PURPOSE:Evidence suggests that Psychologically Informed Environments (PIEs) may support positive outcomes for people experiencing homelessness and staff; however, limited research has examined PIE implementation. This study investigated staff perspectives of contextual factors influencing implementation of a PIE framework embedded for approximately ten years within a youth refuge. METHODS:Twenty-six staff from an Australian youth refuge participated in semi-structured interviews. Data were analyzed using reflexive thematic analysis and organized around six PRISM-informed intervention characteristics: acceptability, adaptability, complexity, usability, usefulness, and observability. RESULTS:A PIE was highly acceptable, with alignment between its principles and staff values supporting integration into practice. Implementation involved interconnected processes, with shared formulation providing common psychological understanding, reflection supporting its application and maintenance, and trauma-informed environmental design enabling psychologically informed practice. Training, experience, and informal learning supported increasingly intuitive practice, while flexibility enabled individualized responses. Staff perceived benefits for young people, staff, and the service, while organizational conditions influenced consistent enactment. CONCLUSIONS:Findings suggest that a PIE becomes embedded when mutually reinforcing core components are integrated within a shared psychological approach that provides consistency while enabling individualized practice. Formulation, reflection, and trauma-informed environmental design supported enactment, while organizational and service-system conditions could enable or constrain implementation. Future research should examine these barriers and enablers across contexts and implementation stages.
PURPOSE:The primary objective of this literature review was to provide a comprehensive overview of the extant literature on the impact of media use on young children's wellbeing in low-income families. MATERIALS AND METHODS:Major academic databases (including Web of Science and Scopus) were searched starting Year 2000. Using PRISMA systematic literature review guideline, thirty articles were selected for final review. RESULTS:Findings from this review identified three critical areas of children's well-being that are impacted by media viewing during early childhood - socio-emotional well-being, cognitive well-being, and physical well-being. Additionally, findings strongly suggest that exposure to prosocial media content helps children learn values such as kindness, cooperation, and empathy while exposure to violent media leads to behavioral problems in children. Preschoolers from low-income families benefit more from educational media as compared to preschoolers from high-income families, and viewing general audience programs negatively impacts a child's school readiness and academic performance. DISCUSSION AND CONCLUSION:Findings suggest that the consequences of media use on children, especially those who are from low-income and vulnerable families, are multifaceted. With the growth of technology and easy access to newer devices, additional research is needed to examine this relationship and develop a unified framework to understand the impact of media viewing on children. The review identifies co-viewing as a significant strategy to optimize young children's media experience.
