scholarly journals Technological and Digital Interventions for Mental Health and Wellbeing: An Overview of Systematic Reviews

2021 ◽  
Vol 3 ◽  
Author(s):  
Nele A. J. De Witte ◽  
Steven Joris ◽  
Eva Van Assche ◽  
Tom Van Daele
Keyword(s):  
Mental Health ◽  
User Involvement ◽  
Evidence Base ◽  
Overview Of Reviews ◽  
Health And Wellbeing ◽  
Use Of Technology ◽  
Active User ◽  
Wide Range ◽  
Technological Interventions ◽  
Overview Of Systematic Reviews

Background: Research increasingly shows how selective and targeted use of technology within care and welfare can have several advantages including improved quality of care and active user involvement.Purpose: The current overview of reviews aims to summarize the research on the effectiveness of technology for mental health and wellbeing. The goal is to highlight and structure the diverse combinations of technologies and interventions used so far, rather than to summarize the effectiveness of singular approaches.Methods: The current overview includes reviews published in the past five years with a focus on effectiveness of digital and technological interventions targeting mental health and wellbeing.Results: A total of 246 reviews could be included. All reviews examined the effectiveness of digital and technological interventions in the context of care and welfare. A combination of two taxonomies was created through qualitative analysis, based on the retrieved interventions and technologies in the reviews. Review classification shows a predominance of reviews on psychotherapeutic interventions using computers and smartphones. It is furthermore shown that when smartphone applications as stand-alone technology are researched, the primary focus is on self-help, and that extended reality is the most researched emerging technology to date.Conclusion: This overview of reviews shows that a wide range of interventions and technologies, with varying focus and target populations, have been studied in the field of care and wellbeing. The current overview of reviews is a first step to add structure to this rapidly changing field and may guide both researchers and clinicians in further exploring the evidence-base of particular approaches.

scholarly journals Developing a whole-school mental health and wellbeing intervention through pragmatic formative process evaluation: a case-study of innovative local practice within The School Health Research network

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nina Gobat ◽  
Hannah Littlecott ◽  
Andy Williams ◽  
Kirsten McEwan ◽  
Helen Stanton ◽  
...  
Keyword(s):  
Mental Health ◽  
Process Evaluation ◽  
Evidence Base ◽  
Outcome Evaluation ◽  
Research Network ◽  
Programme Theory ◽  
Student Mental Health ◽  
Local Practice ◽  
Health And Wellbeing ◽  
Whole School

Abstract Background The evidence-base for whole school approaches aimed at improving student mental health and wellbeing remains limited. This may be due to a focus on developing and evaluating de-novo, research-led interventions, while neglecting the potential of local, contextually-relevant innovation that has demonstrated acceptability and feasibility. This study reports a novel approach to modelling and refining the programme theory of a whole-school restorative approach, alongside plans to scale up through a national educational infrastructure in order to support robust scientific evaluation. Methods A pragmatic formative process evaluation was conducted of a routinized whole-school restorative approach aimed at improving student mental health and wellbeing in Wales. Results The study reports the six phases of the pragmatic formative process evaluation. These are: 1) identification of innovative local practice; 2) scoping review of evidence-base to identify potential programme theory; outcomes; and contextual characteristics that influence implementation; 3) establishment of a Transdisciplinary Action Research (TDAR) group; 4) co-production and confirmation of an initial programme theory with stakeholders; 5) planning to optimise intervention delivery in local contexts; and 6) planning for feasibility and outcome evaluation. The phases of this model may be iterative and not necessarily sequential. Conclusions Formative, pragmatic process evaluations can support researchers, policy-makers and practitioners in developing robust scientific evidence-bases for acceptable and feasible local innovations that do not already have a clear evidence base. The case of a whole-school restorative approach provides a case example of how such an evaluation may be undertaken.

scholarly journals Rationale and methods for a cross-sectional study of mental health and wellbeing following river flooding in rural Australia, using a community-academic partnership approach

