Reach Out Pro Module - Connecting Our Worlds
Part 3
This tutorial contains some ideas on how to incorporate technology in your work. We consider many types of technology to be alternative and complementary mechanisms for achieving your current objectives in your work with young people, namely, engagement, monitoring, the provision of psycho-education, psychological treatment, relapse prevention and promoting wellness. Therefore, using technology should not add additional complexities to how you do things, but can either replace or enhance your current modes of treatment delivery.
Part 3 of the ReachOutPro educational module will cover the following programs
and tools:
1. Using websites or social media to build rapport
2. Using SMS to enhance engagement
3. Fun ways to provide psycho-education
4. Treating mild to moderate anxiety and depression
5. Assisting with monitoring of mental state
6. Encouraging community engagement and connection
7. Enhancing wellness and relapse prevention
8. Using social media for health promotion
Part 4 - Ethics and Boundaries TutorialReachOut Pro
Reach Out Pro Module - Connecting Our Worlds
Part 4
As with any therapeutic intervention, the use of technology in clinical practice is not without its ethical and professional difficulties. This part of the education module has been developed to help you understand and address the professional and ethical issues that arise from using technology in your work with young people.
Part 2 - Learning the Language of Technology TutorialReachOut Pro
Reach Out Pro Module - Connecting Our Worlds
Part 2
This tutorial is designed to give you a basic overview of some of the popular programs, sites and technologies in use by young people. This overview is intended to give you a flavour of the technologies, but is not intended as a complete guide to the programs.
The document discusses various aspects of computer mediated communication (CMC) and related concepts like blended learning and flipped classrooms. It defines CMC as communication between individuals via computers and networks, as opposed to direct face-to-face communication. It notes both advantages like breaking down barriers and disadvantages like lack of non-verbal cues. It also discusses blended learning models that combine online and in-person learning, and flipped classrooms where lectures are completed at home and class time is used for activities and projects.
This document summarizes a review of Reefton Area School and its use of blended and networked learning. It examines the school's current networks and practices around distance learning. Interviews were conducted with teachers, students, and management. The review identifies opportunities to strengthen networks between the school and Te Kura as well as other area schools. It recommends developing online learning environments for students and further professional development for teachers on blended learning approaches.
The document outlines a 7-step process for creating an effective eLearning program:
1. Assess current learning content, learners, and systems.
2. Convert existing content and create new content according to eLearning standards.
3. Develop an online learning system (LMS) to deliver the content. Consider vendor vs internal options.
4. Implement the program through marketing and obtaining executive buy-in to change organizational mindsets.
5. Evaluate the program effectiveness through metrics and feedback.
6. Modify the program based on evaluation results.
7. Regularly monitor the program for ongoing improvement.
This document provides information for training facilitators to lead online education programs. It outlines the goals of incorporating technology into curriculums to provide effective online programs. Facilitators will learn skills like transparent communication, technology proficiency, and active participation. They will go through phases of learning including experimenting with and mastering tools. The document also discusses managing online learners and challenges like security, feedback, and behaviors. It provides references on distance learning theories and engagement models to guide facilitator instruction.
Part 4 - Ethics and Boundaries TutorialReachOut Pro
Reach Out Pro Module - Connecting Our Worlds
Part 4
As with any therapeutic intervention, the use of technology in clinical practice is not without its ethical and professional difficulties. This part of the education module has been developed to help you understand and address the professional and ethical issues that arise from using technology in your work with young people.
Part 2 - Learning the Language of Technology TutorialReachOut Pro
Reach Out Pro Module - Connecting Our Worlds
Part 2
This tutorial is designed to give you a basic overview of some of the popular programs, sites and technologies in use by young people. This overview is intended to give you a flavour of the technologies, but is not intended as a complete guide to the programs.
The document discusses various aspects of computer mediated communication (CMC) and related concepts like blended learning and flipped classrooms. It defines CMC as communication between individuals via computers and networks, as opposed to direct face-to-face communication. It notes both advantages like breaking down barriers and disadvantages like lack of non-verbal cues. It also discusses blended learning models that combine online and in-person learning, and flipped classrooms where lectures are completed at home and class time is used for activities and projects.
This document summarizes a review of Reefton Area School and its use of blended and networked learning. It examines the school's current networks and practices around distance learning. Interviews were conducted with teachers, students, and management. The review identifies opportunities to strengthen networks between the school and Te Kura as well as other area schools. It recommends developing online learning environments for students and further professional development for teachers on blended learning approaches.
The document outlines a 7-step process for creating an effective eLearning program:
1. Assess current learning content, learners, and systems.
2. Convert existing content and create new content according to eLearning standards.
3. Develop an online learning system (LMS) to deliver the content. Consider vendor vs internal options.
4. Implement the program through marketing and obtaining executive buy-in to change organizational mindsets.
5. Evaluate the program effectiveness through metrics and feedback.
6. Modify the program based on evaluation results.
7. Regularly monitor the program for ongoing improvement.
This document provides information for training facilitators to lead online education programs. It outlines the goals of incorporating technology into curriculums to provide effective online programs. Facilitators will learn skills like transparent communication, technology proficiency, and active participation. They will go through phases of learning including experimenting with and mastering tools. The document also discusses managing online learners and challenges like security, feedback, and behaviors. It provides references on distance learning theories and engagement models to guide facilitator instruction.
This document outlines a study guide for a course on the Functional Masticatory System that was adapted from original course materials. The study guide breaks the course down into 4 modules that can be completed online through a learning management system. Each module is further divided into tasks, activities, and resources for students to engage with. The goal is for students to work collaboratively online to complete the activities while being moderated by an e-tutor, applying a socio-constructivist pedagogical approach. The first module focuses on healthy occlusion and defines the characteristics of ideal occlusion according to dental research literature.
In an e-learning environment
that emphasizes learnercentered activity and system
interactivity, remote learners
can outperform traditional
classroom students.
CAN
E-LEARNING
REPLACE
CLASSROOM
LEARNING?
By Dongsong Zhang,
J. Leon Zhao, Lina Zhou, and
Jay F. Nunamaker, Jr.
This document outlines 10 steps for implementing a virtual classroom: 1) Assess need and infrastructure; 2) Estimate costs and requirements; 3) Plan pedagogical approach; 4) Design structure and navigation; 5) Prepare and distribute content; 6) Enable communication tools; 7) Implement assessments; 8) Set up management procedures; 9) Install and configure systems; 10) Maintain and update regularly. Key considerations include educational goals, technical requirements, instructor workload, and ensuring effective student-teacher interaction in the online environment.
This document reviews various e-learning methodologies. It discusses asynchronous and synchronous learning methods. Asynchronous methods allow learners and instructors flexibility in time and location through tools like email and discussion forums. Synchronous methods require all participants to be online at the same time, using tools like video conferencing and real-time chat. The document also examines interactions between learners and instructors and among learners, noting benefits of both asynchronous flexibility and synchronous collaboration.
1) The document discusses John Toland's reflections on his technical communication class at Texas Tech University. It covers various topics like what technical communication is, cultural considerations, ethics, collaboration, and rhetoric.
2) The class involved assignments like resumes, presentations, proposals, and instruction sets to develop technical writing skills. Students were placed into groups and collaborated on projects like an instruction set for applying to graduate school.
3) The document emphasizes the importance of cultural awareness, ethics, and collaboration in technical communication. It discusses considering different cultures in workplace communication and not misrepresenting skills and information. Students worked well together by delegating roles and utilizing tools like Google Docs.
On-Demand Video Tagging, Annotation, and Segmentation in Lecture Recordings t...IJITE
The COVID-19 pandemic has forced much of the academic world to transition into online operations and online learning. Interactions between the teachers and students are carried out via online video conferencing software where possible. All video conferencing software available today is designed for general usage and not for classroom teaching and learning. In this study, we analyzed the features and effectiveness of more than a dozen major video conferencing software that are being used to replace the physical face-to-face learning experiences. While some of the video conferencing software has pause feature but none allow annotation and segmentation of the recording. We propose tagging and annotation during the live streaming to improve direct access to any portion of the recorded video. We also propose automatic segmentation of the video based on the tagging so that the video is short, targeted, and can easily be identified.
This document summarizes the results of a 2010 survey of staff and students at CPUT regarding their access to and use of information and communication technologies (ICTs). The survey found that while most staff and students have access to desktop computers and wireless internet on campus, some students struggle to access technologies depending on their faculty and campus. Both students and staff reported that ICTs are essential for education but that internet quotas limit students' ability to complete assignments. While Blackboard and emerging technologies are used for teaching and learning, usage varies significantly between faculties. The document concludes by calling for increased ICT access, support for disadvantaged groups, recognition of innovative educators, and institutional discussion around technology integration.
This document discusses web conferencing and its use in distance education. It provides an overview of what web conferencing is, how it can be used to support distance education goals like communication and collaboration, and some of its key features. The document also outlines some limitations of web conferencing including security, technical difficulties, and time zone differences. It examines how web conferencing supports delivery of content and student learning in distance education programs. Finally, the document discusses concerns about using web conferencing and provides examples of web conferencing software.
