Participate Spec Document · 3. PU Homepage, Goals Table, My Documents and Text/AV presentation 4. Introductory, Core and Optional Modules 4.1. General 4.2. Introductory module 4.3

Participate Spec Document 12th June 2014

Abbreviations: External visitor = EV accesses login page, not NUIG student (cannot register), or has not yet Internal visitor = IV has registered, can use NUIG visitor/intro module page Programme user = PU user registered for one or other user programmes Tutor = TU can view documents of (a specified group of) PUs and enter comments Supervisor = SU can view all documents and can edit comments on documents Administrator = AD manages user accounts SPAI Social Phobia and Anxiety Inventory PHQ9 Patient Health Questionnaire-9

CONTENTS

SECTION A: DATA FIELDS AND HIGH-LEVEL MAPS

1. Required Student Data Fields 2. Programme Module Map (and dates of phases) 3. Overview of Documents and Functions

SECTION B: LIST OF FUNCTIONS BY SITE AREA/MODULE

1. Visiting and Registration as Internal Visitor (IV) 2. Introductory Module and Registration as Programme User (PU) 3. PU Homepage, Goals Table, My Documents and Text/AV presentation 4. Introductory, Core and Optional Modules

4.1. General 4.2. Introductory module 4.3. Personal Picture module (core module 1) 4.4. Out-Focus Training module (core module 2) 4.5. Thought Challenging module (core module 3) 4.6. Thought Re-assessment module (optional module)[phase 2] 4.7. Life Experiment module (core module 4) 4.8. Self-Care module (optional module) 4.9. Presentation Skills module (optional module) [phase 3 (?)]

4.10. Post and Follow-up Assessments [phase 4] 5. Comments and Rating 6. Calendar/What’s On & Task Bar (non-essential - part of phase 2 or 3?) 7. Tutor Views and Functions 8. Supervisor Views and Functions 9. Administrator Views and Functions

Appendix 1: SPAI SCORING AND CATEGORISATION

Appendix 2: PHQ-9 SCORING AND CATEGORISATION

Is it only

NUIG

students

that can

sign up?

SECTION A: DATA FIELDS AND HIGH-LEVEL MAPS

1. Required Student Data Fields Fields 3, 4, 24 and 25 are set up at visitor registration. Fields 7-10, 13, 26 should be captured when doing assessment in introductory module on visitor’s page. Fields 1, 2, 5-6 and 11 (12) should form part of consent and registration form for Presentation Skills. Fields 1, 2, 5-6, 11 (12), 14-20 and 28 should form part of consent and registration form for Social Anxiety. Fields 21-23 are generated by programme/admin. Fields 27 and 29-31 are captured by assessment tool in December 2014 and June 2015.

1. Forename [text] 2. Surname [text] 3. NUIG ID number [text] 4. NUIG e-mail address [text] 5. other e-mail address [text] 6. mobile number [text] 7. gender [male/female] 8. college [drop-down menu] 9. undergraduate/postgraduate [choose] 10. part-time/full-time [choose] 11. d.o.b. [date drop-down menus] 12. Age [automatically calculated from d.o.b.] 13. Mature student? [Y/N] 14. Diagnosed psychiatric condition? [Y/N] 15. Details of diagnosed psychiatric condition [text] 16. Medication? [Y/N] 17. Details of medication [text] 18. Change of medication? [Y/N] 19. Are you in psychotherapy? [Y/N] 20. Have you ever undertaken CBT? [Y/N] 21. Status [visitor/pending/ pending subject to further information/referred pending follow-

up/referred/active/active and referred/withdrawn] 22. tutor name [allocated from list] 23. Participate ID number [automatically assigned 14V0001; 15SA0103; 14PR0035 …] 24. Username [text] 25. Password [text] 26. pre- SPAI score [automatically scored from questionnaire] 27. post- SPAI score [automatically scored from questionnaire] 28. pre-PHQ9 score [automatically scored from questionnaire] 29. post- PHQ9 score [automatically scored from questionnaire] 30. follow-up SPAI score [automatically scored from questionnaire] 31. follow-up PHQ9 score [automatically scored from questionnaire]

‘Change of Medicine’ – recently / how many different /

last change etc. – should be more specific to decrease

possible confusion

Potential ‘are you in psychotherapy’ add-on: ‘were you in

psychotherapy’, ‘why are you no longer in psychotherapy’

Why are presentation skills / these details

important in the initial signing up?

To what? Take

part in the

modules?

Is this a private

experience or

are all users on

the same

pages? Who

can see these

comments and

module

ratings?

Like a profile

photo or

collection of

photos? What’s

the purpose of

it?

Are these all

separate diary

sections on the

site or are

users supposed

to write

separately in all

four?

SECTION B: List of Functions by Site Area/Module

1. Visiting and Registration as Internal Visitor (IV)

1.1. All users can open tabs (e.g. About/Resources etc.) for info on project etc. 1.2. Unregistered IV can enter a username + NUIG ID + valid NUIG student e-mail to get temporary

password 1.3. Registered users who forget password can get sent a temporary password 1.4. Registered IV can login with username/e-mail + password to go to visitor page 1.5. Registered PU/TU/SU/AD can login to go to their Participate homepages

1.6. Registered users can open My Account tab to change username/password, edit 2nd e-mail, mobile

number 1.7. Registered users can open Contact tab to open 3 options: e-mail to tutor/supervisor/technical

support 1.8. Registered users can play videos (within or outside of modules) 1.9. Registered users can play click on icons to expand boxes containing text and embedded audio/video

How anonymous is the system? Is

anonymity/ confidentiality ensured

to users? Are tutors/ supervisors

anonymous to users? Are usernames

encouraged to not represent

personal information etc.?

