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Reflections and practical tips from co-producing an intervention with neurodiverse children, their families, and professional stakeholders

Author

Listed:
  • Hannah A. Armitt

    (Humber Teaching NHS Foundation Trust)

  • Leah Attwell

    (Leeds and York Partnership NHS Foundation Trust)

  • Ellen N. Kingsley

    (Leeds and York Partnership NHS Foundation Trust)

  • Piran C. L. White

    (University of York
    University of York)

  • Kat Woolley

    (Yorkshire Wildlife Trust)

  • Megan Garside

    (Leeds and York Partnership NHS Foundation Trust)

  • Natasha Green

    (Patient and Public Involvement Lead)

  • Peter A. Coventry

    (University of York
    University of York)

Abstract

Transdisciplinary co-produced health research and co-designed interventions have the capacity to improve research quality and the relevance, acceptability, and accessibility of healthcare. This approach also helps researchers to address power imbalances to share decision-making with service-users and the public. However, this growing methodology is currently difficult to appraise and develop as detailed sharing of practice is limited. The ‘CO-production of a Nature-based Intervention For children with ADHD study’ (CONIFAS) aimed to create a novel intervention with and for children with attention deficit hyperactivity disorder (ADHD) using co-production and co-design methodologies. This knowledge exchange paper will be of benefit to researchers with aspirations to undertake co-production, especially in the context of working with under-represented groups. Critical reflection on the use of co-production identified that every attempt was made to adequately resource the co-production, share power, value diversity, and develop trust. The team reflected that the re-conceptualisation of the role of the researcher in co-production can be challenging. Whilst the use of models of co-production provides a framework for study development, designing and running the specifics of the workshops, as well as how to effectively engage co-researchers in an equitable way, came from utilising clinical skills, networking, and creativity. These methods are particularly pertinent to involving neurodiverse children and their families who are under-represented in participatory research and in need of bespoke health interventions.

Suggested Citation

  • Hannah A. Armitt & Leah Attwell & Ellen N. Kingsley & Piran C. L. White & Kat Woolley & Megan Garside & Natasha Green & Peter A. Coventry, 2024. "Reflections and practical tips from co-producing an intervention with neurodiverse children, their families, and professional stakeholders," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-11, December.
  • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-024-03278-w
    DOI: 10.1057/s41599-024-03278-w
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    References listed on IDEAS

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    1. Barry Wright, 2023. "Improving the Scope of Child Mental Health Interventions in Our Modern World," IJERPH, MDPI, vol. 20(12), pages 1-6, June.
    2. Kuo, F.E. & Faber Taylor, A., 2004. "A potential natural treatment for attention-deficit/hyperactivity disorder: Evidence from a national study," American Journal of Public Health, American Public Health Association, vol. 94(9), pages 1580-1586.
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