Workshop - Virtual Involvement Plan

This is a Workshop offered during the AIS 2021 National Student Leadership Conference (SCLC)

Workshop - Pre-IS Involvement Workshop

This is a workshop that was presented during the AIS National Student Chapter Leadership Conference (SCLC) 2021 covering the pre-IS involvement of students

Protocol for an eHub as an Systemic Intervention for Homeless Shelter Staff and Resident Psychosocial and Behavioral Needs

Homeless shelter performance is presently operationalized as shelter success in linking homeless individuals to housing; however, there is a cluster of individuals with co-occurring serious mental health issues who engage in chronic and episodic re-entry into homeless shelters. Persistent and chronically mentally ill individuals who re-enter shelters increase demands on staff, who are inadequately trained to de- escalate, manage their internal distress, and connect these homeless residents to appropriate services. This protocol outlines an alternative intervention mechanism for shelters that targets a key, untreated pathway where staff and resident symptoms and skills are linked to shelter performance. We propose that a digital skills training, connection, and resource hub can act as a systemic framework that targets staff and resident psychiatric symptoms in tandem. This paper details the design, hypotheses, and potential barriers associated with a digital systemic treatment and training portal

Designing a Digital Interactive Emotion Measure (DIEM) for Digital Media: Theoretical Foundations and Validation Protocols

Awareness of emotions is often a treatment target in psychotherapy, but it is difficult to assess emotions due to ambiguity in measurement or scale design. Lack of clarity in scale design may increase risk that participant interpretations of scale items may not align with emotion constructs those scales were designed to capture. Furthermore, emphasis on verbal or written cues leads to low scientific representation of patients who cannot read emotion scales (e.g., low literacy). Touch-screen applications provide a unique opportunity to create a visual emotion measure which has low barriers but can be used to assess a high level of generalizability across cultures and psychology subdisciplines

Evaluating the online delivery of an autistic-led programme to support newly diagnosed or identified autistic adults

Background & aimsExploring Being Autistic is an autistic-led group-based programme providing psychoeducation and peer support to newly identified/diagnosed autistic adults. In 2020, due to social distancing measures implemented following the coronavirus pandemic, Exploring Being Autistic was adapted for online delivery. Here, we aimed to replicate previous research into the in-person delivery of Exploring Being Autistic, to determine whether similar results were obtained when the programme was delivered online. Further, we aimed to identify the unique opportunities and challenges that online delivery afforded.MethodsWe used a community-based participatory research (CBPR) approach, whereby the autistic developer and facilitator of Exploring Being Autistic worked collaboratively with a team of academic researchers throughout the research process. Together, we evaluated two iterations of the online Exploring Being Autistic programme, involving 16 attendees. Attendees completed questionnaires before, during and after the programme. Attendees were also invited to participate in two post-programme (group or individual) interviews: one following the completion of the programme (time one) and another 6–8 months later (time two). Attendees were included in the research if they completed at least one questionnaire or interview. Data were analysed qualitatively, using reflexive thematic analysis.ResultsExperiences of participating in the programme tended to be positive. Participants appreciated the autistic-led nature of the programme, found unity in the diversity of the group, and developed a positive and practical outlook as a result of the programme. Further analyses of our data revealed mixed views regarding the online delivery of the programme. Opportunities of online delivery were noted, such as this mode of participation reducing cognitive load, enabling the programme to be accessible to more participants, and fostering meaningful social connections among participants. However, technology and practical issues were felt to cause barriers, and some human aspects of participation were felt to be ‘lost in translation’ (e.g., in breakout groups).ConclusionsThe online delivery of the Exploring Being Autistic programme yielded similar results to previous, in-person evaluations of the programme. While we identified positive aspects of online delivery, this mode did not entirely suit everyone's needs.ImplicationsFrom the current findings, we can make several recommendations to develop online support for autistic people. First, flexibility is key. To make support accessible and inclusive to a broad range of autistic people, the option for attendees to engage in-person, online or in hybrid formats should be considered. Second, if delivering support online, the use of breakout rooms should be carefully considered. While participants appreciated the opportunity to meet different people, some participants found the unpredictability and lack of scaffolding associated with breakout rooms challenging. To mitigate these challenges, groups could be pre-determined and shared with the attendees in advance (although consideration should be given to how the groups ‘fit’ together, and whether groupings should be changed at set intervals). Gentle warnings should also be given to those in breakout rooms, to alert them of the need to re-join the main group. Finally, support with technological aspects relating to engagement should be prioritised