This document summarizes a discussion on using video conferencing technology to provide interpreting services for deaf and hard of hearing individuals. It introduces several panelists who discuss their experiences using technologies like Skype and video conferencing equipment at their institutions to deliver remote interpreting. Issues addressed include necessary infrastructure, setting up processes and policies, training needs, challenges, and creative uses of the technology.
The document discusses various technologies that can be used for communication and meaningful learning, including discussion boards, video conferencing, podcasting, and internet radio. It describes how these technologies allow for asynchronous and synchronous exchange of ideas, help build learning communities, and connect students with experts. However, it notes that online communication should not replace face-to-face interaction and safety guidelines must be followed when communicating online.
This document provides an internship log summarizing the activities of an intern assisting with assistive technology (AT) at a university. Over the course of several weeks, the intern helped demonstrate various AT equipment at a workshop, took notes on training videos to learn how to use Kurzweil3000 and other programs, scheduled training sessions with students, and provided training to students on Kurzweil3000, Read and Write Gold, and other AT. The supervisors provided positive feedback and suggestions to expand the intern's knowledge of AT to better assist students.
The document discusses various technology tools that can enhance learning, including Blackboard, wikis, podcasts, and webinars. It outlines different formats for online learning like synchronous, asynchronous, independent study and group study. The asynchronous, online group study format allows flexibility while enabling collaboration. Benefits of online learning include flexible schedules, remote access, and larger student pools. Keys to success include instructor experience, online community building, and sound course construction. Common concerns are issues around institutional integrity, time intensiveness, and technology availability. The document provides examples of models from other universities and resources for further information.
Educational technology utilizes technology to improve learning and performance. It relies on a broad definition of technology, including both physical objects and abstract systems. Technology-enhanced learning (TEL) uses technology to support any learning activity and focuses on the interplay between learning activities and technologies. Computer-based learning uses computers as a key part of the educational environment, while computer-based training provides self-paced learning via computers or devices. Computer-supported collaborative learning uses technology to encourage students to work together on learning tasks.
Reach Out Pro Module - Connecting Our Worlds
Part 3
This document provides examples of conversations you might have with young people when using technology in practice.
Reach Out Pro Module - Connecting Our Worlds
Part 1
This document is intended as a starting point to assist you in negotiating with your managers or organisation boards for access to computers, the internet or social networking sites for the purposes of supporting the young people in your practice.
Study: More Young Girls Suffer from Depression, Mental Health IssuesGavinLambert
In recent decades, there has been an uptick in the percentage of teenagers having episodes of depression. Now, a newly released study shows that the number of young girls suffering from mental health issues in particular soared over the last ten years.
1) The document explores teenage depression in girls and how exposure to media defining beauty standards through programs like Hannah Montana and America's Next Top Model can lead to low self-esteem and depression in teenage girls.
2) Statistics show that 25-30% of teens have significant problems during adolescence and 40 million US adolescents, half of them girls, are in a social and psychological crisis. Low self-esteem is a critical factor for depression in early adolescence.
3) A study was conducted with 20 teenage girls to measure the relationship between time spent watching TV and self-esteem and perceptions of social beauty. The study found a correlation between viewing these types of programs and lower self-esteem and
This document outlines a student project where students will research and present on a topic of their choosing in psychology. Students must include background information on their topic, answer a critical thinking question using evidence from two studies and discussing two levels of analysis, and apply what they learned in a creative way. Students will present their findings in a poster symposium and be scored on content, synthesis and analysis, and application.
The document discusses depression, describing its symptoms, types, causes, effects, and treatment approaches. It defines depression as a common condition characterized by feelings of sadness, low self-esteem, negative thoughts, social withdrawal, fatigue, and loss of interest. The document outlines biological, psychological, social, and spiritual causes of depression. It explores how depression is discussed in the Bible and examines counseling strategies like addressing physiology, thought patterns, activities, and environment. The conclusion emphasizes preventing depression through trusting God, education, support, reaching out, and physical fitness.
I have introduced you 9 tips to relieve stress, anxiety and depression naturally. You can even find 18 more tips to get away from stress at: http://vkool.com/tips-to-relieve-stress/
1. Meditation
Many people who do not know much about meditation may think that meditation is just twisting their bodies into an uncomfortable sitting position. The fact is, any repetitive activity could be considered meditation. Meditation even includes walking, swimming, knitting , painting, or any other activity that makes you focus calmly.
2. Breathe Deeply
Breathing deeply is one of the most helpful tips to relieve stress, anxiety and depression. If you feel stressed or tension evoked, you should change the way to breathe. Give yourself a 5-minute break from all the things that bother you. Only concentrate on your breathing to get relaxed as relaxation normally starts with concentration on breathing.
3. Decompress
One of the tips to relieve stress, anxiety and depression is to decompress. Place a warm wrap around your neck and shoulders for 10 minutes. During that time, close your eyes, relax your face, neck, chest, and back muscles.
4. Get Active
Any physical activity can help relieve stress. Exercise can enhance the happy hormones named endorphins and other neural elements that motivate the well-being sense.
5. Communicate
Do not wrap yourself in a cocoon when you are stressed. You should reach out to communicate with other people around you such as your beloved family, friends, or neighbors in order to share with them what you are thinking. By making social interactions, you will soon get rid of stress no matter how serious it is.
Social contact is an efficient stress reliever because it creates distractions, provides support, and aids you in getting familiar with ups and downs.
6. Do Yoga
Yoga is a good stress reliever. The postures and controlled-breathing exercises of yoga can bring you a peaceful mind. When you do yoga, you need to follow some physical as well as mental disciplines that can help you manage your anxiety and stress efficiently.
7. Get Adequate Sleep
Sleep well and enough helps your brain and body recharge. Therefore, quality and amount of sleep plays a good part in regulating your emotion, thought, energy level, and other functioning.
8. Eat Right
Eating right is one of the useful tips to relieve stress, anxiety and depression. Choose fresh fruits and vegetables to consume when you get stressed. In addition, you can eat fish which is rich in omega-3 fatty acids to decrease stress signs.
9. Take A Walk
Taking a walk is one of the most outstanding tips to relieve stress, anxiety and depression. Walking can make you breathe deeper, thereby improves blood circulation
This document outlines a study guide for a course on the Functional Masticatory System that was adapted from original course materials. The study guide breaks the course down into 4 modules that can be completed online through a learning management system. Each module is further divided into tasks, activities, and resources for students to engage with. The goal is for students to work collaboratively online to complete the activities while being moderated by an e-tutor, applying a socio-constructivist pedagogical approach. The first module focuses on healthy occlusion and defines the characteristics of ideal occlusion according to dental research literature.
In an e-learning environment
that emphasizes learnercentered activity and system
interactivity, remote learners
can outperform traditional
classroom students.
CAN
E-LEARNING
REPLACE
CLASSROOM
LEARNING?
By Dongsong Zhang,
J. Leon Zhao, Lina Zhou, and
Jay F. Nunamaker, Jr.
This document outlines 10 steps for implementing a virtual classroom: 1) Assess need and infrastructure; 2) Estimate costs and requirements; 3) Plan pedagogical approach; 4) Design structure and navigation; 5) Prepare and distribute content; 6) Enable communication tools; 7) Implement assessments; 8) Set up management procedures; 9) Install and configure systems; 10) Maintain and update regularly. Key considerations include educational goals, technical requirements, instructor workload, and ensuring effective student-teacher interaction in the online environment.
This document reviews various e-learning methodologies. It discusses asynchronous and synchronous learning methods. Asynchronous methods allow learners and instructors flexibility in time and location through tools like email and discussion forums. Synchronous methods require all participants to be online at the same time, using tools like video conferencing and real-time chat. The document also examines interactions between learners and instructors and among learners, noting benefits of both asynchronous flexibility and synchronous collaboration.
1) The document discusses John Toland's reflections on his technical communication class at Texas Tech University. It covers various topics like what technical communication is, cultural considerations, ethics, collaboration, and rhetoric.
2) The class involved assignments like resumes, presentations, proposals, and instruction sets to develop technical writing skills. Students were placed into groups and collaborated on projects like an instruction set for applying to graduate school.
3) The document emphasizes the importance of cultural awareness, ethics, and collaboration in technical communication. It discusses considering different cultures in workplace communication and not misrepresenting skills and information. Students worked well together by delegating roles and utilizing tools like Google Docs.
On-Demand Video Tagging, Annotation, and Segmentation in Lecture Recordings t...IJITE
The COVID-19 pandemic has forced much of the academic world to transition into online operations and online learning. Interactions between the teachers and students are carried out via online video conferencing software where possible. All video conferencing software available today is designed for general usage and not for classroom teaching and learning. In this study, we analyzed the features and effectiveness of more than a dozen major video conferencing software that are being used to replace the physical face-to-face learning experiences. While some of the video conferencing software has pause feature but none allow annotation and segmentation of the recording. We propose tagging and annotation during the live streaming to improve direct access to any portion of the recorded video. We also propose automatic segmentation of the video based on the tagging so that the video is short, targeted, and can easily be identified.
