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Goozee R, Barrable A, Lubenko J, Papadatou-Pastou M, Haddad M, McKeown E, Hirani SP, Martin M, Tzotzoli P. Investigating the feasibility of MePlusMe, an online intervention to support mental health, well-being, and study skills in higher education students. J Ment Health 2022:1-11. [PMID: 35549804 DOI: 10.1080/09638237.2022.2069699] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2021] [Revised: 12/17/2021] [Accepted: 01/14/2022] [Indexed: 10/18/2022]
Abstract
INTRODUCTION While there are several web-based mental health interventions, few target higher education (HE) students. Importantly, more research is needed to establish their effectiveness. Here, we provide a pragmatic evaluation of an online intervention (MePlusMe) specifically designed to improve the mental health, well-being, and study skills of HE students. METHODS In accordance with the published protocol for a feasibility study, we recruited a convenience sample of 137 HE students to participate in an eight-week intervention, with 26 participants retained at week 8. Validated measures of mood (depression and anxiety), well-being, and self-efficacy were collected at baseline, 2, 4, and 8 weeks, alongside two feedback forms assessing design and functionality (baseline) and engagement (week 4 and 8). RESULTS We observed significant reductions in levels of anxiety and depression as well as increases in well-being, but no changes in self-efficacy. Participants rated the system design and functionality positively and qualitative findings indicated high levels of satisfaction with MePlusMe. DISCUSSION Findings support both the acceptability and the effectiveness of MePlusMe. Nonetheless, modest retention rates limit the precision and generalisability of these findings. Further investigation should ascertain optimal duration of engagement, most acceptable means of outcome assessment, and further detail about obstacles to utilisation.
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Affiliation(s)
| | - Alexia Barrable
- School of Education and Social Work, University of Dundee, Dundee, UK
| | - Jelena Lubenko
- Department of Health Psychology and Paedagogy, Rīga Stradiņš University, Rīga, Latvia
| | | | - Mark Haddad
- School of Health Sciences, City, University of London, London, UK
| | - Eamonn McKeown
- School of Health Sciences, City, University of London, London, UK
| | | | - Maryanne Martin
- Department of Experimental Psychology, University of Oxford, Oxford, UK
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Papadatou-Pastou M, Campbell-Thompson L, Barley E, Haddad M, Lafarge C, McKeown E, Simeonov L, Tzotzoli P. Exploring the feasibility and acceptability of the contents, design, and functionalities of an online intervention promoting mental health, wellbeing, and study skills in Higher Education students. Int J Ment Health Syst 2019; 13:51. [PMID: 31367229 PMCID: PMC6647293 DOI: 10.1186/s13033-019-0308-5] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/23/2019] [Accepted: 07/17/2019] [Indexed: 01/12/2023] Open
Abstract
Background Substantial numbers of students in Higher Education (HE) are reporting mental health difficulties, such as mild to moderate symptoms of depression and anxiety. Coupled with academic skills challenges, these difficulties can lead to decreased academic performance, low levels of study satisfaction, and eventually drop out. Student support services are facing budget cuts and can only attend to limited numbers of students, usually the ones who present with more severe mental health problems. Moreover, face-to-face contact may not appeal to those students who feel embarrassed by their problems or are afraid of being stigmatised. To address this important problem, an online psychological wellbeing and study skills support system called MePlusMe, has been developed to provide personalised support to its users. In the present study we investigated the feasibility and acceptability of the contents, design, and functionalities of the system. Methods An offline version of the system was introduced to 13 postgraduate and undergraduate students (mean age = 31.3 years, SD = 10.25 years; 4 males) in a UK HE Institution, who presented with mild or moderate mental health difficulties. The participants evaluated the design of the system, its functionalities, and contents at Baseline and at Weeks 2, 4, and 8. Results Participants found the system easy to use, professional, and efficient and its contents non-judgemental and informative. Participants stated that engaging with and practicing the techniques targeted at mental health difficulties led to improvements in positive thinking and self-confidence, while the study skills techniques were practical. Suggestions for further improvement included the development of an app and an option for direct engagement with professionals. Conclusions The findings confirmed the acceptability of the contents, design and functionalities of the system, while providing useful information to inform its further development. Next steps include a feasibility study, which will test and quantify the effects on everyday functioning, mood, mental wellbeing, and academic self-efficacy after using the system, and subsequently a randomized controlled trial, which will evaluate its effectiveness.
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Affiliation(s)
- Marietta Papadatou-Pastou
- 1School of Education, Faculty of Primary Education, National and Kapodistrian University of Athens, 13A Navarinou Str, 106 80 Athens, Greece
| | | | - Elizabeth Barley
- 3University of West London, Paragon House, PR405, Boston Manor Road, Brentford, Middlesex TW8 9GA UK
| | | | - Caroline Lafarge
- 5School of Human and Social Sciences, University of West London, Paragon, Boston Manor Road, Brentford, TW8 9GA UK
| | | | - Louise Simeonov
- 6University College London, 1-19 Torrington place, London, UK
| | - Patapia Tzotzoli
- My Psychology Clinic and iConcipio Ltd, 13 Orchard Rise, Richmond, Greater London, TW10 5BX UK
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Barrable A, Papadatou-Pastou M, Tzotzoli P. Supporting mental health, wellbeing and study skills in Higher Education: an online intervention system. Int J Ment Health Syst 2018; 12:54. [PMID: 30323858 PMCID: PMC6173914 DOI: 10.1186/s13033-018-0233-z] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/23/2018] [Accepted: 09/27/2018] [Indexed: 11/10/2022] Open
Abstract
Background Dealing with psychological and study skill difficulties can present a challenge for both Higher Education (HE) students, who suffer from them, but also for HE Institutions and their support services. Alternative means of support, such as online interventions, have been identified as cost-effective and efficient ways to provide inclusive support to HE students, removing many of the barriers to help-seeking as well as promoting mental health and wellbeing. Case presentation The current case study initially outlines the rigorous approach in the development of one such online intervention system, MePlusMe. It further highlights key features that constitute innovative delivery of evidence-based psychological and educational practice in the areas of mental health, promotion of wellbeing, support of mood and everyday functioning, and study-skills enhancement. Conclusions This case study aims to present the innovative features of MePlusMe in relation to current needs and evidence-basis. Finally, it presents future directions in the evaluation, assessment, and evidence of the fitness-for-purpose process.
