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| http://dx.doi.org/10.3389/fpsyg.2021.713982 | DOI Listing |
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Deepening the participation of neurodivergent youth in qualitative mental health research: Co-development of a general approach and the evaluation of its implementation in a study on emotion.
JCPP Adv
December 2024
Department of Child & Adolescent Psychiatry Institute of Psychiatry, Psychology & Neuroscience King's College London London UK.
Background: There is a growing expectation that neurodivergent young people, such as those with diagnoses of attention-deficit/hyperactivity disorder (ADHD) and/or autism, should play a central role in shaping research on neurodevelopmental conditions. However, currently, their involvement is typically limited to arms-length advice. To address this, the (RE-STAR) programme has co-developed a framework for deepening the involvement of neurodivergent participants in translational research.
View Article and Find Full Text PDFWe are pleased to present our Special Issue on Participatory Research. In this editorial, we outline how the disability rights movement has been instrumental to the development of participatory approaches, before giving consideration to some of the debates and criticisms associated with participatory research in practice. We summarise the contributions offered by the studies within this issue and propose four areas of consideration, drawn from the body of included research, to inform future developments.
View Article and Find Full Text PDFBackground: Adolescent girls with diagnoses of autism, ADHD and/or developmental coordination disorder (DCD) are at higher risk for mental health problems than boys with the same diagnoses and neurotypical girls. These girls are called neurodivergent here, though neurodivergence includes a broader range of diagnoses. One possible reason for this mental health disparity could be camouflaging, a coping strategy used more by girls.
View Article and Find Full Text PDFDevelopments and future directions in neurodevelopmental research: A commentary on 'camouflaging in neurodivergent and neurotypical girls at the transition to adolescence and its relationship to mental health: A participatory methods research study'.
JCPP Adv
December 2024
Autism Centre for Education and Research (ACER) Department of Disability, Inclusion and Special Needs (DISN) School of Education University of Birmingham Birmingham UK.
Hybrid Service Delivery for voluntary, community and social enterprise organisations working with adults with learning disabilities and/or autism: a realist review protocol.
Syst Rev
December 2024
Centre for Health Promotion Research, School of Health, Leeds Beckett University, Leeds, UK.
Background: Delivery of health and care services using a combination of remote and/or in-person channels and digital and/or traditional tools (Hybrid Service Delivery, HSD) is increasingly seen as a way of improving quality and affordability, improving access, personalisation and sustainability, and reducing inequalities. Across the voluntary, community and social enterprise sector (VCSE), using a combination of remote and/or in-person channels and digital and/or traditional tools (HSD) has enabled the essential provision of services for people who have learning disabilities and/or autistic (LDA). However, it is unclear how different tools and channels have been used, what worked well or not well, for whom, and in what circumstances.
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