This document summarizes the results of a 2010 survey of staff and students at CPUT regarding their access to and use of information and communication technologies (ICTs). The survey found that while most staff and students have access to desktop computers and wireless internet on campus, some students struggle to access technologies depending on their faculty and campus. Both students and staff reported that ICTs are essential for education but that internet quotas limit students' ability to complete assignments. While Blackboard and emerging technologies are used for teaching and learning, usage varies significantly between faculties. The document concludes by calling for increased ICT access, support for disadvantaged groups, recognition of innovative educators, and institutional discussion around technology integration.
This document discusses web conferencing and its use in distance education. It provides an overview of what web conferencing is, how it can be used to support distance education goals like communication and collaboration, and some of its key features. The document also outlines some limitations of web conferencing including security, technical difficulties, and time zone differences. It examines how web conferencing supports delivery of content and student learning in distance education programs. Finally, the document discusses concerns about using web conferencing and provides examples of web conferencing software.
This document summarizes a discussion on using video conferencing technology to provide interpreting services for deaf and hard of hearing individuals. It introduces several panelists who discuss their experiences using technologies like Skype and video conferencing equipment at their institutions to deliver remote interpreting. Issues addressed include necessary infrastructure, setting up processes and policies, training needs, challenges, and creative uses of the technology.
The document discusses various technologies that can be used for communication and meaningful learning, including discussion boards, video conferencing, podcasting, and internet radio. It describes how these technologies allow for asynchronous and synchronous exchange of ideas, help build learning communities, and connect students with experts. However, it notes that online communication should not replace face-to-face interaction and safety guidelines must be followed when communicating online.
This document provides an internship log summarizing the activities of an intern assisting with assistive technology (AT) at a university. Over the course of several weeks, the intern helped demonstrate various AT equipment at a workshop, took notes on training videos to learn how to use Kurzweil3000 and other programs, scheduled training sessions with students, and provided training to students on Kurzweil3000, Read and Write Gold, and other AT. The supervisors provided positive feedback and suggestions to expand the intern's knowledge of AT to better assist students.
The document discusses various technology tools that can enhance learning, including Blackboard, wikis, podcasts, and webinars. It outlines different formats for online learning like synchronous, asynchronous, independent study and group study. The asynchronous, online group study format allows flexibility while enabling collaboration. Benefits of online learning include flexible schedules, remote access, and larger student pools. Keys to success include instructor experience, online community building, and sound course construction. Common concerns are issues around institutional integrity, time intensiveness, and technology availability. The document provides examples of models from other universities and resources for further information.
Educational technology utilizes technology to improve learning and performance. It relies on a broad definition of technology, including both physical objects and abstract systems. Technology-enhanced learning (TEL) uses technology to support any learning activity and focuses on the interplay between learning activities and technologies. Computer-based learning uses computers as a key part of the educational environment, while computer-based training provides self-paced learning via computers or devices. Computer-supported collaborative learning uses technology to encourage students to work together on learning tasks.
Reach Out Pro Module - Connecting Our Worlds
Part 3
This document provides examples of conversations you might have with young people when using technology in practice.
Reach Out Pro Module - Connecting Our Worlds
Part 1
This document is intended as a starting point to assist you in negotiating with your managers or organisation boards for access to computers, the internet or social networking sites for the purposes of supporting the young people in your practice.
Study: More Young Girls Suffer from Depression, Mental Health IssuesGavinLambert
In recent decades, there has been an uptick in the percentage of teenagers having episodes of depression. Now, a newly released study shows that the number of young girls suffering from mental health issues in particular soared over the last ten years.
1) The document explores teenage depression in girls and how exposure to media defining beauty standards through programs like Hannah Montana and America's Next Top Model can lead to low self-esteem and depression in teenage girls.
2) Statistics show that 25-30% of teens have significant problems during adolescence and 40 million US adolescents, half of them girls, are in a social and psychological crisis. Low self-esteem is a critical factor for depression in early adolescence.
3) A study was conducted with 20 teenage girls to measure the relationship between time spent watching TV and self-esteem and perceptions of social beauty. The study found a correlation between viewing these types of programs and lower self-esteem and
This document outlines a student project where students will research and present on a topic of their choosing in psychology. Students must include background information on their topic, answer a critical thinking question using evidence from two studies and discussing two levels of analysis, and apply what they learned in a creative way. Students will present their findings in a poster symposium and be scored on content, synthesis and analysis, and application.
The document discusses depression, describing its symptoms, types, causes, effects, and treatment approaches. It defines depression as a common condition characterized by feelings of sadness, low self-esteem, negative thoughts, social withdrawal, fatigue, and loss of interest. The document outlines biological, psychological, social, and spiritual causes of depression. It explores how depression is discussed in the Bible and examines counseling strategies like addressing physiology, thought patterns, activities, and environment. The conclusion emphasizes preventing depression through trusting God, education, support, reaching out, and physical fitness.
I have introduced you 9 tips to relieve stress, anxiety and depression naturally. You can even find 18 more tips to get away from stress at: http://vkool.com/tips-to-relieve-stress/
1. Meditation
Many people who do not know much about meditation may think that meditation is just twisting their bodies into an uncomfortable sitting position. The fact is, any repetitive activity could be considered meditation. Meditation even includes walking, swimming, knitting , painting, or any other activity that makes you focus calmly.
2. Breathe Deeply
Breathing deeply is one of the most helpful tips to relieve stress, anxiety and depression. If you feel stressed or tension evoked, you should change the way to breathe. Give yourself a 5-minute break from all the things that bother you. Only concentrate on your breathing to get relaxed as relaxation normally starts with concentration on breathing.
3. Decompress
One of the tips to relieve stress, anxiety and depression is to decompress. Place a warm wrap around your neck and shoulders for 10 minutes. During that time, close your eyes, relax your face, neck, chest, and back muscles.
4. Get Active
Any physical activity can help relieve stress. Exercise can enhance the happy hormones named endorphins and other neural elements that motivate the well-being sense.
5. Communicate
Do not wrap yourself in a cocoon when you are stressed. You should reach out to communicate with other people around you such as your beloved family, friends, or neighbors in order to share with them what you are thinking. By making social interactions, you will soon get rid of stress no matter how serious it is.
Social contact is an efficient stress reliever because it creates distractions, provides support, and aids you in getting familiar with ups and downs.
6. Do Yoga
Yoga is a good stress reliever. The postures and controlled-breathing exercises of yoga can bring you a peaceful mind. When you do yoga, you need to follow some physical as well as mental disciplines that can help you manage your anxiety and stress efficiently.
7. Get Adequate Sleep
Sleep well and enough helps your brain and body recharge. Therefore, quality and amount of sleep plays a good part in regulating your emotion, thought, energy level, and other functioning.
8. Eat Right
Eating right is one of the useful tips to relieve stress, anxiety and depression. Choose fresh fruits and vegetables to consume when you get stressed. In addition, you can eat fish which is rich in omega-3 fatty acids to decrease stress signs.
9. Take A Walk
Taking a walk is one of the most outstanding tips to relieve stress, anxiety and depression. Walking can make you breathe deeper, thereby improves blood circulation
Even though depression is so common, there are many misconceptions about its symptoms, causes and treatment. The problem is that misinformation gives rise to stigma and isolation. Individuals with clinical depression often feel alone because others expect them to simply snap out of it or stop being lazy. These kinds of myths can make people not want to seek treatment. Untreated depression also can have devastating consequences like health complications, drug or alcohol abuse and suicide. Here’s a selection of myths n facts you might not know about.
Major depression (MD) is an illness that affects mood, body, and thoughts. It impacts sleep, appetite, feelings of self-worth, and how one thinks. MD cannot be willed away and without treatment, symptoms can last for weeks, months or years. Treatment such as antidepressants and psychotherapy can help most people with MD. Physical and genetic factors along with life stressors can contribute to the development of MD.
The document summarizes the onset of the Great Depression in the United States beginning with the stock market crash of 1929. It describes the struggling economy of the late 1920s due to falling farm prices and consumer spending. The stock market crash signaled the beginning of the Great Depression, causing widespread bank failures and plummeting GDP. Unemployment skyrocketed to 25% by 1933. President Hoover initially believed the economy would recover on its own but as conditions deteriorated he took more action, though it was too little too late to save the economy or his chances of re-election in 1932.
This document summarizes key facts about depression from the World Health Organization, including that over 350 million people worldwide suffer from depression, 80% of those affected do not receive treatment, and close to 1 million people take their own lives each year due to depression. It encourages early detection and effective treatment, noting that treatment is effective for 60-80% of those affected and will allow them to smile again. It also provides signs of depression and tips for how to help those suffering.
