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BackgroundThe development of mobile computing technology has enabled the delivery of psychological interventions while people go about their everyday lives. The original visions of the potential of these "ecological momentary interventions" were presented over a decade ago, and the widespread adoption of smartphones in the intervening years has led to a variety of research studies exploring the feasibility of these aspirations. However, there is a dearth of research describing the different dimensions, characteristics, and features of these interventions, as constructed.ObjectiveTo provide an overview of the definitions given for "ecological momentary interventions" in the treatment of common mental health disorders, and describe the set of technological and interaction possibilities which have been used in the design of these interventions.MethodsA systematic search identified relevant literature published between 2009 and 2020 in the PubMed, PsycInfo, and ACM Guide to the Computing Literature databases. Following screening, data were extracted from eligible articles using a standardized extraction worksheet. Selected articles were then thematically categorized.ResultsThe search identified 583 articles of which 64 met the inclusion criteria. The interventions target a range of mental health problems, with diverse aims, intervention designs and evaluation approaches. The studies employed a variety of features for intervention delivery, but recent research is overwhelmingly comprised of studies based on smartphone apps (30 of 42 papers that described an intervention). Twenty two studies employed sensors for the collection of data in order to provide just-in-time support or predict psychological states.ConclusionsWith the shift towards smartphone apps, the vision for EMIs has begun to be realised. Recent years have seen increased exploration of the use of sensors and machine learning, but the role of humans in the delivery of EMI is also varied. The variety of capabilities exhibited by EMIs motivates development of a more precise vocabulary for capturing both automatic and human tailoring of these interventions.

Despite efforts to reduce the number of people in the United States living in prison, people with mental illnesses continue to be overrepresented in prisons. This study explores how race impacts the prison experiences of individuals with mental illnesses. Thirty-seven participants were recruited from three states via flyers at community treatment providers and through word of mouth. Participants completed in-depth, semi-structured interviews and surveys to understand prison experiences and collect demographic information. Data analyses included descriptive statistics, framework method analysis, and an intersectional lens. Findings show that participant experiences were influenced by race through interpersonal interactions between those incarcerated and through interactions between people incarcerated and correctional staff. Intersectional identities underlying these interactions were explored including race, socioeconomic status, rural versus urban residents, and subordinate/dominant roles tied to power (e.g., staff vs. person incarcerated). These findings provide insight into how race, mental illness, and criminal-legal contact intersect. [ABSTRACT FROM AUTHOR]

Background: With the right support, people with learning disabilities can be 'good enough' parents (Coren et al., 2011; Murphy & Feldman, 2002). Parenting programmes exist to support parents and are made accessible for people with learning disabilities who are expecting a baby, but evaluation of the benefit of these interventions is poor due to a lack of accessible outcome measures (May & Harris, 2020; Wade et al., 2008). The Tool to Measure Parenting Self‐Efficacy in the antenatal period (TOPSE‐ ante‐natal) measures the impact of parenting interventions on an individual's self‐efficacy during the antenatal period. This study aimed to modify the TOPSE ante‐natal tool through a process of inclusive research, to support a consistent approach to evaluating parenting interventions from the perspective of parents‐to‐be with learning disabilities. Methods: A two‐phase study using interviews and discussion groups was conducted in a process of inclusive research to modify the TOPSE ante‐natal tool. Phase one involved conducting eight cognitive interviews (interviews to understand how individuals process and recall information) with parents with learning disabilities. These were conducted remotely via Microsoft Teams, transcribed verbatim and analysed using content analysis (Krippendorff, 2013). Participants were recruited using snowballing techniques through the advisory groups' networks. Phase two included three discussion groups with study collaborators and advisors (n = 14) to assess the accessibility and acceptability of adaptations of the tool, each making further refinements for consideration. Findings: Interviews and discussion groups highlighted how parents‐to‐be with learning disabilities experienced some of the original TOPSE‐ante‐natal negative statements, including negative points on a Likert scale, difficult to comprehend. Figurative statements and unfamiliar words also caused confusion, and statements focussed on the pressures of parenting were experienced as confrontational by people with learning disabilities. Statements were removed or replaced and agreed upon in discussion groups to ensure that the tool was accessible and meaningful to people with learning disabilities. Conclusions: We have used a process of inclusive research to modify a self‐efficacy tool for parents‐to‐be with learning disabilities that is freely available on the TOPSE website (https://www.topse.org.uk/site/). The next steps are for this tool to be used and validated in future studies evaluating parenting interventions for people with learning disabilities. This will inform a knowledge base of what interventions should be used by practitioners who are supporting people with learning disabilities to prepare for parenthood. Accessible summary: People with learning disabilities may need support to be good parents.There are parenting programmes to support people with learning disabilities who are expecting a baby, but it is difficult to find out how helpful they are, as questionnaires to measure this are not accessible for people with learning disabilities.This article describes how we worked with parents with learning disabilities and advisors (advocates, researchers and health professionals) to make an accessible and meaningful version of a questionnaire.This questionnaire can be used to find out if and how parenting programmes help people with learning disabilities feel more confident in how they will parent their babies. [ABSTRACT FROM AUTHOR]

Game jams, hackathons and similar group game creation events have become increasingly popular over the past decade (Fowler et al., 2015). They provide new and exciting opportunities for education and research. They foster creative thinking and innovation (Preston et al., 2012), and strengthen project management and communication skills (Smith & Bowers, 2016); all of which are essential skills for working in industry (Pirker et al., 2016).