Videos of what, from where? Can

users post videos?

2. Introductory Module and Registration as Programme User (PU)

2.1. General: Introductory module includes text, video and a questionnaire that consists of the SPAI questionnaire

(‘pre-SPAI’, data field 26) and questions linked to data fields 7-10, 13. Programme returns automated

scoring and response for SPAI questionnaire (see appendix 1 for scoring, categories etc. re SPAI). 2.2. Introductory module includes programme signup section (screen 4 of Introductory Module - see

section 4.2) with additional questionnaire including the PHQ-9 (see Appendix 2). If IV clicks on screen 4 of Introductory Module without having completed questionnaire in screen 3, then dialogue box appears to point this out.

2.3. Registered IV on screen 4 of Introductory Module can register application to be a PU for either Social Anxiety Programme (SAP) or [PHASE 3] Presentation Skills Programme (PSP)

2.4. Registered IV can register application for SAP provided that they have completed SAP consent form (i.e. have entered data fields 1, 2, 5-6, 11 (12), 14-20, 28 (pre-PHQ9) and ticked ‘Accept’) [and have previously completed the assessment screen in the introductory module (student data fields 7-10, 13, 26, 28)

2.5. The PHQ-9 has 9 questions, each scored 0-3, giving a total score (simple summation) in range 0-27.

Scoring classification and feedback details in Appendix 2.

2.6. [PHASE 3] Registered IV can register for PSP provided that they have completed PSP consent form (i.e.

have entered data fields 1, 2, 5-6, 11 (12) and ticked ‘Accept’) and have completed the assessment

screen in the introductory module (student data fields 7-10, 13, 26, 28); such applicants are

automatically re-assigned as PU (PSP) and can use PSP (without a tutor or monitoring)

2.7. Applications for the SAP (with above data fields) are notified to SU for review (see section 8.3 below)

before acceptance.

2.8. SU has Pending Applications screen with pending applications and (5) response options:

accept/accept with additional advice/pending subject to further information/referred pending

follow-up/referred (see section 8.3 below)

Why would users

have to enter in

data fields 1, 2, 5-

6, 11 (12)? What if

they don’t feel

comfortable

sharing those

details?

Why not get users

to fill in all details

and complete both

scales?

Are tutors/ supervisors notified of the SPAI results of users? Are users informed of this?

What

about

both? Why

not both?

3. PU Homepage, Goals Table, My Documents and Text/AV presentation

3.1. Registered PU/TU/SU/AD can open modules using interactive module map 3.2. [PHASE 3] For PU, module map has 2 variations, depending whether the PU is signed up for SAP or

PSP [phase 3] 3.3. For PU, module icon changes colour depending on whether ‘not started’/ ‘started, not

completed’/’completed’ 3.4. Modules consist of a number of screens. As each screen is opened and then closed, the screen is

marked as completed. When the last screen in a module is completed, the module is marked completed (subject to confirmation by PU - see 3.5).

3.5. When a module is completed, a window opens with text saying that ‘looks like you may have completed this module’. This window also has radio buttons for ‘completed’ and ‘not yet’, with ‘completed’ ticked as default and an ‘OK’ button. If PU clicks OK for ‘completed’ (or just closes dialogue box), then completion is confirmed and comment/rating dialogue box is opened - see section 5.2. If ‘OK’ is clicked for ‘not yet’ option, then the module is re-designated as ‘started, not completed’.

3.6. On the next occasion that the PU opens and closes any of the screens of a module that the PU has previously marked as ‘not yet’ completed (see section 3.5), then the actions of section 3.5 are again triggered.

3.7. PU has My Tasks widget on homepage. My Tasks is an editable table with text entry (to-do list), date (date picker) and time (HH/MM picker).

3.8. PU has ‘What’s On’ widget on homepage - see section 6.

3.9. [In core module 1, see section 4.3] PU (SAP) creates an interactive Goals table. PU homepage includes

a Getting Started AV initially; when the PU has created their Goals table this replaces the Getting Started AV as a permanent feature of the homepage (see figures above).

3.10. An interactive Goals table is created in core module 1 (see section 4.3) and remains editable on homepage.

3.11. An icon appears beside a Target Activity in the Goals table for each associated document created (see section 3.23).

3.12. PU has My Documents Folder on homepage

3.13. My Documents has 5 folders for 5 distinct document types: Personal Picture (PP); Mini Experiment (ME); Thought Challenging (TC); Thought Re-assessment (TR); and Life Experiment (LE)

3.14. Each folder contains an icon to open template document of relevant type. 3.15. When all mandatory fields in a template document are completed, it can be saved. 3.16. A document saved from template is automatically given a filename derived from one of the

document’s fields. 3.17. A document saved from template is automatically saved in appropriate folder (& sub-folder, if

appropriate). 3.18. PP, TC, TR, LE documents contain a mandatory field to select an associated Target Activity from menu. 3.19. PP, TC, TR, LE documents saved from a template are automatically inserted into the appropriate

folder and into a subfolder designated by associated Target Activity.

