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This paper aims to reflect on the outcomes of a community-based video-conferencing intervention for depression, predating the COVID-19 pandemic. The study investigates the potential implications of its findings for enhancing adherence to digital mental health interventions. The primary objective is to present considerations for researchers aimed at minimising the intention-behaviour gap frequently encountered in digital mental health interventions.

A randomised control feasibility trial design was used to implement a telehealth model adapted from an established face-to-face community-based intervention for individuals clinically diagnosed with depression. In total, 60 participants were initially recruited in association with a local mental health charity offering traditional talking-based therapies with only eight opting to continue through all phases of the project. Modifications aligning with technological advancements were introduced.

However, the study faced challenges, with low uptake observed after an initial surge in recruitment interest. The behaviour-intention gap highlighted technology as a barrier to service accessibility, exacerbated by participant age. Furthermore, the clinical diagnosis of depression, characterised by low mood and reduced interest in activities, emerged as a potential influencing factor.

The limitations of the research include its pre-pandemic execution, during a nascent stage of technological mental health interventions when participants were less familiar with online developments.

Despite these limitations, this study's reflections offer valuable insights for researchers aiming to design and implement telehealth services. Addressing the intention-behaviour gap necessitates a nuanced understanding of participant demographics, diagnosis and technological familiarity.

The study's relevance extends to post-pandemic society, urging researchers to reassess assumptions about technology availability to ensure engagement. This paper contributes to the mental health research landscape by raising awareness of critical considerations in the design and implementation of digital mental health interventions.

Reflections from a pre-pandemic intervention in line with the developments of a post-pandemic society will allow for research to consider that because the technology is available does not necessarily result in engagement.

This chapter reviews successful pedagogical interventions in teaching literacy in languages of teaching and learning in the upper primary grades in low- and middle-income countries (LMICs) and explores how researchers and teachers decolonized classroom spaces to ensure student achievement of learning outcomes. Themes emerging from the analysis of data are biliteracy interventions, interventions in official and national languages, teacher professional development, and ecological interventions. Results of the review indicate that researchers decolonized classroom spaces by using student linguistic repertoires, evidence-based pedagogical strategies student cultural capital and engaging families and communities. The review also reveals that more research needs to be conducted on teaching and learning in upper primary grades. The linguistic diversity of LMICs provides rich contexts for more research in bilingual education and L2 acquisition which could be useful worldwide as stakeholders in the education process explore the best ways to improve learning outcomes in schools.

Adolescent mental health is a global concern. There is an urgent need for creative, multimedia interventions reflecting adolescent culture to promote mental health literacy and well-being. This study aims to assess the impact of a film-based intervention on adolescent mental health literacy, well-being and resilience.

A pretest-posttest intervention with a multi-methods evaluation was used. A convenience sample of ten schools facilitated students aged 15–17 years to engage in an online intervention (film, post-film discussion, well-being Webinar). Participants completed surveys on well-being, resilience, stigma, mental health knowledge and help-seeking. Five teachers who facilitated the intervention participated in post-implementation interviews or provided a written submission. Analysis included paired-t-test and effect size calculation and thematic analysis.

Matched pretest-posttest data were available on 101 participants. There were significant increases in well-being, personal resilience and help-seeking attitudes for personal/emotional problems, and suicidal ideation. Participants’ free-text comments suggested the intervention was well-received, encouraging them to speak more openly about mental health. Teachers similarly endorsed the intervention, especially the focus on resilience.

Intinn shows promise in improving adolescents’ mental health literacy and well-being. Film-based interventions may encourage adolescents to seek professional help for their mental health, thus facilitating early intervention.

Bystander apathy has been a source of debate for decades. In the past half-century, psychologists developed theoretical frameworks to understand bystander activity, commonly referred to as bystander intervention models (BIMs). More recently, BIMs have been modified to facilitate initiatives to prevent various forms of online victimization. This chapter begins with a review of BIMs and recent applications of bystander intervention research to online environments. We also present several future directions for research along with applications for reducing technology-facilitated violence, including programming recommendations and theoretical development.

There has been a move towards the implementation of digital/e-health interventions for some time. Digital/e-health interventions have demonstrable efficacy in increasing individual empowerment, providing timely access to psychological interventions for those experiencing mental ill-health and improving outcomes for those using them. This study aims to determine the efficacy of digital/e-health interventions for individuals detained in prison who experience mental ill-health.

