eHealth cognitieve gedragstherapie voor patiënten met chronische somatische aandoeningen

-based cognitive behavioral therapy for patients with chronic somatic conditions Many patients with chronic somatic conditions regularly experience impairments in physical and psychological functioning in their daily life. A way to support these patients is to offer online programs based on cognitive behavioral therapy (Internet-based cognitive behavioral therapy; ICBT). Although a substantial evidence base already exists regarding the effectiveness of ICBT in treating, for example, depressive symptoms, research on ICBT for chronic somatic conditions is still upcoming. In recent years, a growing number of randomized controlled trials were published that examined the effectiveness of ICBT in various chronic somatic conditions. To systematically and quantitatively evaluate the results of these studies, a metaanalysis was conducted, the results of which are discussed in this article. Results indicated that ICBT is also overall effective for chronic somatic conditions, with small to moderate effect sizes. Larger effects were occasionally found for disease-specific outcomes such as disease symptoms and disease-specific quality of life. A longer treatment duration was found to be marginally related to a larger decrease in depressive symptoms. In addition to the results of the meta-analysis, this article provides an overview of the recent literature regarding several clinically relevant ICBT topics: cost-effectiveness, guided ICBT interventions versus self-help, the role of treatment duration, and optimal design and implementation of eHealth interventions.FSW - Self-regulation models for health behavior and psychopathology - ou

Social learning and social design using iPads and groupware technologies

Over the past few years we have seen the uptake of the iPad into the Higher Education (HE) curriculum, in purpose of encouraging active social learning. This is augmented through direct-input interfaces, multi-touch interactions and portable, ubiquitous, formal and informal learning, aligning ably with the social constructivist model. Its widespread integration across multiple epistemological domains has been the subject of considerable research, yet more vertical and targeted understanding of its potential within specialized domains, used with typical context-specific software, is still in need. Its affordances for collaboration, a primary concept in higher education, rooted in the shift from individualistic to richer collective learning paradigms [1], also warrants further investigation. In this case study we examine the contribution of the iPad in a tertiary design course which focuses on User Experience (UX) design, a socially-aware collaborative design area. Through the collective activity of co-located and remote student dyads aiming to co-create artefacts such as sitemaps and mind maps, this study seeks to observe the impact of mobile devices on the students’ social learning process and perceived outcomes