3.20. All documents can be opened and edited by PU. 3.21. All documents can be opened by TU or SU and comments can be inserted and saved. 3.22. LE documents can be saved as ‘prepared’, when the mandatory fields for the preparation phase of

the experiment are complete, but, saved file has a different icon if the results section of the document is also completed, and document is saved as ‘completed’.

3.23. For each PP, TC, TR, LE (prepared) or LE (completed) document that is saved, (multiple instances of) one of 4 distinct icons will appear beside the associated Target Activity in the Goals table on the PU homepage.

3.24. PU entries under a number of text input headings are saved and subsequently available throughout their programme use when entering data under the same headings, which include: target activities; (negative) feelings; physical and performance issues; in-focus (thoughts); safety behaviours; iceberg ideas; target behaviours; negative social predictions and alternative possible social outcomes.

3.25. When previously inputted text entries are offered to a PU in a menu, they are presented in descending order of frequency of use to date and may be followed in the list by a generic list of sample answers; the generic list is also continually updated and presented in descending order of frequency.

What do these

numbers

represent? Is there

a reward system?

Are users made aware of this?

Very busy page – should be

broken up into different

pages – what happens when

target activities increases?

Documents/ Folders are very

confusing and seem very

time-consuming – maybe

introduce at a later date?

3.26. Text and AV information can be viewed in interactive formats, such as a table with tabs, as below. Each tab reveals different piece of text/audio/video clip.

4. Introductory, Core and Optional Modules

4.1. General 4.1.1. Modules consist of one or more screens, which include text, video and interactive exercises; some

interactive exercises create PP, ME, TC, TR and LE documents (see section 3.12-25 above) 4.1.2. (in large screen format)Module screens divided into 3 panels: left, central and right (RHS) 4.1.3. (in module view) Left panel contains menu of screens, with flags for screens begun; comments list and

module rating (see section 5). 4.1.4. Comments list shows comments by most recent, with username, and date, showing just the first 12

words of the most recent comment, and a more button to expand full comment list 4.1.5. Ranking shows the average rating so far for the module using a six-star scale (see section 5.1). If no

comment or rating so far, then appropriate message shown (‘be the first ...’) 4.1.6. Central panel contains main content, comprising text, video and interactive exercises 4.1.7. Right panel (RHS) has additional text, video and links that can be expanded from tab 4.1.8. Module sections have time icon and estimated time duration for completion

4.2. Introductory module

Introductory module consists of 4 screens.

[Screen 1] Shyness and Social Anxiety

Shyness and Social Anxiety [text] (RHS) ‘What students say ...’ [Text/AV]

What is Social Anxiety? [Text]

Why do we get anxious? [Text and AV] (RHS) ‘Fast thoughts, Iceberg ideas’ [text]

Embarrassed about being embarrassed? [Text] (RHS) ‘How common ..?’ [Text]

(RHS) ‘Wider problem ..?’ [Text]

Anonymity /

confidentiality?

Too busy, LHS and

RHS should be on

one side of the

screen, with

options to

investigate more –

centre information

needs space to

display videos /

images, and to

appear clear and

easy to read

[Screen 2] How Social Anxiety Develops - and How This Programme Can Help

How does Social Anxiety Develop? [Text & AV] (RHS) ‘In-Focus, Out-Focus’ [text]

How this programme can help [text] (RHS) ‘Does This Seem like Too Much?’ [Text]

What is involved? [Text in table with tabs (section 3.26)]

[Screen 3] Check your social anxiety - Take the Questionnaire

Check your social anxiety [text (including consent) and questionnaire with automated feedback: Q7-10, 13 and SPAI]

[Screen 4] How to Join the Programme

Here’s the deal … [text in table with tabs] (RHS) Terms and conditions [text in table with tabs]

So complete this questionnaire [text and questionnaire with automated feedback: Q1-2, 5-6, 11, 14-20, PHQ9, ‘accept’ button]

N.B. completion of questionnaire/application triggers acknowledgement message to PU, and e-mail with same message

For consistency, these

sections should be located

on the LHS of the screen

Users should be made aware of this

4.3 Personal picture module (core module 1)

Personal Picture Module consists of 2 screens.

[Screen 1] Goals for Now … Goals for Life

Setting goals is central [text and AV] (RHS) My Life Values [text in table with tabs]

8 tabs, each revealing a set of possible values/goals

Goals for Life [interactive exercise]

[Explanatory text and AV example]

PU enters Life Goal as text in box below, click-and-drag to 1-column table and text is inserted into table; Life

Goals list can be manually sorted with click-and-drag; when PU judges table complete, but with mandatory minimum of 3 life goals, PU clicks SAVE

Goals for Now … Target Activities [text]

Setting Your Target Activities [interactive exercise]

[Explanatory text and AV example] PU enters target activities using the text entry/menu choice box (figure below); this table has static title row