Depression is a mental condition characterized by feelings of severe despondency and dejection. It can cause a lack of energy and difficulty maintaining interest in activities. Common symptoms include feelings of hopelessness, guilt, worthlessness, difficulty concentrating and sleeping, changes in appetite, and thoughts of death or suicide. Depression is one of the most common mental illnesses, affecting about 20% of the population at some point in their lives. It is linked to changes in brain chemistry and activity, especially in the frontal and temporal lobes of the left side of the brain.
This document provides information about allergies, asthma, and atopic dermatitis from Dr. Maribeth Duffy. It defines asthma as a chronic inflammatory airway disorder and discusses risk factors like family history of atopy. Common triggers for these conditions are discussed, including allergens, irritants, indoor pollutants, exercise, foods, and viruses. Strategies are presented to reduce exposure to these triggers through practices like avoiding tobacco smoke, dust mites, mold, and pets; using air filters; and taking probiotics. New potential treatments involving peptides, receptor targeting drugs, and airway thermotherapy are briefly mentioned.
E. Anthony Tan — Fostering Innovation Development - Hong Kong ExperienceRenata George
Summit of Innovation Economy Creators.
Anthony E. Tan.
Исполнительный директор Корпорации Научных и технологических парков Гонконга, ранее консультант для DuPont по инвестициям в сфере создания новых материалов, биомедицине, химических и агрохимических препаратов. Более 30 лет создавал хай-тек инфраструктуры в АТР для DuPont (в Шанхае, Пекине и дельте реки Жемчужная). Постоянный участник международных конференций по инновациям. Прекрасно известен во всём мире.
This document discusses transitioning existing practice management systems to cloud-based software as a service (SaaS) models. The goals are to modernize systems for easier access from any device, simplify management of multi-office practices, and increase monthly revenue. Key benefits include rapid deployment, scalability, pay-as-you-go pricing, reduced support staff needs, and increased functionality and centralized control. The scope involves transitioning one specific practice management software, Softdent, to the cloud in a pilot program.
The document provides an overview of the capital markets and the various financial products available within it. It begins with an introduction to basic financial concepts like savings, investing, budgeting, inflation, risk and return, and the power of compounding. It then describes various investment-related products like bank deposits, company fixed deposits, equity shares, debt instruments, mutual funds, insurance policies, pension plans, and loans. The document provides details on securities available in the capital market like equity shares, corporate bonds, and government securities. It explains that the capital market allows for channeling of savings into preferred businesses and projects through the issuance of various securities.
The document provides solutions for common Excel lookup and matching problems using functions like VLOOKUP, INDEX, MATCH, IF, and more. It gives examples of formulas to:
1) Look up a value in a table and return multiple corresponding values if there are multiple matches, instead of just the first match.
2) Find the text in one sheet that matches each number in another sheet using VLOOKUP and IF functions.
3) Retrieve values from one table by matching pairs of items and types from another table using INDEX and MATCH functions.
The document provides examples and explanations for various lookup and matching challenges in Excel.
This document provides information on using technology in clinical practice with young people. It discusses using websites and social media to build rapport by exploring a young person's online profile. It also describes using SMS to improve engagement and psychoeducation through online games and videos. Online cognitive behavioral therapy programs are presented as options for treating mild to moderate anxiety and depression. The document emphasizes using technology to enhance but not replace traditional treatment and provides guidance on integrating digital tools while respecting privacy and clinical judgement.
This document outlines topics and questions for discussion in a Module 1 session on professional networking and critical reflection. It includes:
1) Discussion of ideas from readings on professional networking and how it relates to reflective practice.
2) Guidance on writing a critical reflection summary with supporting evidence from Module 1.
3) Clarification on whether an additional part 3 is required for older qualifications.
The document provides examples of theories from Lave and Wenger, Siemens, and connectivism and asks whether any of these ideas were used in the participant's practice. It suggests brainstorming important ideas from Module 1 and synthesizing them into a critical reflection, with the option to include references, hyperlinks
This document discusses software that can be developed to aid the learning process for children using tablet PCs to learn basics like addition. It outlines how software can be tailored to different learning styles: aural/auditory learners who prefer hearing information can benefit from clearly hearing lessons; visual learners learn best from graphics and diagrams; and kinesthetic learners learn from interactive experiences. However, the document notes that teachers are still needed for subjects at all grade levels as technology cannot replace human interaction and knowledge transmission.
This document reflects on the author's experience using digital technologies for a reflective exercise and compares it to literature on the topic. The author had both positive and negative experiences, such as being able to overcome technical issues but also finding the process time-consuming. The author analyzes their experience using reflection models from Schon and explores opportunities to further develop reflective practice skills and incorporate reflection into course design.
This document discusses several articles on using technology in education. It summarizes that technology can help immerse students in subjects through virtual reality but requires resources. It also notes that the internet allows students to communicate globally and construct knowledge, but some sources are better than others. Overall, technology is a tool that should be used alongside standard teaching to accommodate different learning styles.
This document discusses different views of learning and how multimedia can support learning. It begins by contrasting two views of learning: 1) learning as information transfer vs 2) learning as a complex integrative process. It then discusses how multimedia can benefit learning by taking advantage of visual and auditory processing capabilities and allowing for deeper understanding through connections between text and graphics. The document provides models for how different factors impact the effectiveness of multimedia and how multimedia can be used in the four elements of an effective learning environment: presentation of information, guidance, practice, and assessment.
Development of interactive instructional model using augmented reality based ...IJITE
The research aims to develop an interactive instructional model usingaugmented reality based on
edutainment to enhance emotional quotientand evaluate the model. Two phases of the research will be
carried out: a development and an evaluation of the model. Samples are experts in the field of IT, child
psychology, and 7th grade curriculum management. Ten experts are selected by purposive sampling
method. The obtained data are analyzed using mean and standard deviation.
The research result demonstrates the following findings:
1) The results of this research show that Model consists of 3 elements: IIAR, EduLA, and EQ. EQ is a
means to assess EQ based on Time Series Experimental Design using 2 kinds of tools; i.e. EQ Assessment
by programs in tablet computers, and EQ Assessment by behavioral observation.
(2The ten experts have evaluated the model and commented that the developed model showed high
suitability.
1) Instructional software like tutorials, simulations, and educational games can help teachers guide students through the instruction process of exposure to information, initial guidance, extended practice, and assessment.
2) Multimedia can encourage complex thinking by using video and realistic settings to make assignments meaningful, though multimedia also requires developing new interpretation skills.
3) There are three types of multimedia learners - knowledge seekers, feature explorers, and apathetic users - which is important for teachers to understand to help students succeed.
Digital Communication Power Tools: Speakers Notes versionMarilyn Herie
This Keynote presentation at the 2012 Ontario Association of Social Work annual conference outlines the "digital communication power tools" for social workers and other practitioners. Speakers' notes can be toggled on or off. This file provides the Speakers Notes that accompany the slides.
Creating a distant learning environment for corporate trainersShirley Love
This document outlines a proposal for creating an online training program to teach corporate trainers how to develop distance learning programs. It will train managers over 3 days to gain skills in online teaching using tools like Articulate 360. The training will focus on identifying audiences, skills needed for effective online facilitation like creating engaging content and building trust. It will also cover learning theories like transactional distance theory and connectivism. Trainees will learn to use technology tools like learning management systems, infographics, simulations and will complete a final group project designing an online course using Articulate. The goal is to help managers revolutionize training by establishing user-friendly online programs.
Discussion Incorporating Technology in Community-Based LearningWe.docxmickietanger
Discussion: Incorporating Technology in Community-Based Learning
We live in a world in which we need to share responsibility. It’s easy to say “It’s not my child, not my community, not my world, not my problem.” Then there are those who see the need and respond. I consider those people my heroes.
—
Mr. Rogers, American educator and television host
Nurses hold great power both inside and outside of clinical settings. Patients and communities rely on nurses for information, care, and strategic leadership. As such, nurse educators must equip their students with the knowledge, skills and attitudes necessary for successful interactions with local and global communities. Since bridging the gap between academia and authentic experience can be difficult to accomplish inside the classroom, many universities have incorporated service learning into their curriculum. Service learning, a type of experiential learning, allows nursing students to collaborate with geographic (location-based) and functional (health-based) communities. Many times, this collaboration allows nursing students to examine the external factors that are impacting patient education and health. Technology, a generally positive external factor, has had an increased emphasis in these service learning experiences.
In this Discussion, you use the scenario provided below to imagine that you are involved with a service learning project that uses technology to address community-based learning needs.
Scenario:
This semester, you are taking a course that has a service learning component. During the first week of the class, you selected your community-based population and eagerly set out to make a difference. Over the next few weeks, you interacted with patients and documented their medical questions and health concerns. You also met with nursing professionals to hear their accounts of working with this specific community of patients. Upon personal reflection, you have noticed that not only has your empathy for this community increased but so has your awareness and self-confidence. As you come closer to the end of your semester and thus your final project, you meet with your instructor to discuss expectations. Your instructor acknowledges your hard work and commends you for the reputation that you have built in such a short amount of time. She feels that you have really become close to this community and as such, would like your final project to be a PowerPoint presentation that highlights the learning needs of the community. In your presentation, she would like you to incorporate a technology that could be adopted into a new community-based program. As you thank your instructor for the opportunity, she hands you a document that outlines your PowerPoint expectations.
