1. Adolescents are disempowered when it comes to their own mental wellbeing. Out- group experts construct finished interventions and treat adolescents only as recipients. How- ever, adolescents would be useful designers and co-creators of their own interventions. 2. Activities to improve mental wellbeing are presented predominantly language-based and lack customizability. Individual preferences and accessibility are rarely taken into account. How- ever, adolescents are highly heterogeneous, and intervention delivery needs to reflect that. During this 3-year project, a technological toolkit will be developed. With it, adolescents between the age of 14 and 18 will be able to construct applications, which will help them to improve their own mental health and wellbe- ing. They will be able to choose and customize components based on evidence-based posi- tive psychology interventions. Additionally, this toolkit will be geared towards accessibility, with emphasis on non-language based approaches. On completion, the toolkit will be field-tested with diverse Austrian youth. Developing an inclusive technological toolkit to support prevention approaches Supervisors Geraldine Fitzpatrick, Technische Universität Wien Stephen Brewster, University of Glasgow Background Summary Secondments Planned contributions Project plan Context analysis to understand how to use diverse, multimodal technology to support inclusiveness Set of proof-of-concepts interpreting ex- isting preventive approaches into non-lan- guage based mechanisms Ready-to-deploy toolkit, allowing adoles- cents to construct their own applications to support mental health and wellbeing Refined concepts and exploration of the design space, including first prototypes, of inclusive technology to support wellbeing Large-scale study with diverse Austrian youth into how engaging, fun, and poten- tially helpful the toolkit is » Sin & Lyubomirsky (2009) reviewed 51 positive psychology intervention studies with overall 4,266 participants and found significant impact on well- being; a suitable format of the intervention was found important for effec- tiveness. » Spijkerman, Pots & Bohlmeijer (2016) reviewed 15 randomised control trials, specifically for the effectiveness of online mindfulness-based interven- tions and conclude a significant effect on mental health. » Hollis et al. (2017) were able to identify 147 existing digital health inter- ventions, which primarily used computer, smartphones, internet and text messages as delivery mechanisms. » Silverstone et al. (2016) conclude a review of existing mental health tech- nologies by recommending a stronger use of multimodal solutions. » Clarke, Kuosmanen & Barry (2015) conclude a review of existing mental health technologies by pointing out the effectiveness of specifically mod- ule-based interventions for promotion of mental health. » Aye mind (n.d.) offers a toolkit to facilitate learning about mental health technology for young people. » Almirall & Chronis-Tuscano (2016) emphasize the necessity of adaptive in- terventions in support of child and adolescent mental health, because needs and preferences change over time. » Taylor, Leslie, Grampian & Boddie (2017) point towards high potential of wellbeing promoting technology for adolescents. » What types of barriers prevent adolescents from accessing existing interventions? » How can diverse technological modalities be used to support prevention approaches in an inclusive way? » What are common characteristics and com- ponents of existing preventive approaches and how can they be mapped onto a de- sign space? » What would be candidate technologies to realize the toolkit with? » What tools should the toolkit consist of? » What are the particular needs of different audiences of the toolkit? » How to make the toolkit fun and engaging for adolescents? Toni Michel, M.Eng. Mobile: +49 177 3075 023 Mail: toni.michel@tuwien.ac.at Twitter: @T__Michel Almirall, D., & Chronis-Tuscano, A. (2016). Ada