❶ with title; PU can enter text at row ❷ and click-and-drag box to Target Activity table OR expand sample list and click-and-drag list element to Target Activity table; programme inserts text in Target Activity table; when text element is added, the adjacent box for SUDS flashes until PU adds number; when number in range 0 -100 is added, box stops flashing and programme colour codes by number range, and re-orders activities by SUDS; when PU judges table complete, but with mandatory minimum of 5 activities (plus SUDS), PU clicks SAVE

Target Activity table together with Life Goals table now saved on PU homepage, with tab to toggle between Target Activities (current) view/ Target Activities (original) view/Life Goals view (see section 3.9-11)

PU can edit SUDS rating in the Target Activity table at any time

When a PU saves a TC, TR, LE (prepared) or LE (complete), an associated icon appears beside the relevant target activity in the Target Activity table and the PU is automatically presented with a prompt to consider re-evaluating SUDS for the associated (or other) target activity, with a link to their homepage; a similar piece of prompt text and link should be included in the template e-mail for weekly feedback from tutor

[Screen 2] Understanding My Social Anxiety

Remember how this works? [Text and AV] (RHS) ‘In-Focus, Out-Focus’ [text]

(RHS) ‘Fast thoughts, Iceberg ideas’ [text] Try this, to check it all makes sense (RHS) Info for each area [text in table with tabs] [Interactive exercise] More information about each of the areas on right Cloud of text boxes, PU can click and drag a text box to an area in the 5-rectangle diagram (see figure below); if correct, text is inserted in correct rectangle; if incorrect, text box snaps back to its original position.

How does this apply to me? [Text and AV]

Now let’s develop your personal picture (RHS) ‘Trouble Getting Iceberg Ideas, In-Focus

[Interactive exercise] Thoughts?’ [Text/AV]


PU clicks on a rectangle in 5-rectangle graphic, which brings up corresponding label in row ❶ text entry/menu choice box (figure V); PU can enter free text in row ❷ or click ❸ and expand examples list (list is specific to the current label); a typed entry or an example from the (expandable) list can be click-and-dragged to the Personal Picture graphic, where it is included with the label; maximum of 3 entries can be inserted in each rectangle in figure VI.

The examples list consists of (a) text entries in respect of the given category previously entered by the current user, in descending order of frequency, followed by (b) stock examples for the given category, in descending order of frequency. Stock examples in a given category are assigned initial frequencies and these frequencies are continuously updated as PUs select examples.

One text entry in each box is mandatory minimum before Personal Picture can be saved to Personal Picture folder with automatic filename derived from associated Target Activity

Reset button to allow building and saving of a second/replacement picture if PU wishes.

Please give us feedback on this module [text]

4.4 Out-Focus Training Module (core module 2)

Out-Focus Training Module consists of 2 screens.

[Screen 1] Practising Out-Focus

Remember Why This Matters … [text] (RHS) ‘MRI Evidence on In-Focus’ [text]

Out-Focus Video Experiment [interactive exercise]

PUs are given text instructions; then watch an AV clip; then respond to short ‘quiz’;

New instructions for PU, and watch clip again; now respond to second iteration of quiz

Quiz (1st iteration)

How many people raised their hands? ⬏ 0 ⎸ 1 ⎹ 3 ⎸ 5 ⎹ 7

During the video one person … ⬏ coughed ⎸ left and came back ⎹ fell over

⎸ Giggled ⎹ tied their shoe-lace

One person was different at the end. How? ⬏ changed coat ⎸ different hairstyle

⎹ looked sadder ⎸ put away a notebook

⎹ was wearing a scarf

PU clicks SAVE and answers stored by programme.

Quiz (2nd iteration)

Same questions presented with PUs first set of answers displayed; user can again answer and change answers; this time, ticking a wrong answer displays a playful ‘try again!’ message; can correct until all say ‘yes, well done!’

[Screen 2] Out-Focus Mini-Experiments

How a Mini-Experiment Works [text] (RHS) ‘Schedule in Some Practice’ [text]

The Out-Focus Mini-Experiment Diary [interactive exercise]

[Explanatory text and AV example] PU can enter free text in WHAT’S THE SITUATION?

PU clicks on heading TARGET OUT-FOCUS BEHAVIOURS in diary which bring up table and chooses/enters text (see section 4.3). PU enters number between 0 and 100 in SUDS box.

PU can enter free text in WHAT’S THE SITUATION?

PU can enter free text in HOW WELL DID I MANAGE OUT-FOCUS? PU enters number between 0 and 100 in % box.

PU enters free text in box beside DID IT GO OK? PU enters number between 0 and 100 in SUDS box.

Please give us feedback on this module [text]

What is SUDS?

4.5 Thought Challenging Module (core module 3)

Thought Challenging Module consists of 3 screens

[Screen 1] Thinking Errors

What are thinking errors? [Text] (RHS) ‘Subliminal advertising’ [text]

Some common thinking errors [table with tabs]

Spotting thinking errors [interactive exercise]

Are these real

examples because

they include a lot

of information –

what if the user

only thinks that

they will make a

mistake if they try

to answer a

question, and not

that people will

think that they’re

a loser

[Screen 2] Disputing Questions and Alternative Possibilities

What are disputing questions? [Text and table with tabs]

Practice with disputing questions [interactive exercise]

PU clicks and drags an answer on the right and drops it into an appropriate box on left. If wrong, snaps back; if right, drops text in.