To prepare
1.
Reflect on the health-centered learning needs of patients in your community, communities with which you are familiar, or communities abroad. Consider not only patients grouped by geographic location, but also those th.
Educational technology is the study and practice of using technology to improve learning. It focuses on using technological processes and resources to facilitate learning. Edgar Dale developed the Cone of Experience model which shows that retention rates increase when learners are more active in the learning process. The ASSURE model provides a systematic approach for lesson planning that integrates technology. It involves analyzing learners, stating objectives, selecting materials, utilizing materials, requiring learner performance, and evaluating. Computers can be used as information tools, communication tools, constructive tools, and situating tools based on constructivist and social constructivist learning theories. The internet allows access to vast amounts of information and facilitates communication and knowledge sharing. Technology plays an important role in modern education by making
There is a necessity of formal risk management. A formal risk management procedure gives numerous
profits to both the project group and the improvement association in general. Initially, it provides for them
an organized component to give conceivability into dangers to project triumph. By acknowledging the
potential effect of each one risk thing, we can concentrate on regulating the most intense risks first. We can
convey risk evaluation with project estimation to quantify a conceivable schedule slippage if certain risks
emerge into issues. Knowledge Management currently gets more considerations because of its assurance
that learning from the past will generally assist software engineers make good decisions in uncertainty.
This methodology helps the project supervisor creates sensible possibility supports. The point when data
requirements are different than actual requirements, either as a result of wrong SRS understandings or
mid-requirement changes to SRS as part of the requirement updating are occupied, excessively
troublesome to use, excessively challenging to decipher, or they essentially do not introduce of service or
significant data, chiefs should principally depend on experience and instinct for discriminating choice
making.
This document contains questions and answers about good-enough technology and its applications.
In the first section, the document discusses how good-enough technologies like phone cameras and wireless internet have disrupted industries by meeting most user needs at a lower cost. It also discusses how rapid prototyping allows for quick iterations and improvements based on user feedback.
The second section discusses how tablets are replacing PCs and how software can be developed to aid different learning styles. It argues that while technology helps, teachers are still needed to facilitate learning.
The third section discusses security issues around allowing payment via tablets, noting the risk of credit card theft, and asks if users would be comfortable entering their credit card on a restaurant-supplied device
DEVELOPMENT OF INTERACTIVE INSTRUCTIONAL MODEL USING AUGMENTED REALITY BASED ...IJITE
The research aims to develop an interactive instructional model usingaugmented reality based on
edutainment to enhance emotional quotientand evaluate the model. Two phases of the research will be
carried out: a development and an evaluation of the model. Samples are experts in the field of IT, child
psychology, and 7th grade curriculum management. Ten experts are selected by purposive sampling
method. The obtained data are analyzed using mean and standard deviation.
The research result demonstrates the following findings:
1) The results of this research show that Model consists of 3 elements: IIAR, EduLA, and EQ. EQ is a
means to assess EQ based on Time Series Experimental Design using 2 kinds of tools; i.e. EQ Assessment
by programs in tablet computers, and EQ Assessment by behavioral observation.
2 ( The ten experts have evaluated the model and commented that the developed model showed high
suitability.
DEVELOPMENT OF INTERACTIVE INSTRUCTIONAL MODEL USING AUGMENTED REALITY BASED ...IJITE
The document describes the development of an interactive instructional model using augmented reality and edutainment to enhance emotional quotient. It includes:
1) The development of a model consisting of three elements: interactive instructional augmented reality, edutainment learning activities, and emotional quotient assessment.
2) An evaluation of the model by 10 experts found it to have high suitability, with the interactive instructional augmented reality steps and edutainment learning activity steps rated as having the highest suitability.
3) The experts' evaluation demonstrated that the model's components, steps, and activities were highly suitable for effectively using augmented reality and edutainment to enhance students' emotional quotient.
Nursing Assignment Incorporating Technology in Community-Based Lear.docxIlonaThornburg83
Nursing Assignment: Incorporating Technology in Community-Based Learning
We live in a world in which we need to share responsibility. It’s easy to say “It’s not my child, not my community, not my world, not my problem.” Then there are those who see the need and respond. I consider those people my heroes.
—
Mr. Rogers, American educator and television host
Nurses hold great power both inside and outside of clinical settings. Patients and communities rely on nurses for information, care, and strategic leadership. As such, nurse educators must equip their students with the knowledge, skills and attitudes necessary for successful interactions with local and global communities. Since bridging the gap between academia and authentic experience can be difficult to accomplish inside the classroom, many universities have incorporated service learning into their curriculum. Service learning, a type of experiential learning, allows nursing students to collaborate with geographic (location-based) and functional (health-based) communities. Many times, this collaboration allows nursing students to examine the external factors that are impacting patient education and health. Technology, a generally positive external factor, has had an increased emphasis in these service learning experiences.
In this Discussion, you use the scenario provided below to imagine that you are involved with a service learning project that uses technology to address community-based learning needs.
Scenario:
This semester, you are taking a course that has a service learning component. During the first week of the class, you selected your community-based population and eagerly set out to make a difference. Over the next few weeks, you interacted with patients and documented their medical questions and health concerns. You also met with nursing professionals to hear their accounts of working with this specific community of patients. Upon personal reflection, you have noticed that not only has your empathy for this community increased but so has your awareness and self-confidence. As you come closer to the end of your semester and thus your final project, you meet with your instructor to discuss expectations. Your instructor acknowledges your hard work and commends you for the reputation that you have built in such a short amount of time. She feels that you have really become close to this community and as such, would like your final project to be a PowerPoint presentation that highlights the learning needs of the community. In your presentation, she would like you to incorporate a technology that could be adopted into a new community-based program. As you thank your instructor for the opportunity, she hands you a document that outlines your PowerPoint expectations.
Please Address this in my paper:
1. Reflect on the health-centered learning needs of patients in your community, communities with which you are familiar, or communities abroad. Consider not only patients grouped by.
This document contains an electronic portfolio created by Syeda Ume Kalsom for her ICT course. The portfolio includes assignments on using technology to support teaching and learning in Pakistan, analyzing standards for teachers and students, and debating views on technology in education presented by Sir John Daniel and Dr. Robert Kozma. The document provides tables outlining the portfolio assignments and reflections on using technology effectively in the classroom while avoiding potential weaknesses.
Module 4: Referring to online counselling and treatment servicesReachOut Pro
Using e-mental health services online training package
Module 4: Referring to online counselling and treatment services
http://au.professionals.reachout.com/EMHPD-Tutorial-1
Reach Out Pro Module - Connecting Our Worlds
Part 4
As with any therapeutic intervention, the use of technology in clinical practice is not without its ethical and professional difficulties. This part of the education module has been developed to help you understand and address the professional and ethical issues that arise from using technology in your work with young people.
Reach Out Pro Module - Connecting Our Worlds
Part 3
This document accompanies 'Part 3 - Technology in Practice Tutorial', and provides case studies of how technology can be used in practice with young people.
Reach Out Pro Module - Connecting Our Worlds
Part 2
This document is designed to give you a basic overview of some of the popular programs, sites and technologies in use by young people. This overview is intended to give you a flavour of the technologies, but is not intended as a complete guide to the programs.
This document provides an overview of technology use among young people and the benefits of using technology in clinical practice with youth. It discusses how 91% of 12-17 year olds see the internet as important, and that social media and online chatting are major online activities. The document argues that technology can help engage young clients and build rapport. While clinicians don't need extensive tech knowledge, having basic skills and open dialogue with clients is recommended. Risks of blurred boundaries are noted, to be addressed in Part 4.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
1. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Part 3 – Practical ideas
for using technology
in practice
Connecting Our Worlds
ReachOutPro.com.au Educational Module
Part 3 – Technology in practice
2. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Learning objectives:
In completing Part 3, you will gain an
understanding of:
Introduction • How tools and technologies can
enhance clinical practice
through building rapport and a
This part contains some ideas on how to use technology in your
work. We consider many of these technologies to be alternative connection with young people;
mechanisms for achieving your current objectives in your work with
young people.
• How to use these tools in your
work with young people.
At the end of Part 3, you will be able
to test your understanding of these
concepts by completing the quiz.
We encourage you to consult the supplementary notes
for this section which will provide you with more details
about these strategies.
2
3. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Part 3 of the ReachOutPro education module
will cover the following programs and tools:
Part 3 1.
2.
