The curation of Mental Health Recovery Narrative Collections: systematic review and qualitative synthesis

Background: Mental health recovery narratives are first-person lived experience accounts of recovery from mental health problems, which refer to events or actions over a period of time. They are readily available, either individually, or in collections of recovery narratives published in books, health service booklets or online. Collection of recovery narratives have been used in a range of mental health interventions, and organisations or individuals who curate collections can therefore influence how mental health problems are seen and understood. No systematic review has been conducted of research into curatorial decision making. Objective: To produce a conceptual framework identifying and categorising decisions made in the curation of mental health recovery narrative collections. Methods: A conceptual framework was produced through a systematic review and qualitative evidence synthesis. Research articles were identified through searching of bibliographic databases (n=13), indexes of specific journals (n=3) and grey literature repositories (n=4). Informal documents presenting knowledge about curation was identified from editorial chapters of electronically-available books (n=50), public documents provided by online collections (n=50), and prefaces of health-service booklets identified through expert consultation (n=3). Narrative summaries of included research articles were produced. A qualitative evidence synthesis was conducted on all included documents through inductive thematic analysis. Sub-group analyses were conducted to identify differences in curatorial concerns between online and printed collections. The review protocol was pre-registered (PROSPERO CRD42018086997). Results: 5,410 documents were screened. 23 documents were included. These comprised 1 research publication and 22 informal documents. Nine higher level themes were identified, which considered the intended purpose and audience of the collection, how to support safety of narrators, recipients and third parties, the processes of collecting, selecting, organising and presenting recovery narratives, ethical and legal issues around collections, and the relationship to society of the collection. Online collections placed more emphasis on (1) providing benefits for narrators (2) safety for recipients. Printed collections placed more emphasis on the ordering of narrative within printed material, and the political context. Conclusions: Only one research article was identified, despite extensive searches, and hence this review has revealed a lack of peer-reviewed empirical research regarding the curation of recovery narrative collections. The conceptual framework can be used as a preliminary version of reporting guidelines for use when reporting on healthcare interventions which make use of narrative collections. It provides a theory base to inform the development of new narrative collections for use in complex mental health interventions. Collections can serve as a mechanism for supporting collective rather than individual discourses around mental health

Learners’ attitudes toward using wikis and forums for collaboration on case problems

© Springer International Publishing Switzerland 2015. In a case study using quasi-experimental methods (within-subject repeated measures with counterbalancing), differences in students’ attitudes were assessed when they used a wiki with discussion (i.e., an enhanced wiki) and a forum with attached MS Word documents for virtual collaboration on case problems. Data from 63 online learners working with both tools was collected. Statistically significant differences were found on a technology experience measure, in favor of the wiki tool. Further, qualitative data supported this finding. This study is an extension of the authors’ previous work, adding to a holistic picture of collaborative learning using wikis and forums in online learning settings

Embracing Collaboration and Social Perspective Taking Using Interactive Tabletops

In a contemporary multicultural classroom in which students from diverse ethnic and cultural backgrounds learn together, it becomes necessary to embrace collaboration, social perspective-taking, and understanding of the other to help students comprehend classmates’ values and perspectives. Based on the already researched affordances of interactive tabletops in education, as well as promising empirical results from their limited application in multicultural settings, the authors present a case of practical and impactful technology research in a culturally diverse classroom. The study was conducted with 44 students as part of their formal, socio-emotional education course in a public school in Cyprus. The study presents evidence of perceived collaborative learning around the tabletop, as well as gains in social perspective-taking propensity from pre- to post-test, demonstrating a promising use of interactive tabletops and related technologies in the field of education

Identifying Effective Components of Child Maltreatment Interventions: A Meta-analysis

There is a lack of knowledge about specific components that make interventions effective in preventing or reducing child maltreatment. The aim of the present meta-analysis was to increase this knowledge by summarizing findings on effects of interventions for child maltreatment and by examining potential moderators of this effect, such as intervention components and study characteristics. Identifying effective components is essential for developing or improving child maltreatment interventions. A literature search yielded 121 independent studies (N = 39,044) examining the effects of interventions for preventing or reducing child maltreatment. From these studies, 352 effect sizes were extracted. The overall effect size was significant and small in magnitude for both preventive interventions (d = 0.26, p < .001) and curative interventions (d = 0.36, p < .001). Cognitive behavioral therapy, home visitation, parent training, family-based/multisystemic, substance abuse, and combined interventions were effective in preventing and/or reducing child maltreatment. For preventive interventions, larger effect sizes were found for short-term interventions (0–6 months), interventions focusing on increasing self-confidence of parents, and interventions delivered by professionals only. Further, effect sizes of preventive interventions increased as follow-up duration increased, which may indicate a sleeper effect of preventive interventions. For curative interventions, larger effect sizes were found for interventions focusing on improving parenting skills and interventions providing social and/or emotional support. Interventions can be effective in preventing or reducing child maltreatment. Theoretical and practical implications are discussed