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Mobile phone technology has become an integral part of peoples' lives. It has changed how we interact with each other and how we access information. This article describes how mobile phone use, in particular text messaging, has been used to communicate with and support students with mental health problems attending a university within Ireland to manage their academic and social lives. This study was descriptive, non-experimental, and predominantly qualitative in nature. It employed a mixed-method approach, by way of: (1) Collecting text messaging data, relating to 40 students, from four therapists across three years, and (2) auditing the service files to gather demographic data and some intervention-related information that was cross-analyzed with the qualitative text messaging data. Thematic analysis of the data using QSR N6 produced five over-arching themes: practicalities around appointments; condition=illness thanks, but I'm fine; progress-both academic and personal; and nontherapeutic interaction. This study showed that text messaging with a student population using a mental health support service was valuable. It offered a means of maintaining ongoing contact between the service users and the staff and acted not only as a means for receiving and giving information but as a means of maintaining the on-going therapeutic relationship.
Mobile phone technology has become an integral part of peoples' lives. It has changed how we interact with each other and how we access information. This article describes how mobile phone use, in particular text messaging, has been used to communicate with and support students with mental health problems attending a university within Ireland to manage their academic and social lives. This study was descriptive, non-experimental, and predominantly qualitative in nature. It employed a mixed-method approach, by way of: (1) Collecting text messaging data, relating to 40 students, from four therapists across three years, and (2) auditing the service files to gather demographic data and some intervention-related information that was cross-analyzed with the qualitative text messaging data. Thematic analysis of the data using QSR N6 produced five over-arching themes: practicalities around appointments; condition=illness thanks, but I'm fine; progress-both academic and personal; and nontherapeutic interaction. This study showed that text messaging with a student population using a mental health support service was valuable. It offered a means of maintaining ongoing contact between the service users and the staff and acted not only as a means for receiving and giving information but as a means of maintaining the on-going therapeutic relationship.
Increasingly, health and social work educators are joining their colleagues throughout higher education in exploring the possibilities of teaching and learning online. Online teaching and learning initiatives have been aided by both proprietary and open source course management systems such as BlackBoard and Moodle. However, the rush to put courses online is rarely informed by adequate consideration of the affordances of the World Wide Web to support different types of pedagogical dimensions or instructional design. In addition, academic staff members may jump into teaching online without sufficient consideration of the design components that can be implemented in online courses. This study provides an introduction to 10 design dimensions, derived from research and theory in instructional technology, cognitive science and adult education, for guiding the design and evaluation of online learning environments for health and social work education. It concludes by addressing the rewards and risks of online learning.
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