Component analysis and evidentiary basis of coping skills content on Pinterest

Abstract

The present study seeks to understand the evidence base of copingrelated content (pins) shared by followers of the National Association of School Psychologists (NASP) on Pinterest. NASP's Pinterest followers are pinning professionally, but the efficacy of the content being shared is largely unknown. Using a component analysis approach, the present study links pins to common components of evidence-based coping skills interventions. The results suggest followers of NASP on Pinterest are pinning common coping intervention components. In general, more pins are limited in evidence base, but this varies by component. Certain components are more likely to be evidence-based, while others are more likely to have limited efficacy. The results of the present study are consistent with previous Pinterest research; however, more information is needed to best understand efficacy and implementation patterns. By looking into pin use, future researchers will determine how followers of NASP on Pinterest choose and implement pins, thus providing a means to leverage Pinterest for dissemination of evidence-based content.

Gone viral: Content characteristics and relative quality of highly shared school psychology‐related content on Pinterest

“…Surveys, qualitative interviews, or other kinds of research methodologies may better help leaders and national organizations to make informed decisions about the ways in which social media dissemination of information may support evidence‐based practice and continuing education efforts. To date, social media research has focused exclusively on ethical considerations (Pham, ; Pham, Goforth, Segool, & Burt, ) and content analysis (Breeden et al, ; Guidry, Zhang, Jin, & Parrish, ; Hall et al, ). Empirical research has yet to examine how Pinterest resources are being utilized in the school setting.…”

“…A sizeable portion of the overall sample was content related to coping skills (comprising about 43% of the social‐emotional content portion of the sample). In a component analysis by Breeden, Hall, and Giacobe (), coping‐related pin content was codified according to whether or not the content was related to a component of an evidence‐based program, an evidence‐based strategy (an idea backed by theory, e.g., deep breathing), or not evidence‐based. Breeden et al () examined the content to see the degree to which pins may represent “kernels” (or fundamental units of interventions rather than whole programs; Embry & Biglan, ) of information that may still have a basis in best practices, although offered piecemeal.…”

“…In a component analysis by Breeden, Hall, and Giacobe (), coping‐related pin content was codified according to whether or not the content was related to a component of an evidence‐based program, an evidence‐based strategy (an idea backed by theory, e.g., deep breathing), or not evidence‐based. Breeden et al () examined the content to see the degree to which pins may represent “kernels” (or fundamental units of interventions rather than whole programs; Embry & Biglan, ) of information that may still have a basis in best practices, although offered piecemeal. Results of the analysis indicated that over two‐thirds (69.6%) of the coping‐related pins were components of EBPs and included such content as relaxation techniques, cognitive reframing, problem‐solving strategies, emotion regulation, social support seeking, and goal setting.…”

How Pinteresting: An Analysis of Social Media Resources for Internalizing Disorders

“…Coding. The database of pins was compiled and qualitatively coded using the coding scheme adapted from Breeden, Hall, and Giacobe (2018). The MD5 hash enabled the analysis to investigate the spread of unique images to show the impact of sharing various images and associated content.…”

Enhancing high schoolers' creative thinking and complex problem‐solving abilities: Examining the effectiveness of spirituality

“…Twitter is a microblogging social networking platform that combines the opportunities of blogging and instant messaging (Tang & Hew, 2017). Several studies indicate that Twitter has started to be used in higher education and Menkhoff et al (2015) appoint this innovation as 'pedagogical tweeting' and Twitter now is increasingly a popular means to impart formal and nonformal instruction (Breeden et al, 2018). Further, in investigating the impact of online, mobile technology-based or face-to-face spiritual interventions, participants' demographic (gender, class, education, culture/ethnicity), and compliance related variables (attendance, homework) need important consideration.…”