eHealth development faces the challenge of generating evidence about health effectiveness in real-world settings. Designers can potentially support this challenge but must understand health approaches to evidence generation about health outcomes. This case study investigates how health and care professionals conceptualise health outcomes and their evidence generation in eHealth. Our results identify three key conceptual dimensions: effect, meaning, and collection. We discuss how these inform future design competencies to support evidence generation about health outcomes in eHealth design.

Maintaining a healthy weight during pregnancy is critical for both women's and children's health. Excessive gestational weight gain (GWG) can lead to complications such as gestational diabetes, hypertension and caesarean delivery. Insufficient GWG can cause fetal growth restriction and increase infant mortality risk. Additionally, postpartum weight retention raises risk of obesity, type 2 diabetes and other chronic diseases for both mother and child. This review seeks to identify current obstacles in weight management research during and after pregnancy and explore evidence-based strategies to overcome them. Pregnancy offers a window of opportunity for health behaviour changes as women are more receptive to education and have regular contact with health services. Staying within Institute of Medicine's recommended GWG ranges is associated with better maternal and fetal outcomes. Systematic review evidence supports structured diet and physical activity pregnancy interventions, leading to reduced GWG and fewer complications. Health economic evaluation indicates significant returns from implementation, surpassing investment costs due to decreased perinatal morbidity and adverse events. However, the most effective way to implement interventions within routine antenatal care remains unclear. Challenges increase in the postpartum period due to competing demands on women physically, mentally and socially, hindering intervention reach and retention. Flexible, technology-supported interventions are needed, requiring frameworks such as penetration-implementation-participation-effectiveness and template-for-intervention-description-and-replication for successful implementation. Greater research efforts are necessary to inform practice and investigate fidelity aspects through pragmatic implementation trials during the pregnancy and postpartum periods. Understanding the best ways to deliver interventions will empower women to maintain a healthy weight during their reproductive years.

Many of the larger employers in this country and abroad have benefited from industrial-organizational (I/O) psychologists’ evidence-based practice. However, charitable and not-for-profit organizations have not always been aware of our services or able to afford them when cognizant of them. Volunteering professional services to charitable organizations provides an opportunity to extend these benefits. In addition, volunteers reap the intrinsic rewards of service, acquire opportunities to hone their skills, and learn from others, and pro bono work has the potential of informing our understanding of the science and practice of I/O psychology. This paper provides five case studies from five I/O psychologists who share their volunteer experiences in their own words. Each case study describes what the I/O psychologist did for the organization, how he or she became involved, and what he or she got out of the experience and learned. The paper offers ways SIOP and the SIOP Foundation might facilitate volunteer activities and concludes by inviting readers to share their own volunteer experiences and suggestions for encouraging volunteer work.

Evidence-based practices play an essential role in the development of eHealth systems. Prior research has investigated the challenge of shared understanding between professionals from the fields of health sciences and design and has highlighted the need for effective alignment of development and research practices in eHealth. However, there is a limited understanding of epistemological differences between these fields and how professionals conceptualise evidence. In this paper, we investigate how healthcare and design professionals think about evidence and how they implement evidence practices in their work. We interviewed eight professionals and used reflexive thematic analysis to identify the challenges and strategies associated with their evidence practices. Our results identify five shared evidence practices between healthcare and design professionals: stakeholder-driven, process-driven, problem-driven, effect-driven, and solution-driven. These five evidence practices indicate opportunities for closer alignment of development and research practices among healthcare and design professionals and offer a basis to create a shared understanding of evidence between both fields.

Avoidant Restrictive Food Intake Disorder (ARFID) is a condition characterised by a disturbance in eating behaviour that leads to a significant negative impact on physical, social and nutritional health. The diagnosis of ARFID relies on a comprehensive, multi-disciplinary assessment to understand the individual’s history, physical, social and mental health risk, and any co-occurring mental health difficulties. Consensus guidance suggests that psychological treatment, alongside medical and dietetic input is delivered with consideration of any appropriate adaptions to accommodate developmental stage and/or common co-occurring presentations. This paper has been authored by clinicians working in an out-patient setting for children and adolescents with ARFID, and focuses on the presentation and assessment of ARFID and cognitive behavioural therapy (CBT) approaches that can help children, young people and their families. After an introductory section, the paper is split into four sections: assessment of ARFID; drivers of avoidant restrictive eating behaviour; multi-disciplinary formulation and intervention planning; and treatment. The treatment section provides an overview of the available research on CBT for ARFID, and a brief summary of the broader evidence base for CBT in children and young people with anxiety. Following a review of the evidence base, three case descriptions are provided to illustrate the clinical application of CBT where fear-based avoidance is the main driver. The paper concludes with practice points for clinicians to take forward when working with children and young people with ARFID.

This paper investigates how socio-spatial aspects of creativity, operationalized as the causal relations between the built environment and perceived creativity in university campuses’ public spaces, are currently applied in practice. Moreover, it discusses practitioners’ perceptions regarding research-generated evidence on socio-spatial aspects of creativity according to three effectiveness aspects: credibility, relevance, and applicability. The “research-generated evidence” is herein derived from data-driven knowledge generated by multi-disciplinary methodologies (e.g., self-reported perceptions, participatory tools, geospatial analysis, observations). Through a thematic analysis of interviews with practitioners involved in the (re)development of campuses public spaces of inner-city campuses and science parks in Amsterdam, Utrecht, and Groningen. We concluded that socio-spatial aspects of creativity concepts were addressed only at the decision-making level for Utrecht Science Park. Correspondingly, while presented evidence was considered by most practitioners as relevant for practice, perceptions of credibility and applicability vary according to institutional goals, practitioners’ habits in practice, and their involvement in projects’ roles and phases. The newfound interrelationships between the three effectiveness aspects highlighted (a) the institutional fragmentation issues in campuses and public spaces projects, (b) the research-practice gap related to such projects, which occur beyond the university campuses’ context, and (c) insights on the relationship between evidence generated through research-based data-driven knowledge and urban planning practice, policy, and governance related to knowledge environments. We concluded that if research-generated evidence on socio-spatial aspects of creativity is to be integrated into the evidence-based practice of campuses’ public spaces, an alignment between researchers, multiple actors involved, policy framing, and goal achievements are fundamental.

Autism spectrum disorder (ASD) is a neurodevelopmental condition that can affect a person’s ability to manage the complexities of varied social and environmental situations. This is particularly evident in the dynamic context of a school classroom. To assist students with ASD to navigate the complexities of Australian primary and secondary mainstream classrooms, educators are required to provide ‘reasonable adjustments’ to support learning; that is, to make changes that are practicable and achievable in order for students to access learning on the same basis as their peers. We present an argument that the ‘reasonable adjustments’ made by schools to ensure that students with ASD have equitable learning opportunities should meet a criterion of acceptability where the adjustment is evidence based. The paper also offers a summary of evidence-based pedagogical strategies that have been effective for students with ASD and concludes with a discussion offering evidence-based practices as a solution to meeting legislative requirements for students with disability.