A Review of the Processes By Which School Psychologists and Counsellors Can Use Taxonomies to Evaluate Health-Related Apps
School students are increasingly using apps for health-related purposes, either on their own or when recommended by psychologists or counsellors, as apps offer a way to assist students to change their behaviour. However, there is a growing need for psychologists and counsellors to be able to evaluat...
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| Veröffentlicht in: | Australian journal of guidance and counselling 2018-12, Vol.28 (2), p.212-233 |
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| container_title | Australian journal of guidance and counselling |
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| creator | Ostojic, Marko Chung, Jasmine DiMattia, Michael Furlonger, Brett Busacca, Margherita Chittleborough, Philip |
| description | School students are increasingly using apps for health-related purposes, either on their own or when recommended by psychologists or counsellors, as apps offer a way to assist students to change their behaviour. However, there is a growing need for psychologists and counsellors to be able to evaluate the quality and usefulness of such apps to effect behaviour change. This study was therefore undertaken to identify methods by which school psychologists and counsellors could evaluate health-related apps for clinical use or research purposes. After examining 15 studies of apps that met the inclusion criteria, it was clear that researchers used a number of taxonomies to evaluate the apps. There were seven taxonomies identified, of which five were generalisable to all health conditions, with the behaviour change technique (BCT) taxonomy being the most comprehensive, containing 13 key behaviour strategies. Despite the utility of the taxonomies to identify the amount of behaviour change content within the apps, it was difficult to determine how the behaviour change strategies were measured, thus reducing the ability to predict app effectiveness. Approaches to improving methods by which apps can be developed and evaluated are proposed. |
| doi_str_mv | 10.1017/jgc.2018.4 |
| format | Article |
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Psychol. Couns. Sch</addtitle><description>School students are increasingly using apps for health-related purposes, either on their own or when recommended by psychologists or counsellors, as apps offer a way to assist students to change their behaviour. However, there is a growing need for psychologists and counsellors to be able to evaluate the quality and usefulness of such apps to effect behaviour change. This study was therefore undertaken to identify methods by which school psychologists and counsellors could evaluate health-related apps for clinical use or research purposes. After examining 15 studies of apps that met the inclusion criteria, it was clear that researchers used a number of taxonomies to evaluate the apps. There were seven taxonomies identified, of which five were generalisable to all health conditions, with the behaviour change technique (BCT) taxonomy being the most comprehensive, containing 13 key behaviour strategies. Despite the utility of the taxonomies to identify the amount of behaviour change content within the apps, it was difficult to determine how the behaviour change strategies were measured, thus reducing the ability to predict app effectiveness. Approaches to improving methods by which apps can be developed and evaluated are proposed.</description><subject>Academic Libraries</subject><subject>Asthma</subject><subject>At Risk Students</subject><subject>Behavior</subject><subject>Behavior Change</subject><subject>Behaviour change</subject><subject>Change Strategies</subject><subject>Chronic illnesses</subject><subject>Classification</subject><subject>Coding</subject><subject>Computer Oriented Programs</subject><subject>Content analysis</subject><subject>Coping</subject><subject>Diabetes</subject><subject>Educational Technology</subject><subject>Empowerment</subject><subject>Evaluation</subject><subject>Health behaviour</subject><subject>Health Conditions</subject><subject>Inferences</subject><subject>Information Seeking</subject><subject>Interrater Reliability</subject><subject>Intervention</subject><subject>Mental Health</subject><subject>Mobile technology</subject><subject>Program Evaluation</subject><subject>R&D</subject><subject>Research & development</subject><subject>Research and Development</subject><subject>Research methodology</subject><subject>Researchers</subject><subject>Resistance (Psychology)</subject><subject>School Counselors</subject><subject>School Psychologists</subject><subject>Search Strategies</subject><subject>Self Management</subject><subject>Smartphones</subject><subject>Statistical Analysis</subject><subject>Student behaviour</subject><subject>Student counsellors</subject><subject>Students</subject><subject>Taxonomy</subject><issn>2055-6365</issn><issn>1037-2911</issn><issn>2055-6373</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid>BENPR</sourceid><recordid>eNqFkM1v1DAQxS0EEtW2F-5IljggIbLYcZyP43a1tKBKVKUVR2viTDZeZeNgewvLX49DVuWCxGlmND-9N_MIecXZkjNefNht9TJlvFxmz8hZyqRMclGI5099Ll-SC-93jEVaZkIUZ-TXit7ho8Ef1LY0dEhvndXoPXp6eaTfOqM7-lV31vb01h9j09ut8cFTGBq6tofBY99b5-kaBvrgkd7DTzvYvYkCwdLNI_QHCEivEfrQJXfYx6mhq3H05-RFC73Hi1NdkIePm_v1dXLz5erTenWT6IxVIWkbqDhHQC5SKQrAijcZr7EUTNe5LnX8pmykkDXXlUTIK2hFWTRQywJYhWJB3sy6o7PfD-iD2tmDG6KlSjkvCskqXkbq3UxpZ7132KrRmT24o-JMTfGqGK-a4lVZhF_PMDqjn8DNZ84rMWW-IG_nvYct_rX7p9LlTLq9CQrQjEF1IYxeNRBAmaG1fzbWbVVjzSQhBM9PZJqmk-WCvD_dDvvameY_nr8BZnGqWg</recordid><startdate>20181201</startdate><enddate>20181201</enddate><creator>Ostojic, Marko</creator><creator>Chung, Jasmine</creator><creator>DiMattia, Michael</creator><creator>Furlonger, Brett</creator><creator>Busacca, Margherita</creator><creator>Chittleborough, Philip</creator><general>Cambridge University Press</general><general>SAGE