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  • The lived experience of co-production: Reflective accounts from the InCLUDE project

    This paper documents the practicalities, learnings and challenges of co-producing a research project, drawing on personal diaries kept by four researchers who co-produced the InCLUDE project.

    Authors: Izzidien, S., & Stemp, R., Akram, S., et al.

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  • Implementing a mental health app intervention in a university setting: Multi-methods evaluation study

    Guided by student consultations, a multi-methods approach was adopted to evaluate the process of integrating a new app called Orpheus to support students at university.

    Authors: Liverpool, S., Fletcher, K., Chopra, TK., et al.

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  • Collaboration and Co-production in Child Psychology: Pathways to Good Practice

    This book chapter focuses on how to work with children, young people and their families to improve services.

    Authors: Bailey, P., Book authors: Norris, C., Pote, H., & Picciotto, A.

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  • Brief Educational Workshops in Secondary Schools Trial (BESST): A cluster randomised controlled trial

    This study conducted a secondary analysis on the outcomes of participants with elevated depressive symptoms at baseline.

    Authors: Lisk, S., James, K., Shearer, J., Byford, S., et al.

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  • Brief Educational Workshops in Secondary Schools Trial (BESST trial): A school-based cluster randomised controlled trial of the DISCOVER workshop

    The Brief Educational Workshops in Secondary Schools Trial investigated the effectiveness of a brief self-referral stress workshop programme for sixth-form students aged 16–18 years old.

    Authors: Kirsty, J, Lisk S., Payne-Cook C., Farishta, Z. et al.

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  • High School Teachers' Experiences of Consumer Technologies for Stress Management During the COVID-19 Pandemic: Qualitative Study

    This study looks into understanding teachers' experiences and the long-term use of technologies to support stress self-management in the educational context is essential for meaningful insight into the value, opportunity, and benefits of use.

    Authors: Manning, J., Blandford, A., Edbrooke-Childs, J.

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  • Gender, marginalised groups, and young people’s mental health: a longitudinal analysis of trajectories

    This study explores trajectories of mental health over time for young women and girls and young people with other marginalised identities.

    Authors: Lereya, S. T., Norton, S., Crease, M., Deighton, J., et al.

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  • Using Progress Feedback to Enhance Treatment Outcomes: A Narrative Review

    The aim of the current review is to provide a summary of the current evidence base for the use of progress feedback, its mechanisms of action and considerations for successful implementation.

    Authors: de Jong, K., Douglas, S., Wolpert, M., Delgadillo, J. et al.

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  • “Containing the Network”: Referrers’ Experiences of the Community Forensic CAMHS Consultation and Liaison Model

    We interviewed professionals who had referred young people for support from Community Forensic Child and Adolescent Mental Health Services (Community F:CAMHS). This research came out of our evaluation of Community F:CAMHS, commissioned by NHS England and NHS Improvement. This research specifically explored referrers' experiences of the consultation and liaison model of Community F:CAMHS.

    Authors: Jacob, J., Merrick, H., Lane, R., Cracknell, L., Labno, A., D’Souza, S., White, O., & Edbrooke-Childs, J.

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