Alternative Possible Outcomes (RHS) ‘Psychological flexibility’’ [text]

[Text and table with tabs]

(Social, think outside box, anxiety/depression and rigid thinking ...)

Table with tabs and examples of negative outcomes versus alternative possible outcomes

[Screen 3] Thought Challenging Diary

How a Thought Challenging Diary Works [text] (RHS) ‘Identifying Thoughts, Images....’ [AV]

The Thought Challenging Diary [interactive exercise]


PU clicks on heading TARGET ACTIVITY in diary and is presented with the Target Activity list as a drop-down menu PU can enter free text in SITUATION DETAILS

PU clicks on heading NEGATIVE SOCIAL THOUGHTS in diary which bring up table (see section 4.3) and chooses/enters text.

PU clicks on THINKING ERRORS to see a fixed list of options in a dropdown menu (or equivalent); PU can choose as many options from the list as s/he wishes.

PU enters free text in box beside DISPUTING QUESTIONS.

PU enters free text in box beside ALTERNATIVE POSSIBLE SOCIAL OUTCOME.

PU enters numbers between 0 and 100 in SUDS boxes.

Is this sent to tutor

and/or supervisor?

4.6 Thought Re-assessment Module (optional module) [additional material to follow; very similar in its general form to the Thought Challenging Module, slightly more complicated table]

4.7 Life Experiments Module (core module 4) Life Experiments Module consists of 3 screens.

[Screen 1] Why an Experiment?

Taking on Challenges, Dropping Avoidance [text] (RHS) ‘Events/What’s on’ [text]

Making Predictions - and testing them [text, table with tabs]

[Screen 2] Safety, Out-Focus - and the Wire Fence

Safety behaviours and the Wire Fence [text and AV]

Safety, Subtle Safety and Out-Focus [text, table with tabs] (RHS) ‘Do I have to Drop All Safety?’’ [Text]

[Screen 3] Using the Life Experiment Diary

[Explanatory text and AV example] (RHS) ‘3 Tips for Working on Experiments’ [text]

PU clicks on heading TARGET ACTIVITY in diary and is presented with the Target Activity list as a drop-down menu PU can pick date in DATE section from calendar PU can enter free text in EXPERIMENT DETAILS PU clicks on heading NEGATIVE SOCIAL IDEAS in diary which bring up corresponding label in row ❶ in the text entry/menu choice box; PU can enter free text element in row ❷ or click ❸ and expand list of samples plus menu of PU’s previous entries for Negative Social Ideas; PU can then drag element to table, up to 3 elements

PU uses the text entry/menu choice box in the same way to enter up to 5 NEGATIVE SOCIAL PREDICTIONS and TARGET BEHAVIOURS. PU can enter free text in ALTERNATIVE POSSIBLE SOCIAL OUTCOME. All above fields are mandatory before the PU can click on ‘Save prepared diary’, and diary icon is then marked as ‘prepared’ in My Documents and in Goals table All diary fields are mandatory before the PU can click on ‘Save completed diary’, and diary icon is then marked as ‘completed’ in My Documents and in Goals table

Self-Care module (optional module) [additional material to be added; text and AV, limited functionality] [PHASE 3] Presentation Skills Module [additional material to be added; text and AV, limited functionality] [PHASE 4] Post and Follow-up Assessments [additional material to be added; PU will be sent a mail with a link to a questionnaire, mainly consisting of SPAI and PHQ9]

5. Comments and Rating

When a module is confirmed completed by a PU (section 3.5), then a window opens inviting the PU to enter a free-text comment on the module, and to give a rating on a 6-star scale, with an ‘OK’ (submit) button. Neither is mandatory.

For each module, there is a comment and rating area displayed in the left panel, below the screen menu.

Comments list shows comments by most recent, with username, and date, showing just the first 12 words of the most recent comment, and a more button to expand full comment list.

Where no comment so far, then appropriate message shown (‘be the first ...’)

Users can click on a link in the comment section of a module at any time to add a comment (link brings up a dialogue box as above but without rating section).

Ranking shows the average rating so far for the module using a six-star scale (see section 5.1). Where no rating so far, then appropriate message shown (‘be the first ...’)

6. Calendar and Task Bar [additional material to be added; calendar may be a simple ‘What’s On widget;

task-bar has been built (can enter tasks, pick time/date, and mark as completed]

7. Tutor Views and Functions

General

7.1.1. TU has home page with simple calendar (as for PU), account settings (e.g. can change password), messaging (via e-mail to SU, AD, other TUs and to own tutor group)

TU Student Progress List

7.1.2. TU has student progress list table on homepage, ranked by forename, surname, last login, check day, check due or status; ranking by check due is the default position; student list is list of PUs of Social Anxiety Programme (SAP) who have status ‘active’

7.1.3. N.B. Team discussed possibility that the Student Progress List might appear in a different format, with a link, for each PU, that will open up a report containing certain data fields (scores, goals etc.). But key information in table is preferable for rapid availability of information

STUDENT PROGRESS LIST

fore

name

Sur

name

Pre

SPAI

Pre

PHQ9 Goals Modules

Modules

(Recent)

Docs

(Recent)

Docs

(√)

