Young people's data governance preferences for their mental health data: MindKind Study findings from India, South Africa, and the United Kingdom

Mobile devices offer a scalable opportunity to collect longitudinal data that facilitate advances in mental health treatment to address the burden of mental health conditions in young people. Sharing these data with the research community is critical to gaining maximal value from rich data of this nature. However, the highly personal nature of the data necessitates understanding the conditions under which young people are willing to share them. To answer this question, we developed the MindKind Study, a multinational, mixed methods study that solicits young people's preferences for how their data are governed and quantifies potential participants' willingness to join under different conditions. We employed a community-based participatory approach, involving young people as stakeholders and co-researchers. At sites in India, South Africa, and the UK, we enrolled 3575 participants ages 16-24 in the mobile app-mediated quantitative study and 143 participants in the public deliberation-based qualitative study. We found that while youth participants have strong preferences for data governance, these preferences did not translate into (un)willingness to join the smartphone-based study. Participants grappled with the risks and benefits of participation as well as their desire that the "right people" access their data. Throughout the study, we recognized young people's commitment to finding solutions and co-producing research architectures to allow for more open sharing of mental health data to accelerate and derive maximal benefit from research.

Designing for culturally responsive social robots: An application of a participatory framework

Integrating cultural responsiveness into the educational setting is essential to the success of multilingual students. As social robots present the potential to support multilingual children, it is imperative that the design of social robot embodiments and interactions are culturally responsive. This paper summarizes the current literature on educational robots in culturally diverse settings. We argue the use of the Culturally Localized User Experience (CLUE) Framework is essential to ensure cultural responsiveness in HRI design. We present three case studies illustrating the CLUE framework as a social robot design approach. The results of these studies suggest co-design provides multicultural learners an accessible, nonverbal context through which to provide design requirements and preferences. Furthermore, we demonstrate the importance of key stakeholders (students, parents, and teachers) as essential to ensure a culturally responsive robot. Finally, we reflect on our own work with culturally and linguistically diverse learners and propose three guiding principles for successfully engaging diverse learners as valuable cultural informants to ensure the future success of educational robots.

Connecting the Dots of Social Robot Design From Interviews With Robot Creators

Despite promises about the near-term potential of social robots to share our daily lives, they remain unable to form autonomous, lasting, and engaging relationships with humans. Many companies are deploying social robots into the consumer and commercial market; however, both the companies and their products are relatively short lived for many reasons. For example, current social robots succeed in interacting with humans only within controlled environments, such as research labs, and for short time periods since longer interactions tend to provoke user disengagement. We interviewed 13 roboticists from robot manufacturing companies and research labs to delve deeper into the design process for social robots and unearth the many challenges robot creators face. Our research questions were: 1) What are the different design processes for creating social robots? 2) How are users involved in the design of social robots? 3) How are teams of robot creators constituted? Our qualitative investigation showed that varied design practices are applied when creating social robots but no consensus exists about an optimal or standard one. Results revealed that users have different degrees of involvement in the robot creation process, from no involvement to being a central part of robot development. Results also uncovered the need for multidisciplinary and international teams to work together to create robots. Drawing upon these insights, we identified implications for the field of Human-Robot Interaction that can shape the creation of best practices for social robot design.

Pivoting to "No Contact": A Protocol for Conducting a Virtual Reality Relaxation Home Study for Teens Amidst the COVID-19 Pandemic

Prior to the COVID-19 pandemic, our team planned to pilot a self-administered virtual reality environment for stress reduction. The purpose of this manuscript is to describe our pivot to a "no contact" protocol, including participant feedback and lessons learned. Our protocol included virtual reality study kit sanitization, delivery, and return; remote screening, consent, enrollment, and data collection; and virtual study visits. All study participants found the protocol to be acceptable. Lessons learned include strategies for institutional review board approval and improved orientation to the study technology. Despite a global pandemic, our "no contact" protocol was feasible and acceptable.

