Is Fun For Wellness Engaging? Evaluation of User Experience of an Online Intervention to Promote Well-Being and Physical Activity

Online well-being interventions demonstrate great promise in terms of both engagement and outcomes. Fun For Wellness (FFW) is a novel online intervention grounded in self-efficacy theory and intended to improve multidimensional well-being and physical activity through multi-modal methods. These strategies include capability-enhancing opportunities, learning experiences such as games, video vignettes, and self-assessments. RCT studies have suggested that FFW is efficacious in improving subjective and domain-specific well-being, and effective in improving mental health, physical health, physical activity, and self-efficacy in United States. adults who are overweight and in the general population. The present study uses qualitative and quantitative user experience data collected during two RCT trials to understand and evaluate engagement with FFW, its drivers, and its outcomes. Results suggest that FFW is enjoyable, moderately engaging, and easy to use; and contributes to positive outcomes including skill development and enhanced confidence, for both overweight individuals and the general adult population. Drivers of engagement appear to include rewards, gamification, scenario-based learning, visual tracking for self-monitoring, ease of use and simple communications, and the entertaining, interactive nature of program activities. Findings indicate that there are opportunities to streamline and simplify the experience. These results can help improve FFW and contribute to the science of engagement with online interventions designed to improve well-being

Psikologi Kritis

viii, 426 hl

The Application of Community Psychology Values and Guiding Concepts to School Consultation

Our main purpose in this article is to introduce a value-based approach to planning in educational settings. Based on some of the central values of community psychology, namely, caring and compassion, health, self-determination and participation, human diversity, and distributive justice, we present a framework that may be used to guide school consultation work. Following an explanation of the rationale and need for a value-based framework, we describe, in a case study, how we implemented this approach in helping a secondary school to identify problem areas and to begin to develop interventions that would address their particular needs, strengths, and resources. We describe how we attempted to enact the values just mentioned during the preentry, entry, work, and separation phases of the consultative process. The unique contribution of this article lies in the articulation of community psychology values and their application in school settings. The challenges, opportunities, and lessons learned in implementing a value-based approach are explored