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The lack of effective school-based interventions for addressing mental health issues and psychological well-being in young people, particularly those with stakeholder involvement, for reducing test anxiety in adolescents has caused a call for interventions to be developed through the process of co-production with the key stakeholders, i.e. teachers and students. The purpose of this paper is to present the development and modelling of a coproduced school-based intervention to improve mental health and psychological well-being in adolescents in the post-primary setting. The intervention was developed through a six step co-production model. This included an extensive evidence review, interviews (n = 7), focus groups (n = 6), observations in three school settings and initial modelling of the intervention programme and resources in the co-research partner school. Findings were used to identify the preferred structure and content of the intervention. A six-week intervention for 12-14 year olds was co-produced along with relevant teacher resources and student work books. The intervention consisting of a psycho-educational component and physical activity component underpinned by cognitive, behavioural and self-regulation theories aimed to reduce test anxiety and improve psychological well-being. The co-production model was a successful series of six steps used to create and refine the intervention. The programme represents a theoretically informed intervention comprising multiple components. This study contributes to a better understanding of the determinants of mental health issues among young people and how an intervention can be effectively co-produced. The results suggest that a feasibility study is warranted with teachers delivering the programme., Author(s): Ruth D. Neill [sup.1] , Katrina Lloyd [sup.2] , Paul Best [sup.2] , Janet Williamson [sup.3] , Jack Allen [sup.3] , Mark. A. Tully [sup.4] Author Affiliations: (1) grid.12641.30, [...]

Highly visual social media (HVSM) platforms, such as Snapchat, Instagram and TikTok, are increasingly popular among young people. It is unclear what motivates young people to engage with these specific highly visual platforms and what impact the inherent features of HVSM have on young people's mental health. Nine semi-structured focus group sessions were conducted with males and females aged 14 and 15 years (n = 47) across five secondary schools in Northern Ireland. Thematic analyses were conducted, and a conceptual model was developed to illustrate the findings. This study found that features such as likes/comments on visuals and scrolling through a feed were associated with the role of 'viewer', instigating longer-lasting feelings of jealousy, inferiority and pressure to be accepted. To combat these negative emotions, young people turn to the role of 'contributor' by using filters, selecting highlights to post to their feed and adjusting their personas, resulting in temporary feelings of higher self-esteem, greater acceptance and popularity. As users of HVSM are constantly switching between the role of viewer and contributor, the emotions they experience are also constantly switching between instant inadequacy and instant gratification. HVSM appears to trigger an unrelenting process of emotional highs and lows for its adolescent users.

Participatory Theme Elicitation (PTE) is a new approach to increasing user-involvement in qualitative data analysis. In this five-step method, participants independently identify themes in the data using open card sorting, and are supported in their development of a set of themes that reflect all participant views. We describe and evaluate PTE with a case study, where nine lay researchers identified five core themes in qualitative data from an online intervention with depressed adults. Total participation time was approximately 6 hours. Evaluation data revealed high levels of satisfaction with the PTE process and the themes generated. The strong commitment to public engagement in social science research and limited guidance on methods for effective participatory analysis of qualitative data highlight the value and growing need for robust standardised approaches such as PTE.

The success of school-based mental health interventions is often inconsistent, in part due to lack of input from teachers and students in the programme design. Therefore, the involvement and engagement of teachers in the co-production of an intervention, especially within data analysis, can create more innovative and effective solutions. This paper presents a teacher-led qualitative data analysis using a new approach within the field, participation theme elicitation. This approach will be used to gather information relevant to the initial development of a school-based mental health intervention. Teachers identified the following themes: (1) physical activity as a stress reliever, (2) programme facilitation, (3) exam pressure and (4) solutions to improve negative mental health. Results from the teacher-led analysis are broadly similar to previous research in the field. Our findings demonstrate that teachers can have a valuable input into research findings which should help address the development of a school-based mental health intervention. In summary, the findings suggest that the use of participatory theme elicitation is a valid and effective method to address the gaps and limitations of participatory qualitative data analysis.

A body of research indicates the importance of interventions for promoting the development and progress of children with visual impairments. However, the research available on suitable interventions for this population is relatively sparse. The purpose of this review is to identify, collate and appraise the available research evidence on implementation barriers and facilitators of interventions for children with visual impairments, their parents/guardians or educators. A systematic scoping search of peer-reviewed literature (including grey literature) was conducted from 15 June 2016 to 7 August 2016 and 2 May 2019 to 5 May 2019. Initial searches identified 6802 papers with 15 meeting the inclusion criteria. Three additional articles were identified through hand searching giving a final total of 18 included studies. The methodological quality score of the studies was variable with 61% scored in the average quality range. Sensory strategies, a family-centred approach, in-service training and routines-based activities were identified as implementation facilitators. Barriers were a lack of adaptive equipment and training for parents and professionals, complicating factors associated with the child's disability and an absence of specialists in interventions. Effective intervention strategies differ for this targeted population which requires individualised applications associated with teacher and parent/guardian training. For health or education professionals who work with children with visual impairments, the outcomes of this review suggest that a detailed assessment and identification of the individualised needs of children and their families, coupled with carefully designed and tested support practices to meet their individualised needs as well as promoting integrated working between health and care services, can optimise the positive implications for future practice. Along with this, future consideration should be given to the identification of the needs of children with visual impairments and additional disabilities in order to facilitate the adjustment of intervention strategies for this group.