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
J. M. Longman ◽  
J. Bennett-Levy ◽  
V. Matthews ◽  
H. L. Berry ◽  
M. E. Passey ◽  
...  
Keyword(s):  
Climate Change ◽  
Mental Health ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
River Flooding ◽  
Health And Wellbeing ◽  
Wide Range ◽  
Flood Exposure ◽  
Partnership Approach ◽  
Rural Australia

Abstract Background Climate change is associated with greater frequency, duration, intensity and unpredictability of certain weather-related events, including floods. Floods harm mental health. There is limited understanding of the mental health and well-being effects from river flooding, particularly over the longer term and in rural contexts. This paper describes the rationale, aims, objectives, study design and socio-demographic characteristics of the sample for a study measuring associations between flood experience and mental health and wellbeing of residents (particularly those most likely to be negatively impacted and hard to reach) in rural NSW Australia 6 months following a devastating flood in 2017. To our knowledge, the study is the first of its kind within Australia in a rural community and is an important initiative given the likelihood of an increasing frequency of severe flooding in Australia given climate change. Methods A conceptual framework (The Flood Impact Framework) drawing on social ecological approaches was developed by the research team. It was based on the literature and feedback from the community. The Framework describes putative relationships between flood exposure and mental health and wellbeing outcomes. Within a community-academic partnership approach, a cross-sectional survey was then undertaken to quantify and further explore these relationships. Results The cross-sectional survey was conducted online (including on mobile phone) and on paper between September and November 2017 and recruited 2530 respondents. Of those, 2180 provided complete demographic data, among whom 69% were women, 91% were aged 25–74, 4% identified as Aboriginal and/or Torres Strait Islander, 9% were farmers and 33% were business owners. Conclusions The study recruited a wide range of respondents and the partnership facilitated the community’s engagement with the design and implementation of the study. The study will provide a basis for a follow-up study, that will aim to improve the understanding of mental health and wellbeing effects over the longer term. It will provide an important and original contribution to understanding river flooding and mental health in rural Australia, a topic that will grow in importance in the context of human-induced climate change, and identify critical opportunities to strengthen services, emergency planning and resilience to future flooding.

scholarly journals Developing whole-school mental health and wellbeing intervention through pragmatic formative process evaluation: A case-study of innovative local practice within the School Health Research Network

2020 ◽  
Author(s):  
Nina H Gobat ◽  
Hannah Littlecott ◽  
Andy Williams ◽  
Kirsten McEwan ◽  
Helen Stanton ◽  
...  
Keyword(s):  
Mental Health ◽  
Process Evaluation ◽  
Evidence Base ◽  
Outcome Evaluation ◽  
Research Network ◽  
Programme Theory ◽  
Student Mental Health ◽  
Local Practice ◽  
Health And Wellbeing ◽  
Whole School

Abstract Background: The evidence-base for whole school approaches aimed at improving student mental health and wellbeing remains limited. This may be due to a focus on developing and evaluating de-novo, research-led interventions, while neglecting the potential of local, contextually-relevant innovation that has demonstrated acceptability and feasibility. This study reports a novel approach to modelling and refining the programme theory of a whole-school restorative approach, alongside plans to scale up through a national educational infrastructure in order to support robust scientific evaluation.Methods: A pragmatic formative process evaluation was conducted of a routinized whole-school restorative approach aimed at improving student mental health and wellbeing in Wales.Results: The study reports the six phases of the pragmatic formative process evaluation. These are: 1) identification of innovative local practice; 2) scoping review of evidence-base to identify potential programme theory; outcomes; and contextual characteristics that influence implementation; 3) establishment of a Transdisciplinary Action Research (TDAR) group; 4) co-production and confirmation of an initial programme theory with stakeholders; 5) planning to optimise intervention delivery in local contexts; and 6) planning for feasibility and outcome evaluation. The phases of this model may be iterative and not necessarily sequential.Conclusions: Formative, pragmatic process evaluations can support researchers, policy-makers and practitioners in developing robust scientific evidence-bases for acceptable and feasible local innovations that do not already have a clear evidence base. The case of a whole-school restorative approach provides a case example of how such an evaluation may be undertaken.