A systematic search of five academic databases – CINAHL, ASSIA, PsycINFO, Embase and Medline – was completed in December 2020 and updated in February 2022. The review was guided by the Whittemore and Knafl (2005) framework for integrative reviews. A total of 6,255 studies were returned and screened by title and abstract. A full-text screening of nine (n = 9) studies was conducted.

No study met the inclusion criteria for the clinical efficacy of digital/e-health interventions in a prison setting. Subsequently, a review of the literature that made it to the full-text review stage was conducted, and gaps in the literature were identified to inform policy, practice and future research.

To the best of the authors’ knowledge, this is the first integrative review conducted on the efficacy of digital/e-health interventions for mental ill-health in prison settings.

Mental well-being is associated with positive outcomes throughout the life course. This study aims to examine interventions delivered by allied health professionals (AHPs) to alleviate community stressors adversely impacting public mental health and well-being.

Review inclusion criteria comprised experimental and qualitative process evaluations of public mental health interventions delivered by AHPs. Electronic searches in Cinahl, Embase, Medline, PsycINFO and the Cochrane Library, were combined with grey literature searches of National Institute for Health and Care Excellence public health guidance. A narrative synthesis and the Effective Public Health Practice Project appraisal tool were used to evaluate the evidence.

A total of 45-articles were included in the review describing AHP-delivered interventions addressing social disadvantage, trauma, bullying, loneliness, work-related stress, transitional stress, intersectionality, pain and bereavement. No articles were identified evaluating interventions delivered by operating department practitioners or orthoptists. A conceptual map was developed summarising the stressors, and a typology of public mental health interventions defined including: place-based interventions, discrete/one-off interventions, multi-component lifestyle and social connector interventions and interventions targeting groups at risk of mental health conditions.

Many mental health conditions begin in childhood, and a strength of the review is the life course perspective. A further strength is compiling a compendium of public mental health outcome measures used by AHPs to inform future research. The authors excluded many articles focussed on clinical interventions/populations, which did not meet review inclusion criteria. While playing a key role in delivering public mental health interventions, clinical psychologists are not defined as AHPs and were excluded from the review, and this may be construed a limitation. Given heterogeneity of study designs and interventions evaluated numerical analyses of pooled findings was not appropriate.

The review highlights the breadth of community stressors on which AHPs can intervene and contribute in public mental health contexts, stressors which correspond to those identified in UK Government guidance as currently important and relevant to address. The findings can inform developing community public mental health pathways that align with the UK National Health Service (NHS) Long Term Plan, on prevention and early intervention to protect community mental health and well-being. Further can inform the NHS strategic direction for AHPs including informing ways of increasing utilisation of core AHP skills to optimise contributions in public mental health agendas.

It is surprising there were not more AHP delivered evaluations of interventions for other stressors important to address in public mental health settings, for example gambling, domestic violence or that used digital technology, and these are areas for future research. Future research should identify the most active/effective dimensions of multi-component interventions which could be informed by frameworks to guide complex intervention development. The relative paucity of research identified, highlights the predominant focus of research to date on interventions for clinical mental health conditions and populations. The lack of preventative approaches is evident, and an important area for future research to align with UK health and social care priorities.

The review highlights AHP-delivered interventions impacting diverse community stressors across the life course. The findings can inform developing public mental health pathways aligned with government health service priorities to protect mental health and well-being, prioritise prevention and early intervention and increase utilisation of AHP skills across public mental health settings.

This study aims to examine the existing literature on sleep-related interventions and confirm the intervention methods and their effectiveness led by occupational therapists.

All the relevant literature published from 2010 to June 31, 2022, in five prominent databases were searched using the five-stage review framework proposed by Arksey and O’Malley.

In this review, four types of sleep-related interventions were led by occupational therapists (tool use, exercise program, sleep education and occupational-based program). When the intervention was analyzed based on its content, occupational therapists demonstrated excellent ability in interventions based on sensory intervention and lifestyle redesign.

Various factors cause sleep problems; hence, the development of individualized and extensive occupational therapy intervention methods is required.