Last

Login

Check

Day

Check

Due √ status

John Smith XX XX XX XX XX XX XX XX XX 7/5/14 □

active

Mary Smith XX XX XX XX XX XX XX XX XX 8/5/14 □

active

and

referred

XX XX XX XX XX XX XX XX XX XX XX 9/5/14 √ active

7.1.4. Clicking on (forename or) surname opens up dialogue box, offering a choice of e-mail templates; clicking on OK then opens up appropriate e-mail template addressed to that student

7.1.5. Clicking on icon in Goals column opens up window with the Goals Table for the student concerned, so

that TU can view original target activity list/current target activity list/life goals list/associated documents completed and prepared (or report with same information)

7.1.6. Modules and Modules (Recent) columns show all modules completed, and modules completed since the last check date respectively

7.1.7. Docs (Recent) show all documents completed since the last check date (therefore not yet checked) and Docs (√) shows all checked documents; clicking on any document opens it for viewing/editing

7.1.8. Last login shows the last time/date on which the student logged in

Anonymity?

7.1.9. Check Day shows the day of the week on which the given student is checked (dropdown menu with 7 days of the week, Monday thru Sunday)

7.1.10. Check Due shows the next date on which a check is due (e.g. if Check Day is Friday, then date shown is the Friday after the last day on which the student was marked as progress having been checked); if current day = check due date, then colour of font of check due date is green; if current day > check due date, then colour of font of check due date is red

7.1.11. Column √ shows √ if checking is neither due today nor overdue; shows a green □ if checking is due

today; show a red □ if checking is overdue; clicking on a green or red box marks student progression as marked on that date and changes the box to a √; this action also opens the ‘send e-mail’ dialogue box as above; when a TU completes a ‘weekly message (checked)’ e-mail template, the e-mail is held for 24 hours (e-mail is pending - see section 6 below)

7.1.12. When a document is checked by a TU, TU inserts comments, creating a ‘commented’ version of the document. There may be more than 1 ‘recent documents’ in a given week, and then there will be a set of commented documents at the completion of checking. These ‘commented’ versions of the recent PU documents are not available to the PU for 24 hours (‘pending period’) from the time that the TU clicks on the √ column to mark PU progress as checked. the SU can amend the comments at any time, including this pending period (see section 6 above)

7.1.13. When a set of TU-checked documents is made available to the PU, the ‘weekly message (checked)’ e-mail previously drafted by the TU is automatically sent to PU

8. Supervisor Views and Functions

8.1. General

8.1.1. SU homepage has simple calendar (as for PU, TU), account settings (e.g. can change password)

8.1.2. SU can edit simple calendar

8.1.3. SU can message (via e-mail) to AD; TUs, individually/collectively; PUs by tutor group/all PSP users/all visitors who did not register

8.2. Internal Visitors

8.2.1. SU can download spreadsheet showing all internal visitor data for those IVs who have completed assessment but not registered as programme user

8.3. SU Pending Applications List

8.3.1. SU can view list of pending applications for the Social Anxiety Programme (see sections 1.1.11-13

above); if click □ in column √ , then IV is re-assigned role as PU for Social Anxiety Programme, status active; TU is automatically assigned (see section 7.3.3 below); standard e-mail goes to TU to say PU accepted and now on TU list and reminding TU to send welcome mail to PU (possible link to welcome template e-mail in this mail sent to TU); PU is removed from Pending Application List

8.3.2. SU can click on Full report link in Pending Application List to open up a report for the given applicant showing all the individual information about that applicant

8.3.3. If click Other response, opens template e-mail to visitor expressing concern and giving referral information

8.3.4. SU can manually choose status from dropdown menu with options: referred pending follow-up/referred/active and referred/withdrawn

8.3.5. If SU chooses one of the statuses listed in 6.4.4, then applicant stays on Pending Application List, except in case of ‘active and referred’ – in that case, actions as in 6.4.1 above are triggered, except that status is of course ‘active and referred’ rather than ‘active’

8.3.6. Include presentation to SU of a total number of accepted applications to date (so that limit of 200 students is not breached)

Why do users need permission

before completing the scales?

How can

they made

a referral

when the

user hasn’t

completed

the scale

yet?

PENDING APPLICATION LIST

Forename surname Pre

SPAI

Pre PHQ

9 Gender Age

Psychiatric

condition? Medication?

Psycho-

therapy?

Full

report √ Other

response status

John Smith XX XX XX X XX XX XX XX □ □ active

Mary Smith XX XX XX X XX XX XX XX □ □ referred

8.4. SU Student Progress List

8.4.1. SU can view Student Progress List (figure below); SU can click on tabs to view all or by tutor group; all functions available to TU are also available to SU

STUDENT PROGRESS LIST ALL ANNE BILL CARA DAVE

tutor Fore

name surname

Pre SPAI

Pre PHQ9

Goals Modules Modules

(Recent) Docs Recent

and Pending

Docs (√)

Last Login

Check Day

Check Due

√ stat

us

ANNE John Smith XX XX XX XX XX XX XX XX XX 7/5/14 □ active

ANNE Mary Smith XX XX XX XX XX XX XX XX XX 8/5/14 □ referred

8.4.2. In SU Student Progress List (figure XII) the column Docs (Recent and Pending) shows all documents that have not been checked plus those checked but not released to PU i.e. ‘pending’; pending documents are shown in a different colour; pending documents includes pending e-mail from TU; Docs (√) shows all previously checked documents that have been released

