Abstract
BackgroundDealing with psychological and study skill difficulties can present a challenge for both Higher Education (HE) students, who suffer from them, but also for HE Institutions and their support services. Alternative means of support, such as online interventions, have been identified as cost-effective and efficient ways to provide inclusive support to HE students, removing many of the barriers to help-seeking as well as promoting mental health and wellbeing.Case presentationThe current case study initially outlines the rigorous approach in the development of one such online intervention system, MePlusMe. It further highlights key features that constitute innovative delivery of evidence-based psychological and educational practice in the areas of mental health, promotion of wellbeing, support of mood and everyday functioning, and study-skills enhancement.ConclusionsThis case study aims to present the innovative features of MePlusMe in relation to current needs and evidence-basis. Finally, it presents future directions in the evaluation, assessment, and evidence of the fitness-for-purpose process.
Highlights
Dealing with psychological and study skill difficulties can present a challenge for both Higher Educa‐ tion (HE) students, who suffer from them, and for HE Institutions and their support services
This case study aims to present the innovative features of MePlusMe in relation to current needs and evidence-basis
Students have a host of changes to manage, including making new relationships, living apart from friends and family, acquiring new study skills, and learning to function as independent adults [1]
Summary
This case study aims to present the innovative features of MePlusMe in relation to current needs and evidence-basis.
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