Table 1.
Features, evidence base and benefits of the system
| MePlusMe feature | Theory/evidence | Benefit for user | Benefit for HEI |
|---|---|---|---|
| Online access | Effectiveness of online therapies [19] | Ease and flexibility of access Anonymity (removal of stigma) |
Freeing up resources in SSS for students with more severe difficulties |
| Visual appearance, language and layout designed specifically for students | Proof-of-concept study—end-user feedback [21–23] | High engagement levels Inclusive A system that is ‘fit-for-purpose’ and highly usable |
Marketing their different support services tailored for students |
| Ability to personalise page (both for user and HEI) | Personalising a product can strengthen emotional bond [23] | Strengthens emotional bond to system. Student takes ownership | Marketing possibilities (white labelling) |
| Use of multimedia (animated videos, etc.) | Cognitive Theory of Multimedia Learning [24] | Enhanced learning environment | Claiming variability in the different offerings for students’ support |
| Assessment measure (Questionnaire) developed from validated clinical tools | HADS [25] GAD-7 [26] PHQ-9 [27] MINI [28] |
Accurate identification of needs. Best-fit intervention | Untrained staff (e.g., personal tutors) can use the Questionnaire as a first-line symptom identification tool |
| Evidence-based techniques used (e.g., normalisation, promoting wellbeing, problem solving, study skills) | CBT [29], behavioural activation [30] cognitive defusion [31–33] |
High effectiveness in addressing symptoms, enhancing general wellbeing and increase academic self-efficacy | Fit-for purpose |
| Availability of granular statistics analysis | Data granularity allows for a better analysis of data [34] | Indirectly, as HEI allocate resources better and are able to adequately support students | Improvement of resource allocation. Stakeholder accountability Improvement of reputation and profitability Branding opportunity to be labelled as the “caring” university |