8.4.3. In SU Student Progress List (figure XII) √ column shows □ if there are documents pending; if click on

□,then □ changes to √; □ will change automatically to √ when 24 hours elapse for given pending documents

8.4.4. SU can attach a PU document to an e-mail 8.4.5. Before a SU makes changes to the comments in a PU document, the SU can (manually) save the

unamended, TU-commented version and can (manually) send same as attachment to the TU 8.4.6. SU amendments to a TU’s comments can be sent in the body of an e-mail (together with the

unamended text) to the TU in question 8.4.7. SU can view and download reports

8.5. SU Submitted Comment Review List

8.5.1. SU can review comments submitted by PUs and choose to accept or refuse same. Submitted comments are organised under tabs by module and ranked by time of submission, with most recent at the top.

8.5.2. Accepted comments are removed from the SU Submitted Comment Review List and appear in the relevant module comment list … as in section … Where ‘refuse’ is ticked, then the comment remains in the list, marked refused, and the SU can click on the name of the PU who submitted same in order to send them an explanatory e-mail.

Does the SU review all comments? Why would only some

be reviewed?

9. Administrator Views and Functions

9.1. General

9.1.1. AD has home page with simple calendar (as for PU, TU, SU), account settings (e.g. can change password)

9.1.2. AD can edit simple calendar

9.1.3. AD can message (via e-mail) to SU; TUs, individually/collectively; PUs by tutor group/all PSP users

9.2. AD Student Admin List

9.2.1. AD has function of adding/editing users and assigning functions/roles

9.2.2. AD (and SU) has student admin list, similar to SU Student Progress List, but including tab for PSP PUs; and last column is link to editing of account settings.

9.2.3. AD (and SU) can amend students status (see student data field 22) in account settings e.g mark a student as withdrawn

STUDENT

ADMIN

LIST ALL SAP ANNE BILL CARA

DAVE ALL PSP

tutor Fore

name surname Report Modules

Modules

(Recent)

Docs

Recent

and

Pending

Docs (√)

Last Login

Check Day

Check Due

Account

Settings status

ANNE John Smith X XX XX XX XX XX XX 7/5/14 edit

active

ANNE May Smith X XX XX XX XX XX XX 8/5/14

edit active

9.3. AD Tutors Admin List

9.3.1. AD (and SU) has Tutors Admin List (figure XIV), which allows AD to administer TUs

TUTORS

ADMIN

LIST

ADD

USER

Forename surname Ranking Max Hours

Hours of

work

Max

Students Current Students Settings

John Smith 1 6 Mon 9-3

36 36 edit

Mary Smith 2 5 Thurs

1-6 30 30 edit

Jack Jones 3 7 Fri

10-1, 2-5 35 26 edit

9.3.2. TU account settings include forename, surname, mobile number, NUIG e-mail address, other e-mail address, ranking, maximum hours available and hours of work

9.3.3. When applicants to the SAP become PUs, they are automatically assigned to the highest ranked tutor for whom #(current students )<#(max students)

9.4. AD Other Users List

9.4.1. AD (and SU) has Other Users List

OTHER

USERS

LIST

ADD USER

Forename surname Role Settings

John Smith AD edit

Mary Smith SU edit

9.4.2. Account settings for AD and SU include forename, surname, NUIG e-mail address, mobile number

9.5. PU Demographics and Scores

9.5.1. AD and SU can download all PU data fields in a (CSV or Excel) spreadsheet

Could the admin

and the SU be the

same?

Appendix 1: SPAI SCORING AND CATEGORISATION

The format of SPAI is below, on next page. There are 45 questions but many have subsection (a-c, a-d or a-e) so there are actually 109 separate responses, each response a number in range 0-6.

Scoring algorithm as follows:

STAGE 1 – SUMMING VARIOUS GROUPS OF RESPONSES TO GET SP1-SP5 AND Ag

Calculate SP1 = SUM OF [Q1:Q8] PLUS SUM OF [Q27-Q29] (i.e. 11 single questions, #responses = 11)

Calculate SP2 = SUM OF [Q20:Q25] PLUS Q30 (i.e. 7 questions, each with 4 subsections, #responses = 6x4 = 28)

Calculate SP3 = SUM OF [Q9:Q19] (i.e. 11 questions, each with 4 subsections, #responses = 11x4 = 44)

Calculate SP4 = SUM OF Q31 (i.e. 1 question, with 3 subsections, #responses = 3)

Calculate SP5 = SUM OF Q26 & Q32 (i.e. 2 question, with 5 subsections each , #responses = 10)

Calculate Ag = SUM OF [Q33:Q45] (i.e. 13 single questions, #responses = 13)

STAGE 2 – ARITHMETIC OPERATIONS ON SP2-SP5 TO GET Z1, Z2 AND Z3

Calculate Z1 = {SP2 + SP3}/4, then round to nearest whole number = Z1

Calculate Z2 = SP4/3, then round to nearest whole number = Z2

Calculate Z3 = SP5/5, then round to nearest whole number = Z3

STAGE 3 – ADD SP1, Z1, Z2 AND Z3 TO GET SP

Calculate SP = SP1 + Z1 +Z2 + Z3

STAGE 4 – SUBTRACT Ag FROM SP TO GET DIFFERENCE SCORE (call this the SPAI SCORE)

