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Mental health literacy programmes can help reduce stigma towards people who experience mental health challenges. Co-facilitated mental health literacy programmes, delivered by a person with lived experience of mental health challenges in partnership with a person with clinical experience in mental health services, may further reduce stigma. This qualitative study aims to explore participants’ satisfaction with a co-facilitated mental health literacy programme and facilitator characteristics influencing satisfaction.

The authors used deidentified post-workshop evaluation data from 762 community mental health literacy programme participants (86% response rate). Thematic analysis of qualitative data used a general inductive approach.

Findings indicate high satisfaction with the co-facilitation model used to deliver a mental health literacy programme. Three key themes related to co-facilitation satisfaction: how participants perceived the co-facilitation model overall; the impact of having two facilitators that offered different knowledge and perspectives about mental health challenges; and the impact of personal stories shared. The personal stories shared by facilitators were perceived as bringing the workshop content to life and providing insights into people’s experiences and well-being journey. Key themes influencing co-facilitation satisfaction related to facilitator knowledge, skills, values and attitudes.

Findings indicate the positive impact of incorporating people’s lived experience into the design and delivery of mental health literacy programmes. Findings highlight key facilitator characteristics and support needs when recruiting facilitators to deliver programmes. This includes good facilitation skills alongside personal experiences.

To the best of the authors’ knowledge, this is the first large study examining satisfaction with a co-facilitated mental health literacy programme for the general public.

The purpose of this paper is to examine high school educators’ (three teachers, a career counselor and a social worker) perceptions of training to develop a coach mindset and the perceived impact of the training on their professional and personal well-being.

Individual semi-structured interviews and 16 h of observational data of professional development were collected.

Five themes emerged from the data. Participants: challenged themselves to work on coach skills; affirmed the importance of relationships; identified areas of increased skill development; envisioned coach training throughout the school; and applied a coach mindset in other domains. These themes are related to two constructs of psychological capital – efficacy and hope – which contributed to participants’ professional and personal well-being.

The low number and selection of participants make transferability of the findings difficult.

Findings indicate that a coach mindset may increase educators’ well-being as they learn to build positive student, collegial and personal relationships. Recommendations for further research include exploring relationships between the development of a coach mindset, increased positive student outcomes and educator well-being.

The development of a coach mindset may lead to increased educator well-being and positivity.

As few empirical studies exist regarding the effectiveness of coach training for teachers, the findings of this study fill a gap in the literature regarding these topics.

This chapter is concerned with examining the families that play Pokémon Go together within the context of spatial practices. The chapter begins by outlining the general approach to spatiality that we adopt throughout this book, which is predicated on the ‘spatial turn’ within the social sciences. Here, spatial practices are understood as being socially constructed in day-to-day live, as opposed to being something simply given. In other words, ‘the concept of the city’ and the ‘urban fact’ (de Certeau, 1984, p. 1, italics in original) are not one and the same thing. Instead, the phenomenology of space is moulded in the social realm as part of the practice of everyday life, which has consequences for hybrid reality games (HRGs) like Pokémon Go. After delineating between ‘space’ and ‘place’ à la the ‘mobilities turn’, we shift our attention to embodied approaches to urban life. This begin with an examination of the art of the flânerie, which has been reimagined to account for the ubiquity of mobile media, and more recently, locative games. A review of the literature surrounding locative games demonstrates that, for the most part, concerns about spatiality have not extended to the kind of intergenerational play that is the focus of this book. Drawing on our original study of Pokémon Go, as outlined above, then, the chapter is driven by the following research questions. First, to what extent does Pokémon Go lead to families spending more time outside and how is this reshaping experienced. Second, what effect does this HRG has on the routes and pathways families choose to follow while traversing their physical setting, as well as the sites they frequent. Third, to what extent do families engage with the various elements of Pokémon Go and what does this suggest about the evolution of locative play in the context of earlier location-based social networks (LBSNs).

The purpose of this article is to present an overview of the history and development of transaction log analysis (TLA) in library and information science research. Organizing a literature review of the first twenty‐five years of TLA poses some challenges and requires some decisions. The primary organizing principle could be a strict chronology of the published research, the research questions addressed, the automated information retrieval (IR) systems that generated the data, the results gained, or even the researchers themselves. The group of active transaction log analyzers remains fairly small in number, and researchers who use transaction logs tend to use this method more than once, so tracing the development and refinement of individuals' uses of the methodology could provide insight into the progress of the method as a whole. For example, if we examine how researchers like W. David Penniman, John Tolle, Christine Borgman, Ray Larson, and Micheline Hancock‐Beaulieu have modified their own understandings and applications of the method over time, we may get an accurate sense of the development of all applications.