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Digital mental health interventions (DMHIs) have surged in popularity over the last few years. However, adherence to self-guided interventions remains a major hurdle to overcome. The current study utilized a phased implementation design, incorporating diverse samples and contexts to delve into the engagement challenges faced by a recently launched online mental health platform in Brazil with self-evaluation forms. Employing an iterative mixedmethods approach, including focus groups, online surveys, and think-aloud protocols, the research aims to evaluate user satisfaction, identify barriers to adherence, and explore potential hybrid solutions. Engagement in the platform was evaluated by descriptive statistics of the number of instruments completed, and qualitative interviews that were interpreted thematically. In the fully selfguided mode, 2,145 individuals registered, but a substantial majority (88.9%) engaged with the platform for only 1 day, and merely 3.3% completed all activities. In another sample of 50 participants were given a choice between online-only or a hybrid experience with face-to-face meetings. 40% of individuals from the hybrid group completed all activities, compared to 8% in the online-only format. Time constraints emerged as a significant barrier to engagement, with suggested improvements including app development, periodic reminders, and meetings with healthcare professionals. While the study identified weaknesses in the number and length of instruments, personalized results stood out as a major strength. Overall, the findings indicate high satisfaction with the mental health platform but underscore the need for improvements, emphasizing the promise of personalized mental health information and acknowledging persistent barriers in a digital-only setting. [ABSTRACT FROM AUTHOR]

The article presents an outline of a study resulting from an action research conducted with a group of 7th graders of an Elementary School located at south of Rio Grande do Sul State, Brazil. Based on theoretical areas of Anthropology, Psychology and Art History, the study underscores the importance of masks in cultural and artistic manifestations and their ancestral and contemporary character, which favor its use as propulsion forms of artistic learning. Through teaching practice including research, the study analyzed the elements of student identification with its artistic production, and what these elements revealed and concealed based on the creation of masks and texts produced. The study results indicate that, transcending boundaries of space/time and entering into meaningful processes of subjectivities, the educational use of masks made it possible for learners to emerge from spaces for production and artistic experiences that by enhancing their means of expression, they could produce knowledge about themselves and their classmates. [ABSTRACT FROM AUTHOR]