Calculate SPAI SCORE = DIFFERENCE SCORE = SP - Ag

1. I feel anxious when entering social situations where there is a small group

2. I feel anxious when entering social situations where there is a large group

3. I feel anxious when I am in a social situation and I become the center of attention

4. I feel anxious when I am in a social situation and I am expected to engage in some activity

5. I feel anxious when making a speech in front of an audience

6. I feel anxious when speaking in a small informal meeting

7. I feel so anxious about attending social gatherings that I avoid these situations

8. I feel so anxious in social situations that I leave the social gathering

9. I feel anxious when in a small gathering with:

a. strangers

b. authority figures

c. opposite sex

d. people in general

10. I feel anxious when in a large gathering with:

a. strangers


c. opposite sex


11. I feel anxious when in a bar or restaurant with:

a. strangers


c. opposite sex


12. I feel anxious and I do not know what to do when in a new situation with:

a. strangers


c. opposite sex


13. I feel anxious and I do not know what to do when in a situation involving confrontation with:

a. strangers


c. opposite sex


14. I feel anxious and I do not know what to do when in an embarassing situation with:

a. strangers


c. opposite sex


15. I feel anxious when discussing intimate feelings with:

a. strangers


c. opposite sex


16. I feel anxious when stating an opinion to:

a. strangers


c. opposite sex


17. I feel anxious when talking about business with:

a. strangers


c. opposite sex


18. I feel anxious when approachIng and/or initiating a conversation with:

a. strangers


c. opposite sex


19. I feel anxious when having to interact for longer than a few minutes with:

a. strangers


c. opposite sex


20. I feel anxious when drinking (any type of beverage) and/or eating in front of:

a. strangers


c. opposite sex


21. I feel anxious when writing or typing in front of:

a. strangers


c. opposite sex


22. I feel anxious when speaking in front of:

a. strangers


c. opposite sex


23. I feel anxious when being criticized or rejected by:

a. strangers


c. opposite sex


24. I attempt to avoid social situations where there are:

a. strangers


c. opposite sex


25. I leave social situations where there are:

a. strangers


c. opposite sex


26. Before entering a social situation I think about all the things that can go wrong.

The types of thoughts I experience are:

a. Will I be dressed properly?

b. I will probably make a mistake and look foolish

c. What will I do if no one speaks to me?

d. If there is a lag in the converstation, what can I talk about?

e. People will notice how anxious I am

27. I feel anxious before entering a social situation

28. My voice leaves me or changes when I am talking in a social situation

29. I am not likely to speak to people until they speak to me

30. I experience troubling thoughts when I am in a social setting. For example:

a. I wish I could leave and avoid the whole situation

b. If I mess up again I will really lose my confidence

c. What kind of impression am I making?

d. Whatever I say it will probably sound stupid

31. I experience the following prior to entering a social situation:

a. Sweating

b. Frequent urge to urinate

c. Heart palpitations

32. I experience the following in a social situation:

a. Sweating

b. Blushing

c. Shaking

d. Frequent urge to urinate

e. Heart palpitations

33. I feel anxious when I am home alone

34. I feel anxious when I am in a strange place

35. I feel anxious when I am on any form of public transportation (e.g., bus, train, airplane)

36. I feel anxious when crossing streets

37. I feel anxious when I am in crowded public places (e.g., stores, church, movies, restaurants, etc.)

38. Being in large open spaces makes me feel anxious

39. I feel anxious when I am enclosed in places (e.g., elevators, tunnels, etc.)

40. Being in high places makes me feel anxious (e.g., tall buildings)

41. I feel anxious when waiting in a long line

42. There are times when I feel like I have to hold on to things because I am afraid I will fall

43. When I leave home and go to various places, I go with a family member or a friend

44. I feel anxious when riding in a car

45. There are certain places I do not go to because I may feel trapped

Scoring key:

0. never

1. very infrequent

2. infrequent

3. sometimes

4. frequent

5. very frequent

6. always

SPAI SCORE CATEGORISATION

DIFFERENCE

SCORE RANGES FEEDBACK COMMENT

0-33 UNLIKELY OR VERY SPECIFIC

34-59 MILD OR SPECIFIC

60-79 MODERATE

80-99 HIGH

100+ VERY HIGH

Appendix 2: PHQ-9 SCORING AND CATEGORISATION

0-4 minimal [colour code dark green] 5-9 mild [colour code light green] 10-11 moderate [colour code yellow] 12-14 moderate to moderately severe [colour code orange]

15-19 moderately severe [colour code light red]

20-27 severe [colour code dark red]

There will be a distinct piece of text for each of the six categories of response. Each of the 4 categories with the highest scores should trigger an e-mail to the student in question with appropriate text and links. In addition, question 9 of the PHQ9 is about suicidal thoughts, and response can be 0-3. If response is 1, this should trigger an additional line of text in online response, as well as an extra line of text in e-mail sent to student. If response is 2 or 3, then this too triggers an additional piece of text response online and in e-mail, but also, triggers an e-mail to supervisor with name of student and text explaining the reason for the e-mail.