scholarly journals 360° Videos for Immersive Mental Health Interventions: a Systematic Review

2021 ◽  
Author(s):  
Alina Ionescu ◽  
Tom Van Daele ◽  
Albert Rizzo ◽  
Carolyn Blair ◽  
Paul Best
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Mental Healthcare ◽  
Technical Skills ◽  
Risk Groups ◽  
Health Interventions ◽  
Clinical Interventions ◽  
Video Footage ◽  
Mental Health Interventions

AbstractVirtual reality is increasingly recognized as a powerful method for clinical interventions in the mental health field, but has yet to achieve mainstream adoption in routine mental healthcare settings. A similar, yet slightly different technology, immersive 360° videos might have the potential to cover this gap, by requiring both lower costs and less technical skills to construct and operate such virtual environments. This systematic review therefore aims to identify, evaluate, and summarize mental health interventions using immersive 360° videos to support an understanding of their implementation in daily clinical practice. The quality of the 14 selected studies was evaluated using a critical appraisal tool, addressing populations with clinical levels of psychopathological symptoms, somatic conditions associated with psychological implications, and other at-risk groups. Immersive 360° videos successfully increased users’ feelings of presence, given their realistic features, and therefore yielded positive outcomes in clinical interventions where presence is considered as an essential precondition. Because the technical skills required to create immersive 360° video footage are fairly limited, most of the interventions using this approach have been created by mental health researchers or clinicians themselves. Immersive 360° videos are still in an early phase of implementation as a tool for clinical interventions for mental health, resulting in high heterogeneity in focus, procedures, and research designs. An important next step for making use of this technology may therefore involve the creation of standardized procedures, as a means to increase the quality of research and evidence-based interventions.

scholarly journals The Effectiveness of Individual Mental Health Interventions for Depressive, Anxiety and Conduct Disorder Symptoms in School Environment for Adolescents Aged 12–18—A Systematic Review

2021 ◽  
Vol 12 ◽  
Author(s):  
Johanna Karukivi ◽  
Outi Herrala ◽  
Elina Säteri ◽  
Anna Tornivuori ◽  
Sanna Salanterä ◽  
...  
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
School Environment ◽  
Mental Health Problems ◽  
Health Problems ◽  
Health Interventions ◽  
Control Group ◽  
Qualitative Synthesis ◽  
Mental Health Interventions

Background: Mental health problems are a major health issue for children and adolescents around the world. The school environment allows adolescents to be reached comprehensively and on a low threshold, making it a potential environment for mental health interventions. The aim of this review was to describe interventions delivered by health-care workers in school environment for individual adolescents aged 12–18 with mental health problems and to assess the effectiveness of these interventions.Methods: This systematic review was conducted in adherence with the PRISMA guidelines. Altogether 349 studies were screened and 24 of them were included in full text assessment. Eight studies were included in the qualitative synthesis. Only in three studies the intervention was compared to another intervention or the study setting included a control group. Five of the interventions were based on cognitive-behavioral therapy and three on other approaches. In seven studies, one of the main response variables was based on assessment of depressive symptoms and/or a depressive disorder. The quality of the studies was limited with notable risk for bias for some studies.Results: Based on reported symptom reductions, for most of the interventions, the results were good. Symptom reductions were also typically achieved in a rather low number of sessions (12 or less) supporting the feasibility of these type of interventions in school environment. However, the lack of use of control groups and actual comparisons between the interventions, limit the possibility to draw firm conclusions regarding their effectiveness and thus, the results should be interpreted with caution. Confirming the effectiveness of the studied interventions requires more robust evidence and thus, improving the quality of studies in the school environment is encouraged.

scholarly journals Mental health interventions for children in foster care: A systematic review

2016 ◽  
Vol 70 ◽  
pp. 65-77 ◽  
Author(s):  
Erin P. Hambrick ◽  
Shani Oppenheim-Weller ◽  
Amanda M. N'zi ◽  
Heather N. Taussig
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Foster Care ◽  
Health Interventions ◽  
Children In Foster Care ◽  
Mental Health Interventions

The effects of non-clinician guidance on effectiveness and process outcomes of digital mental health interventions: A systematic review and meta-analysis. (Preprint)

2021 ◽  
Author(s):  
Calista Leung ◽  
Julia Pei ◽  
Kristen Hudec ◽  
Farhud Shams ◽  
Richard Munthali ◽  
...  
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Psychosocial Support ◽  
Meta Analysis ◽  
Grey Literature ◽  
Risk Of Bias ◽  
Health Interventions ◽  
Cochrane Central Register ◽  
Process Outcomes ◽  
Mental Health Interventions