scholarly journals Developing whole-school mental health and wellbeing intervention through pragmatic formative process evaluation: A case-study of innovative local practice within the School Health Research Network

2020 ◽  
Author(s):  
Nina H Gobat ◽  
Hannah Littlecott ◽  
Andy Williams ◽  
Kirsten McEwan ◽  
Helen Stanton ◽  
...  
Keyword(s):  
Mental Health ◽  
Process Evaluation ◽  
Evidence Base ◽  
Logic Model ◽  
Research Network ◽  
Programme Theory ◽  
Student Mental Health ◽  
Local Practice ◽  
Health And Wellbeing ◽  
Whole School

Abstract Background: The evidence-base for whole school approaches aimed at improving student mental health and wellbeing remains limited. This may be due to a focus on developing and evaluating de-novo, research led interventions, while neglecting the potential of local, contextually-relevant innovation that has demonstrated acceptability and feasibility. This study reports a novel approach to modelling and refining the theory of a whole-school restorative approach, alongside plans to scale up through a national educational infrastructure in order to support robust scientific evaluation. Methods: A pragmatic formative process evaluation was conducted of a routinized whole-school restorative approach aimed at improving student mental health and wellbeing in Wales. Results: The study reports seven phases of the pragmatic formative process evaluation that may be undertaken in the development and evaluation of interventions already in routine practice: 1) identification of innovative local practice; 2) scoping review of evidence-base to identify existing intervention programme theory; outcomes; and contextual characteristics that influence programme theory and implementation; 3) establishment of a Transdisciplinary Action Research (TDAR) group; 4) co-production of an initial intervention logic model with stakeholders; 5) confirmation of logic model with stakeholders; 6) planning for intervention refinement; and 7) planning for feasibility and outcome evaluation. The phases of this model may be iterative and not necessarily sequential. Conclusions: Formative, pragmatic process evaluations support researchers, policy-makers and practitioners in developing a robust scientific evidence-base for acceptable and feasible local innovation that does not have a clear evidence base. The case of a whole-school restorative approach provides a case example of how such an evaluation may be undertaken.

scholarly journals Developing whole-school mental health and wellbeing intervention through pragmatic formative process evaluation: A case-study of innovative local practice within the School Health Research Network

2020 ◽  
Author(s):  
Nina H Gobat ◽  
Hannah Littlecott ◽  
Andy Williams ◽  
Kirsten McEwan ◽  
Helen Stanton ◽  
...  
Keyword(s):  
Mental Health ◽  
Process Evaluation ◽  
Evidence Base ◽  
Logic Model ◽  
Research Network ◽  
Policy Makers ◽  
Student Mental Health ◽  
Local Practice ◽  
Health And Wellbeing ◽  
Whole School

Abstract Background: The evidence-base for whole school approaches aimed at improving student mental health and wellbeing remains limited. This may be due to a focus on developing and evaluating de-novo, research led interventions, while neglecting the potential of local, contextually-relevant innovation that has demonstrated acceptability and feasibility. This study reports a novel approach to modelling and refining the theory of a whole-school restorative approach, alongside plans to scale up through a national educational infrastructure in order to support robust scientific evaluation.Methods: We conducted a pragmatic formative process evaluation of a routinized whole-school restorative approach aimed at improving student mental health and wellbeing in Wales.Results: The study reports seven phases of the pragmatic formative process evaluation that researchers, policy-makers and practitioners may undertake in the development and evaluation of interventions already in routine practice: 1) identification of innovative local practice; 2) scoping review to identify intervention theory of change; antecedent and emergent contextual characteristics; implementation and outcomes; 3) establishment of a Transdisciplinary Action Research (TDAR) group; 4) co-production of intervention logic model with stakeholders; 5) confirmation of logic model with stakeholders; 6) planning for intervention refinement; and 7) planning for feasibility and outcome evaluation. The phases of this model are seen as being iterative.Conclusions: Formative, pragmatic process evaluations support researchers, policy-makers and practitioners in developing a robust scientific evidence-base for acceptable and feasible local innovation that does not have a clear evidence base. The case of a whole-school restorative approach provides an exemplar of how such an evaluation may be undertaken.