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Affiliation(s)
- Alexia Barrable
- 1School of Education and Social Work, University of Dundee, Nethergate, Dundee, DD1 4HN UK
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Goozée R, Papadatou-Pastou M, Barley E, Haddad M, Tzotzoli P. Survey to Inform the Development of an Online Support System for Higher Education Students <br>—Higher Education and Online Support. Health (London) 2018. [DOI: 10.4236/health.2018.103028] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Papadatou-Pastou M, Goozee R, Payne E, Barrable A, Tzotzoli P. A review of web-based support systems for students in higher education. Int J Ment Health Syst 2017; 11:59. [PMID: 29021822 PMCID: PMC5613335 DOI: 10.1186/s13033-017-0165-z] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/09/2017] [Accepted: 09/16/2017] [Indexed: 01/15/2023] Open
Abstract
Background Recent evidence suggests that there is an increasing need for accessible and anonymous services to support higher education (HE) students suffering from psychological and/or academic difficulties. Such difficulties can lead to several negative outcomes, including poor academic performance, sub-optimal mental health, reduced study satisfaction, and dropout from study. Currently, universities in the UK lack financial resources and the on-campus mental health services traditionally offered to students are increasingly economically unsustainable. Compounded by the perceived stigma of using such services, mental health providers have been driven to address the escalating needs of students through online services. Methods In this paper, we review online support systems identified through a literature search and a manual search of references in the identified papers. Further systems were identified through web searches, and systems still in development were identified by consultation with researchers in the field. We accessed systems online to extract relevant information, regarding the main difficulties addressed by the systems, the psychological techniques used and any relevant research evidence to support their effectiveness. Conclusion A large number of web-based support systems have been developed to support mental health and wellbeing, although few specifically target HE students. Further research is necessary to establish the effectiveness of such interventions in providing a cost-effective alternative to face-to-face therapy, particularly in certain settings such as HE institutions.
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Affiliation(s)
- Marietta Papadatou-Pastou
- School of Education, Research Centre for Psychophysiology and Education, National and Kapodistrian University of Athens, Athens, Greece
| | | | - Erika Payne
- University of Derby, Kedleston Rd, Derby, UK
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Touloumakos AK, Goozée R, Papadatou-Pastou M, Barley E, Haddad M, Tzotzoli P. Online support system for students in higher education: Proof-of-concept study. Digit Health 2016; 2:2055207616655012. [PMID: 29942560 PMCID: PMC6001197 DOI: 10.1177/2055207616655012] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2016] [Accepted: 05/20/2016] [Indexed: 11/16/2022] Open
Abstract
Background Providing support to the increasing numbers of students facing mental health difficulties in higher education (HE) can be difficult due to stigma or lack of resources. Alternative and/or complementary sources of support are needed, such as online interventions that are recognised for their therapeutic value and cost-effectiveness. Objectives We aim to provide evidence supporting the conceptual and practical value of a newly developed online multimedia intervention system for HE students who face mild to moderate symptoms of anxiety and depression and study-skills difficulties. Methods Students from five universities were invited to participate in a cross-sectional proof-of-concept study. Students were invited through the universities’ internal communication channels. Following demonstration of each part of the system, students completed a survey with quantitative and qualitative questions. Results Response was largely positive. Positive responses on the features of the questionnaire ranged between 65% and 86%; on the features of the workshops ranged between 57% and 91%; on ‘My place’ ranged between 65% and 79%; on the animated videos ranged between 79% and 92%; and on the overall system ranged between 78% and 89%. Participants indicated areas for improvement and ways in which such improvement could be accomplished; these then guided the development of the system. Conclusions The results confirm the need for such a system. It can complement student support services (SSS) by dealing with cases with mild to moderate difficulties, hence allowing SSS to prioritise and effectively address more severe cases. Potentially this method can provide a meaningful alternative to SSS; this is worth investigating further.
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Affiliation(s)
- Anna K Touloumakos
- Business College of Athens, Greece.,Centre for Skills, Knowledge and Organisational Performance, Oxford University, UK
| | - Rhianna Goozée
- Department of Psychosis Studies, King's College London, UK
| | - Marietta Papadatou-Pastou
- Research Centre for Psychophysiology and Education, National and Kapodistrian University of Athens, Greece.,Cognition and Health Research Group, University of Oxford, UK
| | - Elizabeth Barley
- Florence Nightingale Faculty of Nursing and Midwifery, King's College London, UK
| | - Mark Haddad
- School of Health Sciences, City University London, UK
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