Using websites to assist with developing rapport
Using SMS to enhance engagement
programs 3. Fun ways to provide psycho-education
4. Treating mild to moderate anxiety and depression
and tools 5. Assisting with monitoring of mental state
6. Encouraging online community engagement and
The options presented below are examples of commonly used
programs and tools that may be of benefit to your practice. We
connection
encourage you to work with the young person in formulating how
each technique might meet their, and your own, individual needs. 7. Enhancing wellness and relapse prevention
8. Using social media for health promotion
3
4. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Using technology
to assist with
developing rapport
Part 3 – Technology in practice
5. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Using technology to assist with
developing rapport
How could this help my practice
with young people?
• For some young people, the traditional face-to-face interaction that is part of
an initial assessment can be extremely confronting and uncomfortable.
• Many clinicians have found that engaging an unmotivated or unwilling young
person can often require some flexibility and creativity in practice.
• Such techniques might include completing the assessment at a site other
than a clinic or office, or engaging in a mutual activity so that the focus of
attention is not purely on the young person and their “problem”.
• Utilising the internet during assessments can facilitate “meeting the young
person in their own space”. This can help to build rapport and enhance the
therapeutic relationship by showing the young person that you understand
their world, and if you don’t, are at least willing to explore it with their
guidance.
5
6. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Using technology to assist with
developing rapport
How do I do it ?
Looking at their page online with the young person 1. Enquire about a young person’s connection
can help to direct the attention away from them, while to a website such as Facebook or MySpace
at the same time allowing for the development of or whether they have an online blog can
rapport by sharing information about their lives, help to engage them.
friendships, interests and so on.
2. Check that the young person is comfortable
This can be particularly useful in cases where the with sharing this information with you.
young person is anxious about face-to-face
interaction, such as those who present with social 3. After they’ve agreed to show you, offer them
anxiety, or is hesitant to talk about themselves, which control of the computer to access the page,
may be common in depression. ask them to walk you through what they like
about the site, or about the things that they
would like to show you.
6
7. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Using technology to assist with
developing rapport
How are other people doing it?
If you would like to understand how If you are interested on how to approach
other people are using technology to a young person about using technology
build rapport, click here to read our case to build rapport, click here to view a
study[Case study link] suggested conversation [Conversation
link]
7
8. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Using technology to assist with
developing rapport
What resources do I need?
Infrastructure
• A computer with good processing speed
• Access to broadband internet connection
• Internet access with permission to access social networking sites such as Facebook, tumblr, Bebo, MySpace
OR
• Alternative connection device such as an iPhone or iPad (either yours or theirs)
Knowledge
• You don’t need to know anything about technology - ask the young person to show you
• But you do need to be comfortable with asking the young person to show you
Useful tips
• Allow the young person to take you through the page
• Initially ask them to show you the things that are important to them
• Query them about the page or the things that you view as you would in discussion
about any other interest
• For young people with creative flair, they may have online pieces that
demonstrate how they feel better than how they can explain through words 8
9. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Using technology to assist with
developing rapport
Young person’s perspective about
sharing social networking
“We love social networking sites such as Facebook and Myspace.
We also like sites such as Livejournal and Twitter. If you
understand what we like to do, we are more inclined to be open
with you about our world. What I'm saying is... be curious about
what we get up to in our spare time. Ask us about these sites and
whether we use them. If you know and understand what us young
people like to do in our spare time, we are more willing to show
you these sites. Even if you don't know much about them, let us
know that you are curious. Who knows, we might even be willing
to let you in on how we use them. Remember, this doesn't just
apply to internet sites, this applies to everything.” Becks
9
11. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Using SMS to enhance engagement
How could this help my practice
with young people?
• Typically, working with young people carries a higher
rate of non-attendance than for the average adult
population.
• SMS reminders can provide a means to circumvent
these difficulties and tend to be considered less
confronting and more palatable than a phone call.
• Alternatively, you can use SMS coaching with the young
person between sessions to help them consolidate skills
and complete tasks.
11
12. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Using SMS to enhance engagement
How are other people doing it?
If you would like to understand how If you are interested on how to approach
other people are using SMS with young a young person about communicating
people, click here to read our case study with them using SMS, click here to view
[Case study link] a suggested conversation [Conversation
link]
12
13. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Using SMS to enhance engagement
How do I do it ?
1. Let the young person know that you’d like to contact them using SMS.
2. Explain why you would contact them and what such contact will be for. Is it for appointment reminders on the day, or day before
appointments? A general check in to see how things are going? Or a warning that you’d like to give them a call to check in.
3. Let the young person know your hours of work and when you have access to the mobile phone/service you are using to send SMS.
4. Explain whether or not they are able to return contact through the number that the SMS will be delivered (NB. Some online messaging
services that are used for appointments do not allow responses to be sent. This needs to be clarified).
5. If the young person is able to return communications, set parameters around what is appropriate contact from them. What do you want them
to tell you? What happens if the SMS indicates risk?
6. Get their permission to contact them.
7. Confirm best number to contact them on (NB. This is particularly important as initial contact may have come through the parents so the
number on file may not actually be the young person’s).
8. Set up a trial period for the young person to use SMS and review at next consultation.
9. Send SMS.
10. Record contact in patient notes.
13
14. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Using SMS to enhance engagement
What resources do I need?
Infrastructure
• Mobile phone, OR
• Access to an internet capable computer
Knowledge
• Basic competence in using mobile SMS, OR
• Basic navigation of websites
Useful tips
• Refer to Part 4 of this module for advice on setting professional boundaries and
managing risk
• Remember, your availability to be contacted by mobile should come with the same
ground rules to young people that you might set for contacting you at the office.
Common areas include what is and isn’t appropriate contact, how much time the
young person needs to give you to reply, and what happens if you are not at work. 14
15. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Using SMS to enhance engagement
Young person’s perspective about
sharing social networking
“I think texting is a great way to confirm appointments or even to
remind young people about homework (if they are ok with this!). I
even got a text one time from a counsellor right before she knew I
had to face a really anxiety provoking experience - it came out of
the blue and was a once off thing to remind me of what we had
talked about and let me know she was thinking of me and
believed in me. It made SUCH a difference!”Meke
15
17. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Fun ways to provide psycho-education
How could this help my practice
with young people?
• Most young people, although keen to connect with information, tend not to relate so well to paper based
information which they can perceive as out-dated or irrelevant.
• Many people go looking online for information[1] and hence it is useful to direct them to relevant and appropriate
information.
• A number of online games (aka Serious Games) have been recently developed to appeal to young people in
order to provide psycho-education on several relevant issues. Similarly, YouTube is a goldmine for resources
that can provide education as are apps. Even personal stories can be found online to normalise the young
person’s experience.
• The important thing is to ensure the information provided is accurate and appropriate for the young person that
you are working with.
• We recommend that whatever resource you decide to use, you may want to take the young person though the
sites during a session or “prescribe” it for them to complete over the week. Providing them with
recommendations of alternative sites and guidelines on how to judge information is also encouraged. 17
18. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Fun ways to provide psycho-education
How are other people doing it?
If you would like to understand how If you are interested on how to approach
other people are using technology for a young person about using technology
psycho-education, click here to read our for psycho-education, click here to view
case study [Case study link] a suggested conversation
[Conversation link]
18
19. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Fun ways to provide psycho-education
How do I do it ?
Use your clinical judgement with any online information website or game you suggest to a young person.
1. Check out the program first, know what it does and how it does it, and even use it yourself before
recommending it.
2. Explain to the young person what the site is about, how it will benefit them, where to find it and how to use it.
3. Set expectations:
a) What to expect from the site (eg., serious games are unlikely to be up to the standard of gaming young
people expect so this needs to be communicated early to them so that aren’t disappointed).
b) About the engagement with the site (eg., is it a once off or is it on ongoing tool for them to use?).
4. Ideally, if there is a computer available in your practice, it is beneficial to walk the young person through the
website that you are intending for them to view.
19
20. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Fun ways to provide psycho-education
What resources do I need?
Infrastructure
• A computer with good processing speed [link to definition of processing speed]
• Access to broadband internet connection
• Internet access that facilitates access to external websites
OR
• Alternative connection device such as an iPhone or iPad (either yours or theirs)
Knowledge
• Prior knowledge of sites
• Ability to evaluate the quality of the resources online
• Basic competence in using websites
• Basic competence in using iPhone applications
Useful tips
• Work with the young person to set realistic expectations of use.
• Discuss when / where they will do it
20
21. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Fun ways to provide psycho-education
Young person’s perspective about using online
information in sessions
“The utilisation of technology will not necessarily provide all the
answers to questions a young person may have, and any
treatment(s) certainly cannot be done entirely through technology
in a significant number of cases, so you as a health care
professional don't need to make the radical switch from 'complete
offline' to 'complete online' support. Use it as a complementary
tool in a language and method that's understood by young
people.” Chris
21
22. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Treating mild to moderate
anxiety and depression
Part 3 – Technology in practice
23. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Treating mild to moderate anxiety and
depression
How could this help my practice
with young people?
• Recent research into online treatment for anxiety and depression has shown promising results in both the
adolescent and adult populations [2-6].
