RESUMEN
INTRODUCTION: Mental illness stigma is associated with a range of negative consequences, such as reduced help-seeking for mental health problems. Since stigma affects individual, social, and structural aspects, multilevel interventions such as the Canadian programme The Working Mind have been proven to be the most effective. Given the solid evidence base for The Working Mind, it is our aim to implement and evaluate culturally adapted versions of the programme in German higher education, targeting students, employees and managers. METHODS AND ANALYSIS: We will evaluate the programme with regard to its effect on mental illness stigma, openness to mental health problems, willingness to seek help, and positive mental health outcomes. Further, we will investigate the programme's effectiveness dependent on gender and personal values, various mechanisms of change, and factors facilitating and hindering implementation. The study uses a sequential explanatory mixed-methods evaluation design (QUAN â qual) that consists of three steps: (1) quasi-experimental online survey with programme participants, (2) focus groups with programme participants, and (3) qualitative interviews with programme stakeholders. The quantitative data collected in step 1 will be analysed using 2×3 analysis of variances and a parallel multiple mediation analysis. The results will inform the qualitative data to be collected in steps 2 and 3, which will be analysed using qualitative content analysis. ETHICS AND DISSEMINATION: The study was approved by the local Ethics Committee (Ethics Committee of University Medicine Greifswald; BB 098/23). Participants have to provide written consent before taking part in a focus group or interview. As for the online survey, participants have to give their consent by agreeing to an online data protection form before they can start completing the survey. We will publish central results and the anonymised data in an Open Access Journal. Further, the statistical code will be included as a supplement to the paper(s) documenting the results of the study. TRIAL REGISTRATION NUMBER: DRKS00033523.
Asunto(s)
Trastornos Mentales , Estigma Social , Humanos , Alemania , Trastornos Mentales/terapia , Proyectos de Investigación , Grupos Focales , Encuestas y Cuestionarios , Evaluación de Programas y Proyectos de Salud , Femenino , Masculino , Universidades , Intervención Psicosocial/métodos , Investigación CualitativaRESUMEN
Data visualization is a powerful tool to cope with the demands of our current information age. In order to understand and be able to develop visualizations for specific use cases, data visualization activities (vis activities) have been proposed in recent years. These highly effective tools focus on practical relevance, reflection, and discussion in order to teach data visualization knowledge in a variety of contexts. However, the conscious selection of one or more vis activities for learners in comprehensive courses remains difficult. We aim to support this process by proposing a didactic vis framework. Based on Bloom's revised learning taxonomy, we decompose vis activities into distinct learning activities with their specific learning goals. By assigning the learning goals to the cognitive process and knowledge dimensions, a didactic course structure can be planned and evaluated. To demonstrate this didactic vis framework, we conducted several workshops based on an existing interface construction kit.