Accepted for/Published in: JMIR Mental Health
Date Submitted: May 10, 2021
Date Accepted: Jul 2, 2021
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Designing Videos With and for Adults With ADHD for an Online Intervention: Participatory Design Study and Thematic Analysis of Feedback
ABSTRACT
Background:
When designing online interventions, it is important to adapt the therapeutic content to the values and needs of the target group. Adults with attention deficit hyperactivity disorder (ADHD) represent a heterogeneous group experiencing a wide range of both strengths and difficulties related to the core symptoms of the diagnosis. An online intervention attuned to their needs is expected to support them in their everyday lives.
Objective:
This paper describes and evaluates a participatory process used to produce content for an online intervention for adults with ADHD relevant to their experiences and needs. The main objective of this process was to produce video vignettes that clarify core training principles of the intervention by establishing connections between the content and the participants' everyday experiences.
Methods:
In this paper, we report on the qualitative data related to the design and evaluation of video vignettes for an online intervention. Our research was conducted in two phases. In the first phase, 12 adults with ADHD, 2 clinicians, and 2 research assistants participated in the production of video vignettes for the online intervention. In the second phase, we collected qualitative feedback on the videos from participants (n=109) that followed a clinical trial of the intervention. After the trial, a subgroup of the participants (n=7) was interviewed in-depth regarding their experiences with the videos. The qualitative data were analyzed using thematic analysis.
Results:
In the first phase, the participants with ADHD contributed with experiences from everyday situations they qualified as challenging. In the process, we navigated between therapeutic principles and the participants' experiential perspectives to create content relevant and consistent with the target group's values and experiences. In the thematic analysis of the second phase, we identified three themes related to the participants experiences and interpretation of the video vignettes: (1) recognition of ADHD-related challenges, (2) connection with the characters and the situations, and (3) video protagonists as companions and role models for change.
Conclusions:
A participatory design process for designing online mental health interventions can be used to probe and balance between the therapeutic principles defined by clinicians and the participants’ experiences of mental health issues in the production of therapeutic content. In our study, the inclusion of video vignettes in an online intervention enabled a contextualized and relevant presentation of everyday experiences and psychosocial factors in the life of an adult with ADHD. Clinical Trial: https://clinicaltrials.gov/ct2/show/NCT04511169
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Copyright
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