Smartphone Apps for Mindfulness Interventions for Suicidality in Asian Youths: Literature Review

Choo, Carol C; Burton, André A D

doi:10.2196/mhealth.8304

Cited by 7 publications

(7 citation statements)

References 75 publications

(107 reference statements)

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“…Clinical psychology educators in Singapore could use the preliminary qualitative findings from this study to enhance their understanding of trainees’ perspectives, for consideration when designing their teaching methodologies to cater to a range of learning styles. In view of the advent of mobile technology in our contemporary society [1,2,3,4], the inclusion of m-learning has the potential to tap upon the advantages of the mobile platform [5]. Our preliminary findings serve to encourage educators to collaborate with researchers to further innovative research in the area, and continue to gather evidence to support a contemporary step beyond the traditional classroom, in our innovation to enhance flexible and continuous learning that is not confined to the physical traditional classroom space [6].…”

Section: Discussionmentioning

confidence: 99%

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Smartphone Application in Postgraduate Clinical Psychology Training: Trainees’ Perspectives

Choo

Devakaran

Chew

et al. 2019

IJERPH

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M-learning refers to the learning that takes advantage of mobile technologies. Although research shows enhanced educational outcomes from m-learning in some Asian countries, the generalizability to postgraduate clinical psychology training in Singapore remains unclear. Current professional standards in clinical psychology training emphasize the importance of attainment of clinical competencies in trainees. Although learning theories indicated potential for m-learning to be incorporated into the local clinical psychology curriculum, trainees’ perspectives have not been adequately explored on m-learning. The study aimed to address this gap by exploring the use of m-learning via a novel smartphone application in clinical psychology training using mixed-methods design. Eight clinical psychology trainees between the ages of 26 to 43 years old (mean age of 31.75, SD = 5.49) enrolled in a relevant coursework subject were recruited. Participants were randomly allocated to the experimental and control groups. The experimental group accessed the novel application weekly, from week 1 to week 6, and participants in the control group accessed the application after week 6. Participants from both groups completed a brief demographic questionnaire, and the following scales New General Self-Efficacy Scale adapted for Education (NGSES-E) and self-reported scale of learning outcomes (SLO). The qualitative study explored how participants perceived and experienced the novel application. Participants from the experimental group were invited to provide open-ended responses about the novel application. Data were analyzed using thematic analysis. Results from the qualitative analysis yielded four themes of: Convenience, preferred learning style, building confidence, and putting theory into practice. Findings from the qualitative study were consistent with previous studies about advantages of m-learning: That the e-platform was convenient, the learning style was engaging, which helped to build confidence, and facilitate practical learning of skills. The qualitative results were helpful in understanding the users’ perspectives and experience of the novel application, indicating that future research in this innovative area is necessary. However, the quantitative outcomes were not significant, limitations would be discussed, and recommendations made for future research.

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Section: Discussionmentioning

confidence: 99%

“…With the rising trend in e-technology [1,2], the advancement of smartphones has ushered in an era where smartphone applications can be used to enhance teaching and learning [3,4]. M-learning is often referred to as the learning that takes advantage of mobile technologies, to occur without being limited to a fixed place [5].…”

Section: Introductionmentioning

confidence: 99%

Smartphone Application in Postgraduate Clinical Psychology Training: Trainees’ Perspectives

Choo

Devakaran

Chew

et al. 2019

IJERPH

Self Cite

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“…Previous literature highlighted the importance of interventions delivered using smartphone apps, in view of the potential to reduce health care costs in Asia [37]. In comparison to Western countries, there is a shortage of mental health professionals in Asia, yet a high penetration of mobile phone usage throughout Asia, with Singapore alone reporting that smartphone adoption rates far exceeded the population.…”

Section: Discussionmentioning

confidence: 99%

“…An efficient way to curtail this difficulty will be to conduct attentional bias re-training over mobile devices, given their benefits for high-dosage treatment delivery, and prevalent usage and convenience. Additionally, it was suggested that electronic interventions delivered via mobile phone apps could enhance patient-centered care in an increasingly technology-savvy society, underscoring the importance of interventions delivered using electronic platforms [36,37,38]. Smartphone apps have been used to deliver psychological therapies such as addiction treatment [39].…”

Section: Introductionmentioning

confidence: 99%

“…Smartphone apps have been used to deliver psychological therapies such as addiction treatment [39]. In view of the barriers to seeking help from counselors and psychologists, which might include stigma, time and financial constraints, there might be preference to access community interventions such as self-help on electronic platforms delivered using smartphone apps, rather than face-to-face therapy [37]. Apps offer an alternative delivery medium that is also easily accessible, convenient and cost effective.…”

Section: Introductionmentioning

confidence: 99%

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Perspectives on Modifying Attentional Biases Amongst Individuals with Tobacco Use Disorder Using Technology: A Review

Tan

Zhang

Choo

2019

IJERPH

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Smoking remains a significant health problem. Attentional biases influence smoking behaviours, but have not been the target of psychosocial interventions. The first part of this perspective article will provide an overview of the theoretical constructs underlying attentional biases, methods of measuring attentional biases, and evidence for attentional bias modification amongst individuals with tobacco use disorders. The second part of this article will outline how the advent of technological advances could be harnessed in attentional bias modification for smokers. As there is potential for attentional bias training to be delivered via mobile app, literature was reviewed over the recent decade, 2009 to 2019, to examine available research evidence. The search terms were “web-based” or “mobile based”, and “attention bias modification” or “attentional bias” and “smoking” or “tobacco use”. The PsycINFO, Scopus, and PubMed databases were initially used to identify papers with the above-mentioned inclusion criteria. Five papers were included in the review. Lastly, an integrated perspective will be provided, from both clinical and research standpoints. In conclusion, more research is needed to address the gaps in knowledge and to provide an evidence base for the implementation of mobile phone technologies for attention retraining in smokers.

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A Narrative Review of Mindfulness-Based Interventions Using Virtual Reality

et al. 2021

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Smartphone Apps for Mindfulness Interventions for Suicidality in Asian Youths: Literature Review

Cited by 7 publications

References 75 publications

Smartphone Application in Postgraduate Clinical Psychology Training: Trainees’ Perspectives

Smartphone Application in Postgraduate Clinical Psychology Training: Trainees’ Perspectives

Perspectives on Modifying Attentional Biases Amongst Individuals with Tobacco Use Disorder Using Technology: A Review

A Narrative Review of Mindfulness-Based Interventions Using Virtual Reality

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