• More recently, there has been an increasing interest in online programs for young people, with a recent review
highlighting that six out of eight studies identified a reduction in depression and/or anxiety symptoms post-
intervention [6].
• Such programs are often considered to be more engaging and appealing to young people [7], and can overcome
traditional barriers to access.
• Utilising an online cognitive behavioural or Interpersonal therapy treatment program may be beneficial for young
people presenting with mild to moderate or “at risk of developing” anxiety and depressive disorders.
• Such programs may be relatively text heavy and we recommend their use particularly for young people with
average to above average verbal skills.
23
24. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Treating mild to moderate anxiety and
depression
How are other people doing it?
If you would like to understand how If you are interested on how to approach
other people are using online a young person about using online
interventions for depression or anxiety, interventions for depression or anxiety,
click here to read our case study click here to view a suggested
[Case study link] conversation [Conversation link]
24
25. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Treating mild to moderate anxiety and
depression
How do I do it ?
1. Start by familiarising yourself with the program you intend to recommend. Type e-couch into your internet browser
to find a link to this website. Alternatively type http://ecouch.anu.edu.au/welcome into your navigation bar.
2. You can choose to open an account or use the test account:
Username: tess94
Password:ecouch
3. Once logged in, explore the programs available on the left hand side navigation bar including depression, anxiety
and bereavement. Consider whether this may be appropriate for the young person you are treating.
4. If you decide this intervention may be appropriate we suggest you take the young person through the website in
session initially and check in regularly about how they are progressing. They may find completing an online CBT
program for example raises questions or issues that are appropriate for further discussion.
5. Check-in with the young person at each follow-up session about how the program is going.
25
26. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Treating mild to moderate anxiety and
depression
Young person’s perspective about
using e-therapies
“Go out and have a look at what's available yourself so you know
what it's about and always keep it as a possibility. A website that
young people can access confidentially and in their own time to
find information or work through treatment programs like
moodgym are invaluable, especially when someone says they
don't want to talk about it.” Kris
26
27. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Using online mood
trackers or mood apps to
assist with monitoring
of mental state
Part 3 – Technology in practice
28. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Assisting with monitoring of mental state
How could this help my practice
with young people?
• Regular monitoring of mental state is a crucial part of any treatment plan.
• As part of the natural cognitive development, some adolescents and young people may be
limited in their capacity to reflect on changes.
• Accuracy of information is particularly relevant for those prescribing medications, as
determining change in mental state will directly influence decisions to increase, stop, or
change the medication the young person is receiving.
• Given young people’s preference for online or phone based interactions, utilising online
mood monitors may be preferable to traditional pen and paper diaries.
28
29. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Assisting with monitoring of mental state
How are other people doing it?
If you would like to understand how If you are interested on how to approach
other people are using mood trackers, a young person about using mood
click here to read our case study trackers, click here to view a suggested
[Case study link] conversation [Conversation link]
29
30. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Assisting with monitoring of mental state
How do I do it ?
MEDHELP on-line
1. Sign up to Medhelp.org and familiarise yourself with the website. Alternatively, you can also use
this test account by entering the following details:
Username:moodmonitor
Password: f4k2x3
2. Add the Mood Tracker and Sleep Tracker applications. These provide graphs showing the entries
for particular days and patterns across the week.
3. Spend some time entering data into these graphs to familiarise yourself with the process. To do this
simply click on the date, then on the boxes associated with rankings and symptoms.
4. If you have access to an iPhone, download the “Moody Me” and “Sleep Cycle” applications, and try
using them to enter your data and synchronise with your online account.
5. Via the website or the iPhone application, browse the user forums and see how people interact and
support each other.
6. Before asking a young person to use the tools, make sure they have they appropriate resources
and access (i.e. daily computer access and/or iPhone).
7. Take the young person through the page during a session and ask how they would feel about using
it as opposed to keeping a written diary.
8. Show the young person the user forums - most young people are relieved to know there is a
community of support and advice they can engage with and contribute to.
9. Indicate to the young person that they would need to sign up for their own account and that this
would retain the privacy of all information they choose to add to it.
30
31. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Assisting with monitoring of mental state
What resources do I need?
Infrastructure
• A computer with good processing speed [link to definition of processing speed]
• Access to broadband internet connection
• Internet access that facilitates access to external websites
OR
• Alternative connection device such as an iPhone or iPad (either yours or theirs)
• iPhone (if using applications)
Knowledge
• Basic competence in using websites
• Basic competence in using iPhone applications
Useful tips
• Get the young person to set targets for how many times a day they will update
their information, and discuss when / where they will do it
• Check the young person’s use of the site and utilise the information they provide
during the next session 31
32. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Assisting with monitoring of mental state
Young person’s perspective about using online
information in sessions
“Another idea is to get the young person to do homework online
or via email. For example if you are doing mood diaries or ABCs -
or wanting them to monitor certain behaviours, then you could
have them complete this online (if you have this set up) or to
email it through the updated form each night, for example. Makes
it a bit more fun!” Meke
32
33. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Encouraging online
community engagement
and connection
Part 3 – Technology in practice
34. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Encouraging online community engagement
and connection
How could this help my practice
with young people?
• Social isolation is a common experience of young people experiencing mental illness [10].
• This is particularly salient in rural and marginalised populations and can be exacerbated in those young
people experiencing emerging mood, behavioural and psychotic disorders.
• A number of Australian websites now exist with the aim to decrease the experience of isolation. These
sites do this by providing an opportunity for young people to connect with others who are suffering with
the same condition or who have recently recovered from similar difficulties.
• Recently, research has shown that the more a young person engages with an online community, the
better their improvements [11, 12].
• Connecting with a web based community which aims to promote equality and justice can allow for the
young person to connect with their own values and provide an opportunity to act in accordance with them.
• This can have a profound effect on their own sense of identity and meaning and can facilitate their
recovery. 34
35. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Encouraging online community engagement
and connection
How are other people doing it?
If you would like to understand how If you are interested on how to approach
other people are building community a young person about building
engagement using technology, click engagement using technology, click
here to read our case study [Case study here to view a suggested conversation
link] [Conversation link]
35
36. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Encouraging online community engagement
and connection
How do I do it ?
• As with previous suggestions, we encourage you to use your clinical
judgement as to the appropriateness of this intervention. Consider the
benefits of a moderated forum over an unmoderated forum in terms of
resilience, coping and social skills.
• Explore the young person’s specific interests.
• Provide several options or sites and talk through with the young person
what they might be more interested in. If unsure, do a Google search with
the young person.
• Work through the website with the young person and help them to
navigate.
• Set expectations about site usage for outcomes. Encourage engagement
with the site.
• Follow up in the next few sessions to get their feedback on the site and
offer assistance if they need it.
36
37. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Encouraging online community engagement
and connection
What resources do I need?
Infrastructure
• A computer with good processing speed [link to definition of processing speed]
• Access to broadband internet connection
• Internet access that facilitates access to external websites
OR
• Alternative connection device such as an iPhone or iPad (either yours or theirs)
Knowledge
• You don’t need to know anything about technology - ask the young person to show you
• But you do need to be comfortable with asking the young person to show you
• Knowledge of the sites prior to recommending it to the young person is encouraged
Useful tips
• Allow the young person to take you through the page
• Follow-up the experience of the young person with the site in the next session
37
38. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Encouraging online community engagement
and connection
Young person’s perspective about using an
online forum
“ Today I realised that running away from things, or hiding in bed
for a decade isn't really going to solve anything. Tomorrow I am
really going to try and see things positively. Also, thank you
everyone for making me feel welcome on these forums :) I am
finding them really fantastic for gaining perspective and thinking
about things differently "
ReachOut.com Forum comment
38
39. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Using technology for
wellness and relapse
prevention
Part 3 – Technology in practice
40. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Using technology for wellness and relapse
prevention
How could this help my practice
with young people?
• Emerging evidence indicates that engagement with online tools can
actually facilitate wellness [15] and prevent the development of mental
illness [16-18].
• The diversity of information and resources available on the internet
means that there are many tools and articles that can assist with
prevention.
• Encouraging young people to engage with technology, to utilise tools to
monitor their own wellness, and seek information from credible sites can
improve their self-management and prevention.
40
41. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Using technology for wellness and relapse
prevention
How are other people doing it?
If you would like to understand how If you are interested on how to approach
other people are using technology for a young person about using technology
relapse prevention and wellness, click for relapse prevention and wellness,
here to read our case study click here to view a suggested
[Case study link] conversation [Conversation link]
41
42. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Using technology for wellness and relapse
prevention
How do I do it ?
1. Do your research
a) Know what sites are popular, what ones are useful, and what ones are helpful.
b) Make sure you are aware of confidentiality constraints & risks by using the tool.
c) Try the tools in a private space.
2. Introduce the idea of a management or wellness plan to the young person by explaining
a) Why the plan is required.
b) What is the purpose of the tool.
3. Demonstrate the tool with the young person.
4. Set parameters around use and guidelines.
5. Document plan.
42
43. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Using technology for wellness and relapse
prevention
What resources do I need?