Exploring Teens as Robot Operators, Users and Witnesses in the Wild

As social robots continue to show promise as assistive technologies, the exploration of appropriate and impactful robot behaviors is key to their eventual success. Teens are a unique population given their vulnerability to stress leading to both mental and physical illness. Much of teen stress stems from school, making the school environment an ideal location for a stress reducing technology. The goal of this mixed-methods study was to understand teens' operation of, and responsiveness to, a robot only capable of movement compared to a robot only capable of speech. Stemming from a human-centered approach, we introduce a Participatory Wizard of Oz (PWoz) interaction method that engaged teens as operators, users, and witnesses in a uniquely transparent interaction. In this paper, we illustrate the use of the PWoz interaction method as well as how it helps identify engaging robot interactions. Using this technique, we present results from a study with 62 teens that includes details of the complexity of teen stress and a significant reduction in negative attitudes toward robots after interactions. We analyzed the teens' interactions with both the verbal and non-verbal robots and identified strong themes of (1) authenticity, (2) empathy, (3) emotional engagement, and (4) imperfection creates connection. Finally, we reflect on the benefits and limitations of the PWoz method and our study to identify next steps toward the design and development of our social robot.

A review of EMA assessment period reporting for mood variables in substance use research: Expanding existing EMA guidelines

Ecological Momentary Assessment (EMA) is an increasingly popular approach in substance use research for capturing reliable, in-situ, self-reported information about fluctuating variables, such as mood, over time. Current EMA guidelines do not sufficiently address the reporting of assessment periods (e.g., right now, past 30 min). Given the importance of time in EMA studies, variation and ambiguity in assessment period reporting risks misinterpretation of procedures and findings. The following study reviewed the methodological reporting of EMA assessment periods in substance use research. A search conducted in PsychINFO and PubMed using the terms "ecological momentary assessment" OR "EMA" AND "mood" AND "substance use" yielded 36 unique search results. The references of these results were hand searched and resulted in 126 additional studies. After deleting duplicates and applying inclusion criteria, 56 studies were included in the review. Review of these studies illustrated (1) variability and ambiguity in study assessment periods (2) within-study incongruence between assessment period descriptions and associated EMA prompts, (3) and a large temporal range of retrospective assessment periods across studies. Each of these findings are illustrated and discussed using examples from the literature. From these examples, assessment period reporting guidelines are proposed to improve EMA reporting clarity. Such improvements will facilitate increased synthesis of EMA research and position future researchers to investigate the validity and reliability of EMA data captured with different lengths of retrospection.

Exploring Temporal Patterns of Stress in Adolescent Girls with Headache

As part of a larger study on perceived stress and headaches in 2009, momentary perceived stress, head pain levels and stress-related symptom data were collected. This paper explores a temporal analysis of the patterns of stress, as well as an analysis of momentary and retrospective stress-related symptoms compared by level of headache activity. Adolescent girls (N = 31) ages 14-18 were randomly cued by electronic diaries 7 times per day over a 21-day period responding to momentary questions about level of head pain, perceived stress and stress-related symptoms. Multivariate general linear modelling was used to determine significant differences among headache groups in relation to temporal patterns of stress. Significant headache group differences were found on retrospective and momentary stress-related symptom measures. A total of 2841 diary responses captured stress levels, head pain and related symptoms. The chronic headache (CH) group reported the highest levels of hourly and daily stress, followed by the moderate headache (MH) and low headache (LH) groups. Patterns of stress for the three headache groups were statistically distinct, illustrating increased stress in girls with more frequent head pain. This evidence suggests that because of increased stress, girls with recurrent head pain are likely a vulnerable population who may benefit from stress-reducing interventions. Copyright © 2016 John Wiley & Sons, Ltd.

Changes in political astuteness following nurse legislative day

Political astuteness, including awareness, knowledge, and involvement, is necessary if nurses are to engage in policy advocacy-a vital aspect of the nursing profession. However, little is known about the effects of learning activities, such as legislative days, on political astuteness. The purpose of this research was to determine if political astuteness changed after participants attended a state nurse legislative day. Pre and post data were collected from participants in two studies (N = 80 and N = 34) using the Political Astuteness Inventory (PAI). Political astuteness scores were significantly higher after participants attended legislative day as compared to before. Age and educational rank were positively correlated with political astuteness. Experiential activities such as attending nurse legislative days that offer opportunities to learn policy advocacy skills can enhance knowledge of and participation in the policy process.