performance and social knowledge. This new treatment approach may increase the accessibility of treatment for adolescents and young adults, especially those with social communication difficulties. Autism Res 2021, 14: 1061-1072. © 2021 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Autism Research > 14-5 (May 2021) . - p.1061-1072[article] New approaches to social skills training: Blended group interventions for girls with social communication difficulties [Texte imprimé et/ou numérique] / Jeanne WOLSTENCROFT, Auteur ; Eleanor KERRY, Auteur ; Hayley DENYER, Auteur ; Alice WATKINS, Auteur ; William MANDY, Auteur ; David SKUSE, Auteur . - p.1061-1072.
Langues : Anglais (eng)
in Autism Research > 14-5 (May 2021) . - p.1061-1072
Mots-clés : autism e-health girls intervention online treatment social skills training Index. décimale : PER Périodiques Résumé : Social skills group interventions are increasing popular for children with social communication disorders but there is little evidence of their acceptability or effectiveness when delivered online. We report a feasibility study that adapted the Program for Education and Enrichment of Relational Skills (PEERS) to provide an intensive 8 week online delivery to female adolescents, blended with some face-to-face group meetings. A systematic multiple-case series design with case tracking was developed, comprising a 3-month baseline, a 2-month intervention and a 3-month follow-up period. Seven adolescents with Turner Syndrome and social communication difficulties (17-20?years) took part, together with their parents. Acceptability and feasibility were assessed by means of qualitative feedback and attendance rates. Changes in social adaptation were tracked using measures of social knowledge, social behaviour and autistic symptoms, plus anxiety and self-esteem. Attendance rates were consistently high and there were no dropouts. Qualitative feedback indicated the online format was acceptable to both the participants and their families. Objective outcome measures showed significant gains in social knowledge and improved social initiations from measures made during the pre-intervention baseline. This proof-of-principle pilot study demonstrated blended social skills interventions are both feasible and acceptable to adolescent females with social communication difficulties. LAY SUMMARY: Social skills groups are increasingly popular for children with social communication disorders, but there is little evidence for their use online. Psychological treatments that require weekly face-to-face sessions for both children and their parents are associated with practical difficulties, disrupting family life and school commitments. Our study, is the first to use a blended online and face-to-face social skills training program for adolescent girls with social communication difficulties. We showed that this new approach to treatment was acceptable to families and has a positive and significant impact on participant's social performance and social knowledge. This new treatment approach may increase the accessibility of treatment for adolescents and young adults, especially those with social communication difficulties. Autism Res 2021, 14: 1061-1072. © 2021 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444