Background: Despite growing international attention, there remains an urgent need to develop mental health services within low and middle income countries. The Khmer Rouge period in Cambodia saw the destruction of all health services infrastructure in the 1970s. Consequently, Cambodia has struggled to rebuild both its economy and healthcare system, with the number of qualified mental health clinicians remaining disproportionately low. Resultantly, there is a pressing need to develop low-cost community based alternatives of mental healthcare. Methods: Using a mixed methods design, researchers developed an 8-week peer-led intervention, known as a Friendship Group, for adults with physical disabilities using both face-to-face and online delivery methods. The Wilcoxon Signed-Rank test was used to assess changes in pre-post survey scores and qualitative data was collected in form of five focus groups post intervention. Results: 41 participants were allocated across four Friendship groups -- two were online and two face-to-face. Attrition rate was 22% post-intervention (n=32). ITT analyses showed a statistically significant decrease in psychological distress scores [Z =-3.808, p < .001] from pre [Mdn = 20, IQR = 16.5-25.5] to post [Mdn = 16, IQR = 14-18.5] intervention. A Wilcoxon signed-ranks test also showed a statistically significant decrease in PTSD scores [Z = -2.239, p < .025] from pre [Mdn=4, IQR=3-5] to post [Mdn = 3, IQR= 2.75-4] intervention. There was also a statistically significant decrease in worry scores [Z =-3.904, p < .001] from pre [Mdn=5, IQR=3.5-6.5] to post [Mdn = 3, IQR = 3-4] intervention. There were no significant group differences between the face to face and online groups. A number of interconnected themes emerged from focus group data (n=5), these included the mental health benefits of Friendship Groups as conceptualised through knowledge acquisition, skill development and peer support. Conclusions: The Friendship group intervention delivered in both online and face-to-face formats appears feasible and acceptable within the Cambodian context. Initial data revealed positive findings in terms of reduction in psychological distress, worry and PTSD symptoms as well increased feeling as calm. [ABSTRACT FROM AUTHOR]

Background: Few studies have explored the potential educational value of immersive 360° video in continuing education. This study explored the potential value of immersive 360° video as an acceptable educational method in a continuing education module in nursing. Method: A convergent parallel mixed methods design was adopted. The setting was a nursing and midwifery school at a university. The 11 participants were RNs. Data were collected at three time points with surveys and focus groups. Results: Participants found educational value in the triggering of a deep reflective process, supported by a subsequent classroom discussion. Further, there were nuances and complexities to be considered, with a need to tailor material toward high-acuity, low-frequency, or challenging clinical events when considering content. Conclusion: Immersive 360° videos are a potentially useful method for providing continuing education; however, the content must be tailored to students' learning needs. A reflective model may provide a valuable structure for discussions after the use of immersive 360° video. [J Contin Educ Nurs. 2024;55(5):261–268.] [ABSTRACT FROM AUTHOR]

Background: Sleep dysfunction is common in neurodegenerative disorders, however, its neural correlates, remain poorly characterized in genetic frontotemporal dementia (FTD). Atrophy in two hypothalamic nuclei, the suprachiasmatic nucleus and the lateral hypothalamic area, important for sleep regulation, may be related to this dysfunction. Thus, we examined changes in cerebral and hypothalamic structure across the lifespan in genetic FTD and their relations to measures of sleep dysfunction. Method: Data was retrieved from the Genetic Frontotemporal Dementia Initiative (GENFI). T1‐weighted structural MRI images and scores on the Cambridge Behavioural Inventory‐Revised (CBI‐R) sleep subscale were obtained from subjects with mutations causative of FTD (n = 491, scan number = 1029) and healthy controls (n = 321, scan number = 739). MRI images were processed for cortical thickness using CIVET 2.1 and hypothalamic volumes using a deep learning segmentation algorithm (Billot et al., NeuroImage 2020). Using linear mixed‐effects models, we examined changes in sleep dysfunction, vertex‐wise differences in cortical thickness, and volumetric changes in hypothalamic regions in mutation carriers compared to controls. Further, using linear mixed‐effects models, we examined associations between cortical and hypothalamic atrophy and changes in the CBI‐R sleep subscale while controlling for age, sex, scanning site, and disease severity based on the MMSE. Result: Mutation carriers showed greater sleep dysfunction across the lifespan, and this increased closer to the predicted onset of symptoms, compared to controls (p < 0.01), with MAPT carriers having greater dysfunction overall (figure 1). All mutation carriers showed patterns of cortical thinning (figure 2) commensurate with the literature (p < 0.05, FDR corrected). Further, cortical thinning in frontal and parietal regions were associated with greater sleep disturbance in C9orf72 and GRN mutation carriers (p < 0.05, FDR corrected) (figure 3). Lastly, MAPT mutation carriers showed consistently significant hypothalamic volume loss across the lifespan (figure 4) (p < 0.01) and reduced hypothalamic volumes were related to increased sleep dysfunction (p < 0.05) (Figure 5). Conclusion: These findings suggest that while cortical thinning in C9orf72 and GRN carriers non‐specifically correlate with increased sleep dysfunction, the increased sleep dysfunction observed in MAPT carriers may be attributable to increased hypothalamic atrophy. [ABSTRACT FROM AUTHOR]