Air quality and mental health: evidence, challenges and future directions

2021 ◽  
Author(s):  
Kamaldeep Bhui ◽  
Joanne Newbury ◽  
Rachel Latham ◽  
Marcella Ucci ◽  
Zaheer Nasar ◽  
...  
Keyword(s):  
Mental Health ◽  
Air Pollution ◽  
Air Quality ◽  
Life Course ◽  
Evidence Base ◽  
Future Research ◽  
Knowledge Gaps ◽  
Methodological Challenges ◽  
Wide Range ◽  
The Life Course

AbstractPoor air quality is associated with poor health. Little attention is given to the complex array of environmental exposures and air pollutants that impact mental health during the life course. By gathering expertise across the air pollution and mental health fields, we summarise the findings of a rapid scoping discussion, to identify knowledge gaps and methodological challenges.. We summarise the key scientific findings, and identify knowledge gaps and methodological challenges. We propose future research priorities and the optimal methods to address them. There is emerging evidence of associations between poor air quality, both indoors and outdoors, and poor mental health and specific mental disorders. Evidence of critical periods in exposures among children and adolescents highlights the need for for more longitudinal data as the basis of early prevention policies. Particulate matter, including bioaerosols, are implicated, but form part of a complex exposome influenced by; geography, deprivation, socio-economic conditions, and biological and individual vulnerabilities. Critical knowledge gaps need to be addressed so that dedicated actions can be taken to design interventions for mitigation and prevention, reflecting ever-changing sources of air pollution. In the interim, the existing evidence base can help motivate the efforts of researchers, practitioners, policy-makers, industry, community groups, and campaigners to raise awareness and take informed action. Such work necessarily requires collaboration between a wide range of specialists. There are knowledge gaps and a need for a more substantial evidence base, for example, around bioaerosols exposure, indoor and outdoor pollution, and the mental health impacts over the life course.

scholarly journals Tomorrow's world: current developments in the therapeutic use of technology for psychosis

2016 ◽  
Vol 22 (5) ◽  
pp. 301-310 ◽  
Author(s):  
Puffn O'Hanlon ◽  
Golnar Aref-Adib ◽  
Andres Fonseca ◽  
Brynmor Lloyd-Evans ◽  
David Osborn ◽  
...  
Keyword(s):  
Mental Health ◽  
Communication Technology ◽  
Mental Health Problems ◽  
Mental Healthcare ◽  
Evidence Base ◽  
Therapeutic Use ◽  
Use Of Technology ◽  
Assessment And Treatment ◽  
Common Mental Health Problems ◽  
Information And Communication

SummaryThere is now an established evidence base for the use of information and communication technology (ICT) to support mental healthcare (‘e-mental health’) for common mental health problems. Recently, there have been significant developments in the therapeutic use of computers, mobile phones, gaming and virtual reality technologies for the assessment and treatment of psychosis. We provide an overview of the therapeutic use of ICT for psychosis, drawing on searches of the scientific literature and the internet and using interviews with experts in the field. We outline interventions that are already relevant to clinical practice, some that may become available in the foreseeable future and emerging challenges for their implementation.

scholarly journals New horizons in supporting older people's health and wellbeing: is social prescribing a way forward?

2020 ◽  
Vol 49 (3) ◽  
pp. 319-326 ◽  
Author(s):  
Kate Hamilton-West ◽  
Alisoun Milne ◽  
Sarah Hotham
Keyword(s):  
Mental Health ◽  
Local Community ◽  
Local Level ◽  
National Policy ◽  
Evidence Base ◽  
Poor Mental Health ◽  
Care Needs ◽  
Health And Wellbeing ◽  
Social Prescribing ◽  
Age Related

