A pilot study on the feasibility and acceptability of a mobile e-health application about obsessive-compulsive disorder (OCD)

Abstract

Aim: Obsessive-compulsive disorder (OCD) is a mental health condition that significantly interferes with the school environment. The concealment of symptoms, lack of identification, and limited knowledge about the disorder often lead to delays in help-seeking, which are associated with greater chronicity, increased interference, and poorer treatment response. Programmes that educate teachers on early detection of OCD could help identify children at risk and promote help-seeking behavior. This study analyzed the feasibility, acceptability, and preliminary efficacy of the health app esTOCma from both quantitative and qualitative perspectives among teachers, as well as explored areas for improvement.

Methods: A total of 19 teachers (mean age = 47.74 years, SD = 11.2) completed the intervention along with pre- and post-intervention assessments through the app. In addition, they responded to open-ended questions to share their opinions about the app.

Results: Teachers took an average of 4.89 days (SD = 4.21) to complete the intervention. The app demonstrated excellent usability (M = 85.5, SD = 10.3) and was found useful by the majority of participants (89.5%), who reported satisfaction (84.2%) and stated they had learned considerably (73.7%) through its use. Upon completing the intervention, participants showed greater understanding of OCD and its treatments (MHLQ-R: z = –2.92, p = 0.004), lower levels of stigma (AQ-9: z = –3.67, p > 0.001), and a higher intention to seek professional help in case of experiencing obsessive-compulsive symptoms (GHSQ: z = –2.50, p = 0.012).

Conclusions: esTOCma appears to be a feasible app in an educational context, showing high acceptability among participating teachers. Moreover, the app increases knowledge and understanding of OCD, promotes the intention to seek professional help, and reduces stigma toward the disorder. Several improvements are suggested to further enhance the app’s potential impact in educational settings.

Keywords

obsessive-compulsive disorder/OCD / app / stigma / mental health literacy / feasibility / teachers / serious games

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