Publications</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7XB</scope><scope>88B</scope><scope>88G</scope><scope>8A4</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>M0P</scope><scope>M2M</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope></search><sort><creationdate>20181201</creationdate><title>A Review of the Processes By Which School Psychologists and Counsellors Can Use Taxonomies to Evaluate Health-Related Apps</title><author>Ostojic, Marko ; Chung, Jasmine ; DiMattia, Michael ; Furlonger, Brett ; Busacca, Margherita ; Chittleborough, Philip</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c409t-fda911eae132537ae91d41be830cb6c8c0018d535b1c95ea69af387dab57a09e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Academic Libraries</topic><topic>Asthma</topic><topic>At Risk Students</topic><topic>Behavior</topic><topic>Behavior Change</topic><topic>Behaviour change</topic><topic>Change Strategies</topic><topic>Chronic illnesses</topic><topic>Classification</topic><topic>Coding</topic><topic>Computer Oriented Programs</topic><topic>Content analysis</topic><topic>Coping</topic><topic>Diabetes</topic><topic>Educational Technology</topic><topic>Empowerment</topic><topic>Evaluation</topic><topic>Health behaviour</topic><topic>Health Conditions</topic><topic>Inferences</topic><topic>Information Seeking</topic><topic>Interrater Reliability</topic><topic>Intervention</topic><topic>Mental Health</topic><topic>Mobile technology</topic><topic>Program Evaluation</topic><topic>R&D</topic><topic>Research & development</topic><topic>Research and Development</topic><topic>Research methodology</topic><topic>Researchers</topic><topic>Resistance (Psychology)</topic><topic>School Counselors</topic><topic>School Psychologists</topic><topic>Search Strategies</topic><topic>Self Management</topic><topic>Smartphones</topic><topic>Statistical Analysis</topic><topic>Student behaviour</topic><topic>Student counsellors</topic><topic>Students</topic><topic>Taxonomy</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Ostojic, Marko</creatorcontrib><creatorcontrib>Chung, Jasmine</creatorcontrib><creatorcontrib>DiMattia, Michael</creatorcontrib><creatorcontrib>Furlonger, Brett</creatorcontrib><creatorcontrib>Busacca, Margherita</creatorcontrib><creatorcontrib>Chittleborough, Philip</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Education Periodicals</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Education Database</collection><collection>ProQuest Psychology</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><jtitle>Australian journal of guidance and counselling</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Ostojic, Marko</au><au>Chung, Jasmine</au><au>DiMattia, Michael</au><au>Furlonger, Brett</au><au>Busacca, Margherita</au><au>Chittleborough, Philip</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1193637</ericid><atitle>A Review of the Processes By Which School Psychologists and Counsellors Can Use Taxonomies to Evaluate Health-Related Apps</atitle><jtitle>Australian journal of guidance and counselling</jtitle><addtitle>J. Psychol. Couns. Sch</addtitle><date>2018-12-01</date><risdate>2018</risdate><volume>28</volume><issue>2</issue><spage>212</spage><epage>233</epage><pages>212-233</pages><issn>2055-6365</issn><issn>1037-2911</issn><eissn>2055-6373</eissn><abstract>School students are increasingly using apps for health-related purposes, either on their own or when recommended by psychologists or counsellors, as apps offer a way to assist students to change their behaviour. However, there is a growing need for psychologists and counsellors to be able to evaluate the quality and usefulness of such apps to effect behaviour change. This study was therefore undertaken to identify methods by which school psychologists and counsellors could evaluate health-related apps for clinical use or research purposes. After examining 15 studies of apps that met the inclusion criteria, it was clear that researchers used a number of taxonomies to evaluate the apps. There were seven taxonomies identified, of which five were generalisable to all health conditions, with the behaviour change technique (BCT) taxonomy being the most comprehensive, containing 13 key behaviour strategies. Despite the utility of the taxonomies to identify the amount of behaviour change content within the apps, it was difficult to determine how the behaviour change strategies were measured, thus reducing the ability to predict app effectiveness. Approaches to improving methods by which apps can be developed and evaluated are proposed.</abstract><cop>Cambridge, UK</cop><pub>Cambridge University Press</pub><doi>10.1017/jgc.2018.4</doi><tpages>22</tpages></addata></record> |
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| identifier | ISSN: 2055-6365 |
| ispartof | Australian journal of guidance and counselling, 2018-12, Vol.28 (2), p.212-233 |
| issn | 2055-6365 1037-2911 2055-6373 |
| language | eng |
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| source | SAGE Complete A-Z List; Cambridge Journals |
| subjects | Academic Libraries Asthma At Risk Students Behavior Behavior Change Behaviour change Change Strategies Chronic illnesses Classification Coding Computer Oriented Programs Content analysis Coping Diabetes Educational Technology Empowerment Evaluation Health behaviour Health Conditions Inferences Information Seeking Interrater Reliability Intervention Mental Health Mobile technology Program Evaluation R&D Research & development Research and Development Research methodology Researchers Resistance (Psychology) School Counselors School Psychologists Search Strategies Self Management Smartphones Statistical Analysis Student behaviour Student counsellors Students Taxonomy |
| title | A Review of the Processes By Which School Psychologists and Counsellors Can Use Taxonomies to Evaluate Health-Related Apps |
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