Abstract Older people’s health and care needs are changing. Increasing numbers live with the combined effects of age-related chronic illness or disability, social isolation and/or poor mental health. Social prescribing has potential to benefit older people by helping those with social, emotional or practical needs to access relevant services and resources within the local community. However, researchers have highlighted limitations with the existing evidence-base, while clinicians express concerns about the quality of onward referral services, liability and upfront investment required. The current article provides a critical review of evidence on social prescribing, drawing on the RE-AIM Framework (Glasgow et al., 1999) to identify questions that will need to be addressed in order to inform both the design and delivery of services and the evolving research agenda around social prescribing. We emphasise the need for researchers and planners to work together to develop a more robust evidence-base, advancing understanding of the impacts of social prescribing (on individuals, services and communities), factors associated with variation in outcomes and strategies needed to implement effective and sustainable programmes. We also call on policymakers to recognise the need for investment in allied initiatives to address barriers to engagement in social prescribing programmes, provide targeted support for carers and improve access to older adult mental health services. We conclude that social prescribing has potential to support older people’s health and wellbeing, but this potential will only be realised through strategic alignment of research, local level implementation and national policy and investment.

scholarly journals Designing Mobile Applications to Support Mental Health Interventions

2008 ◽  
pp. 635-656 ◽  
Author(s):  
Mark Matthews ◽  
Gavin Doherty ◽  
David Coyle ◽  
John Sharry
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Mental Health Care ◽  
Health Care Professionals ◽  
Health Interventions ◽  
End User ◽  
Highly Sensitive ◽  
Wide Range ◽  
Technological Interventions ◽  
Mental Health Interventions

The advent of mobile technology has brought computing to a wide range of new contexts, some of which are highly sensitive and place new constraints on the designer. In this chapter we discuss issues related to the design and evaluation of mobile software for sensitive situations, where access to the end user is extremely restricted. We focus on the specific example of technological interventions that support adolescents in mental health care settings. We examine the practical and ethical constraints placed on access to end users and contexts of use, and how this may affect approaches to design and evaluation. General design recommendations for this area are described. We consider approaches to iterative design with mental health care professionals, and how research on technological and therapeutic aspects may proceed in tandem. We identify methods that can be used when conducting evaluation in these limited situations and describe a methodology for maximising the value of such evaluation. By way of illustration, we present the design and evaluation of a mobile phone-based “mood diary” application designed for use in clinical situations by adolescents undergoing mental health interventions.

scholarly journals Developing whole-school mental health and wellbeing intervention through pragmatic formative process evaluation: A case-study of innovative local practice within the School Health Research Network

2020 ◽  
Author(s):  
Nina H Gobat ◽  
Hannah Littlecott ◽  
Andy Williams ◽  
Kirsten McEwan ◽  
Helen Stanton ◽  
...  
Keyword(s):  
Mental Health ◽  
Process Evaluation ◽  
Evidence Base ◽  
Outcome Evaluation ◽  
Research Network ◽  
Programme Theory ◽  
Student Mental Health ◽  
Local Practice ◽  
Health And Wellbeing ◽  
Whole School

Abstract Background: The evidence-base for whole school approaches aimed at improving student mental health and wellbeing remains limited. This may be due to a focus on developing and evaluating de-novo, research-led interventions, while neglecting the potential of local, contextually-relevant innovation that has demonstrated acceptability and feasibility. This study reports a novel approach to modelling and refining the programme theory of a whole-school restorative approach, alongside plans to scale up through a national educational infrastructure in order to support robust scientific evaluation. Methods: A pragmatic formative process evaluation was conducted of a routinized whole-school restorative approach aimed at improving student mental health and wellbeing in Wales. Results: The study reports the six phases of the pragmatic formative process evaluation. These are: 1) identification of innovative local practice; 2) scoping review of evidence-base to identify potential programme theory; outcomes; and contextual characteristics that influence implementation; 3) establishment of a Transdisciplinary Action Research (TDAR) group; 4) co-production and confirmation of an initial programme theory with stakeholders; 5) planning to optimise intervention delivery in local contexts; and 6) planning for feasibility and outcome evaluation. The phases of this model may be iterative and not necessarily sequential. Conclusions: Formative, pragmatic process evaluations can support researchers, policy-makers and practitioners in developing robust scientific evidence-bases for acceptable and feasible local innovations that do not already have a clear evidence base. The case of a whole-school restorative approach provides a case example of how such an evaluation may be undertaken.

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