Despite its health benefits, vegetable consumption is low in urban Nigeria. Interventions have been successful in increasing urban Nigerians' vegetable intake in the home environment, but interventions doing so for popular out-of-home consumption are lacking. This study aimed to design, implement and assess an intervention to increase the vegetable intake of urban Nigerians through street foods.

A quasi-experimental design was applied in Lagos, Nigeria. During the intervention, 12 trained street food vendors (SFVs) actively promoted the health benefits of vegetables to their customers (using marketing statements and posters) and provided the option to buy an additional green leafy vegetables (GLVs) side dish to their meal. Purchases were observed, and a survey was conducted before and during the intervention to measure perceived meal quality and satisfaction. Six to eight weeks after the intervention, a mystery shopper visited the vendor to assess if they were still selling additional GLVs.

Almost half (46%) of the 1,506 observed customers bought additional GLVs during the intervention. Both at baseline (N = 452) and during intervention (N = 564), meal satisfaction was high. Users were on average more educated and older than non-users. Most vendors did not perceive the sale of additional GLVs as additional work. Six to eight weeks after the intervention, nine vendors (75%) were still selling additional GLVs.

This study showed that SFVs informing consumers on the potential health benefits of vegetables and offering these vegetables in street food dishes at a commercially viable price is an interesting option to increase vegetable intake.

Attributes conveying cultural significance play a key role in heritage management, as well as in differentiating interventions in built heritage. However, seldom the relation between interventions and attributes, either tangible or intangible, has been researched systematically. How do both tangible and intangible attributes and interventions relate? What attributes make interventions on built heritage differ?

This paper conducts a systematic content analysis of forty-one international doctrinal documents—mainly adopted by the Council of Europe, UNESCO and ICOMOS, between 1877 and 2021. The main aim is to reveal and compare the selected eight intervention concepts, namely—restoration (C1), preservation (C2), conservation (C3), adaptation (C4), rehabilitation (C5), relocation (C6), reconstruction (C7) and renewal (C8)—and their definitions, in relation to attributes, both tangible and intangible. The intensity of the relationship between intervention concepts and attributes is determined based on the frequency of the mentioned attributes per intervention.

There were three key findings. First, although the attention to intangible attributes has increased in the last decades, the relationship between interventions and tangible attributes remains stronger. The highest frequency of referencing the tangible attributes was identified in “relocation” and “preservation,” while the lowest was in “rehabilitation.” Second, certain attributes play contradictory roles, e.g. “material,” “use” and “process,” which creates inconsistent definitions between documents. Third, as attributes often include one another in building layers, they trigger the intervention concepts in hierarchical patterns.

This paper explores and discusses the results of a novel comparative analysis between different intervention concepts and definitions, with a particular focus on the attributes. The results can support further research and practice, clarifying the identified differences and similarities.

The purpose of this study is to describe the implementation of a digital-based team coaching intervention aimed at improving team communication in the workplace through social network visualization. The study examined recipients’ perceptions of the intervention at two time points and assessed the temporal stability of various factors, including the intervention’s integrity, design, transferability, acceptance and the usability of the adopted visualization tool. The moderating role of digital usability was also evaluated.

Four team coaching sessions were delivered to 62 participants from seven teams across three departments within a large public health-care organization in Northern Italy. Perceptions of the intervention dimensions were collected after the second and fourth sessions.

Results indicated that, at both time points, recipients appreciated the intervention’s integrity and usability more than its design, transferability and acceptance. Furthermore, no significant changes in recipients’ perceptions were observed over time. The transferability of the intervention was significantly associated with its acceptance, but only when the usability of the digital tool was high.

The study enriches existing literature on digital interventions in group communication by focusing on process dimensions like recipients’ perceptions of various aspects and the implementation process. Furthermore, the study underscores the potential of integrating specific techniques such as sociomapping and coaching within health-care organizations, encouraging more research and development in these areas.

The study emphasizes the critical role of usability and integrity in digital-based team coaching interventions, suggesting that high-quality, user-friendly tools not only lead to initial effectiveness but also sustain positive impacts over time, while also increasing transferability and acceptance.

The present study uniquely deploys a longitudinal approach to examine recipients’ perceptions of a digital-based intervention that combines social network visualization and team coaching to enhance team communication.