Infrastructure
• A computer with good processing speed [link to definition of processing speed]
• Access to broadband internet connection
• Internet access that facilitates access to external websites
OR
• Alternative connection device such as an iPhone or iPad (either yours or theirs)
• iPhone (if using applications)
Knowledge
• Knowledge of websites and tools
• Ability to judge the quality of information available
• Basic competence in using websites
• Basic competence in using iPhone applications
Useful tips
• Get the young person to set targets for how many times a day they will update
their information, and discuss when / where they will do it
• Follow-up on use in the next session 43
44. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Using technology for wellness and relapse
prevention
Young person’s perspective about using online
communities
“There’s so much scary stuff out there in terms of anorexia.
When I’ve looked for anorexia help online I always find Pro-Ana
stuff and it freaks me out. It’s also really unhelpful and can
sometimes almost trigger me. I was a little unsure when my
therapist suggested another website as I didn’t know what to
expect. But Something-Fishy was great. I’ve developed online
support and have people to turn to when it gets tough. I know
that this is important as I’m always going to battle with anorexia.
And if I can’t get hold of my therapist, I can turn to my online
friends.” Sam
44
46. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Using social media for health promotion
How could this help my practice
with young people?
• The complete integration of technology into our lives provides more opportunities and ways to reach our
intended audiences.
• With the advent of social networking the form of Twitter, Facebook, MySpace and blogs, young people are able
to communicate to a wide audience with one action – and do so on a regular basis.
• However, this technology and catchment is not limited to young people, and can present networking
opportunities for those people working with young people too [20].
• A recent study by Davies and Cranston (2008) highlighted several areas in which social networking can provide
opportunities for youth workers and their work. These areas included;
1. The promotion of organisational activities;
2. Recruitment of young people for projects;
3. Engagement with organisation through seeking the views of young people;
4. Keeping in contact through sending messages to young people;
5. Sharing of media.
46
47. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Using social media for health promotion
How are other people doing it?
If you would like to understand how If you are interested on how to approach
other people are using social media, a young person about using social
click here to read our case study media, click here to view a suggested
[Case study link] conversation [Conversation link]
47
48. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Using social media for health promotion
How do I do it ?
Before embarking on the use of social networking, it is important to consider
what your objectives of the communication are, and how best to meet these.
Consideration of any legal and ethical issues is also required (see Part 4 for
more information on these). In order to utilise social networking we recommend
the following steps;
1. Check your organisational policy around social communication.
2. Define your objectives of the communication – is it for contact, a reminder,
event promotion, raising awareness of an issue, etc.?
3. Decide on the appropriate forum for the communication – is it Twitter,
Facebook, or another site.
4. Create an account with the site if the organisation does not already have one.
5. Post your message.
6. Follow-up on any communication generated from this.
48
49. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Using social media for health promotion
What resources do I need?
Infrastructure
• A computer
• Access to broadband internet connection
• Internet access that facilitates access to external websites
OR
• Alternative connection device such as an iPhone or iPad (either yours or theirs)
• iPhone (if using applications)
Knowledge
• Knowledge of websites and tools
• Basic competence in using websites
• Basic competence in using iPhone applications
Useful tips
• Always check organisational guidelines about social networking
49
50. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Using social media for health promotion
Young person’s perspective about use of social
networking for health promotion
This quote has come from a young person who engaged in a recent social media campaign, the
Stealth Campaign, a competition run through ReachOut.com’sFacebook page:
“As the competition progressed I actually helped a friend confront
depression, anxiety and drug problems that he has had for years,
and he is back on track to getting better and going to university.
It's funny how things can pan out sometimes.”
50
51. ReachOutPro.com.auEducational Module Part 3 Technology in practice
References
1. Barney, L.J., K.M. Griffiths, and M. Banfield, Information Needs of People with Depression: An Investigation of Queries and Problems Reported on an Online
Support-Group Forum, in The International Society for Research in Internet Interventions: The 5th Annual Researchers Meeting. 2011: Sydney, Australia.
p. 45.
2. Griffiths, K.M., L. Farrer, and H. Christensen, The efficacy of internet interventions for depression and anxiety disorders: a review of randomised controlled
trials. Med J Aust, 2010. 192(11 Suppl): p. S4-11.
3. Griffiths, K.M. and H. Christensen, Internet-based mental health programs: a powerful tool in the rural medical kit. Aust J Rural Health, 2007. 15(2): p. 81-7.
4. Christensen, H., et al., Community-based prevention programs for anxiety and depression in youth: a systematic review. J Prim Prev, 2010. 31(3): p. 139-70.
5. Calear, A.L. and H. Christensen, Systematic review of school-based prevention and early intervention programs for depression. J Adolesc, 2010. 33(3): p.
429-38.
6. Calear, A.L. and H. Christensen, Review of internet-based prevention and treatment programs for anxiety and depression in children and adolescents. Med J
Aust, 2010. 192(11 Suppl): p. S12-4.
7. Cunningham, M.J., et al., The Cool Teens CD-ROM for anxiety disorders in adolescents : a pilot case series. Eur Child Adolesc Psychiatry, 2009. 18(2): p.
125-9.
8. Proudfoot, J., et al. Web-enabled Mobile Phone Program for Monitoring and Managing Mild to Moderate Depression, Anxiety and Stress. in The International
Society for Research in Internet Interventions: The 5th Annual Researchers Meeting. 2011. Sydney, Australia.
9. Reid, S.C., et al. Using mobile phones to detect, treat, and manage adolescent mental health: A randomised controlled trial of the mobiletype program in rural
and metro primary care. in The International Society for Research in Internet Interventions: The 5th Annual Researchers Meeting. 2011. Sydney, Australia.
10. SANE Australia, SANE Research Report 1: Mental illness and social isolation. 2005, SANE Australia: Victoria, Melbourne.
11. Barak, A., Causal Relationships Between Level of Engagement in Online Support Groups and Participants’ Outcomes, in The International Society for
Research in Internet Interventions: The 5th Annual Researchers Meeting. 2011: Sydney, Australia. p. 19.
12. Trockel, M.T., et al. Does a Moderated Online Discussion Group Help? A Randomized Controlled Trial of an Internet-Based Intervention for College Women
at Risk for Eating Disorder Onset. in The International Society for Research in Internet Interventions: The 5th Annual Researchers Meeting. 2011. Sydney,
Australia.
13. Metcalf, A., J. Stephens-Reicher, and P. Collins, ReachOut.com National Survey 2010. 2010.
14. Griffiths, K.M., et al., The 6 and 12-month effectiveness of a peer-to-peer depression Internet Support Group, in The International Society for Research in
Internet Interventions: The 5th Annual Researchers Meeting. 2011: Sydney, Australia. p. 27.
15. Schueller, S.M. and A.C. Parks, Disseminating Self-Help: Positive Psychology Exercises in an Online Trial, in The International Society for Research in
Internet Interventions: The 5th Annual Researchers Meeting. 2011: Sydney, Australia. p. 37.
16. Christensen, H., et al., Preventing anxiety and depression: the results from an indicated RCT (community sample in Australia) and a selective RCT (Medical
trainees in USA, in The International Society for Research in Internet Interventions: The 5th Annual Researchers Meeting. 2011: Sydney, Australia. p. 23.
17. Lintvedt, O.K., et al., Evaluating the effectiveness and efficacy of an Internet-based self-help intervention for the prevention of depression: A randomised
controlled trial., in The International Society for Research in Internet Interventions: The 5th Annual Researchers Meeting. 2011: Sydney, Australia. p. 31.
18. Taylor, C.B., et al., Internet Delivered Universal and Targeted Healthy Weight Regulation/body image and Eating Disorder Prevention Programs for High
School Students, in The International Society for Research in Internet Interventions: The 5th Annual Researchers Meeting. 2011: Sydney, Australia. p. 38.
19. Davies, T. and P. Cranston. Youth Work and Social Networking: Interim Report. 2008 [cited 2011 4th April, 2011]; Available from:
http://www.gallomanor.com/files/GFSR.pdf.
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52. ReachOutPro.com.auEducational Module Part 3 Technology in practice
Evaluation
Education Module Pilot Webinar Participants
We are conducting a survey to evaluate the newly launched ReachOut Pro If you are completing this module as pre-reading for a
Educational Module - Connecting Our Worlds, currently being piloted on ReachOut Pro Webinar, please use the link below to undertake a
ReachOutPro.com.au. The survey aims to understand more about who separate survey tailored for your training program.
uses the module, what aspects are considered most useful and also how it
might be improved in the future. [Click here to begin the survey for Webinar Participants]
As this module is a pilot, we ask that you take a moment to complete an
online survey, to assist us in assessing the value of these professional
development resources for your practice. Your feedback will contribute to
more valuable and effective resources for other professionals in your
sector.
If you have finished using the Education Module, we would appreciate
your feedback on it’s usefulness for your practice.
[Click here to begin the survey]
52