BACKGROUND Digital mental health interventions are increasingly prevalent in the current context of rapidly evolving technology, and research indicates that they yield effectiveness outcomes comparable to in-person treatment. Integrating professionals (i.e. psychologists, physicians) into digital mental health interventions has been common, and the inclusion of guidance within programs can increase adherence to interventions. However, employing professionals to enhance mental health programs may undermine the scalability of digital interventions. Therefore, delegating guidance tasks to paraprofessionals (peer supporters, technicians, lay counsellors, or other non-clinicians) can help reduce costs and increase accessibility. OBJECTIVE This systematic review and meta-analysis evaluates the effectiveness, adherence, and other process outcomes of non-clinician guided digital mental health interventions. METHODS Four databases (MEDLINE, EMBASE, CINAHL, and PSYCInfo) were searched for randomized controlled trials published between 2010 and 2020 examining digital mental health interventions. Three journals focused on digital intervention were also hand searched and grey literature was searched using ProQuest and the Cochrane Central Register of Control Trials (CENTRAL). Two researchers independently assessed risk of bias using the Cochrane Risk of Bias Tool 2. Data were collected on effectiveness, adherence, and other process outcomes, and meta-analyses were conducted for effectiveness and adherence outcomes. Non-clinician guided interventions were compared with treatment as usual, clinician-guided interventions, and unguided interventions. RESULTS Thirteen studies qualified for inclusion. Results indicate that non-clinician guided interventions yielded higher post-treatment effectiveness outcomes when compared to conditions involving control programs (e.g. online psychoeducation, monitored attention control) or waitlist controls (k=7, Hedges g=-0.73 (95% CI -1.08 to -0.38)). There are significant differences between non-clinician guided interventions and unguided interventions as well (k=6, Hedges g=-0.17 (95% CI -0.23 to -0.11)). In addition, non-clinician guided interventions did not differ in effectiveness from clinician-guided interventions (k=3, Hedges g=0.08 (95% CI -0.01 to 0.17)). These results suggest that guided digital mental health interventions are helpful to improve mental health outcomes regardless of the qualification, and that the presence of a non-clinician guide improves effectiveness outcomes more than no guidance. Non-clinician guided interventions did not yield significantly different effects on adherence outcomes when compared with unguided interventions (k=3, OR 1.58 (95% CI 0.51 to 4.92)), although a general trend of improved adherence was observed within non-clinician guided interventions. CONCLUSIONS Integrating paraprofessionals and non-clinicians appear to improve outcomes of digital mental health interventions, and may also enhance adherence outcomes (though the trend was nonsignificant). Further research should focus on the specific types of tasks these paraprofessionals can successfully provide (i.e. psychosocial support, therapeutic alliance, technical augmentation) and their associated outcomes. CLINICALTRIAL The protocol is preregistered on PROSPERO (CRD42020191226).

Systematic Review and Critique of Methods for Economic Evaluation of Digital Mental Health Interventions

2020 ◽  
Vol 19 (1) ◽  
pp. 17-27 ◽  
Author(s):  
Dina Jankovic ◽  
Laura Bojke ◽  
David Marshall ◽  
Pedro Saramago Goncalves ◽  
Rachel Churchill ◽  
...  
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Economic Evaluation ◽  
Health Interventions ◽  
Mental Health Interventions

Economic evaluations of mental health interventions: A systematic review of interventions with work-focused components

2020 ◽  
Vol 132 ◽  
pp. 104982
Author(s):  
Aurélie Gaillard ◽  
Hélène Sultan-Taïeb ◽  
Chantal Sylvain ◽  
Marie-José Durand
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Health Interventions ◽  
Economic Evaluations ◽  
Mental Health Interventions

scholarly journals Guidance on defining the scope and development of text-based coaching protocols for digital mental health interventions

2019 ◽  
Vol 5 ◽  
pp. 205520761989614
Author(s):  
Emily G Lattie ◽  
Andrea K Graham ◽  
Heather D Hadjistavropoulos ◽  
Blake F Dear ◽  
Nickolai Titov ◽  
...  
Keyword(s):  
Mental Health ◽  
Clinical Outcomes ◽  
Health Interventions ◽  
Multiple Models ◽  
Adherence To Guidelines ◽  
Mental Health Interventions ◽  
Human Support ◽  
And Training ◽  
Structure Communication

A body of literature suggests that the provision of human support improves both adherence to and clinical outcomes for digital mental health interventions. While multiple models of providing human support, or coaching, to support digital mental health interventions have been introduced, specific guidance on how to develop coaching protocols has been lacking. In this Education Piece, we provide guidance on developing coaching protocols for text-based communication in digital mental health interventions. Researchers and practitioners who are tasked with developing coaching protocols are prompted to consider the scope of coaching for the intervention, the selection and training of coaches, specific coaching techniques, how to structure communication with clients and how to monitor adherence to guidelines, and quality of coaching. Our goal is to advance thinking about the provision of human support in digital mental health interventions to inform stronger, more engaging, and effective intervention designs.

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