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

Hannah A. Armitt (), Leah Attwell, Ellen N. Kingsley, Piran C. L. White, Kat Woolley, Megan Garside, Natasha Green and Peter A. Coventry
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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
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

Palgrave Communications, 2024, vol. 11, issue 1, 1-11

Abstract: 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.

Date: 2024
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DOI: 10.1057/s41599-024-03278-w

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