Background Recommendations from professional bodies, including the Royal College of Psychiatrists, advise mental health practitioners to discuss problematic online use with children and young people. However, barriers such as knowledge gaps and low confidence in initiating discussions often prevent these conversations from happening. Objective The Digital Dialogues project used a knowledge exchange approach, cocreating resources with young people, to support professionals in overcoming these challenges. This paper details the project design and reflects on the perspectives of the young people involved. Methods The project was guided by the “children and young people have ownership” model of cocreation. A total of 11 participants were purposively sampled to take part in the Digital Dialogues Young Persons Group (DDYPG) and were actively involved in the study workshops, creative tasks, and resource design and development. In total, 6 (55%) DDYPG members took part in interviews, and 2 (18%) also completed an anonymous survey evaluating their time in the DDYPG. Thematic analysis was used to explore data from interviews and qualitative survey responses together. Results The DDYPG successfully created several resources to support practitioners in addressing problematic online use with young people. Reflections from DDYPG members showed that creative engagement, meaningful involvement, and peer interactions were key motivators for participation and led to benefits, including feelings of empowerment and personal development. Anxiety, time demands, and potential exposure to triggering content could act as barriers. However, structured tasks, positive rapport with researchers, and flexible participation helped to mitigate these challenges. Conclusions The findings highlight ethical considerations and potential strategies for involving young people in resource development research projects in the future.
Haime et al. (Mon,) studied this question.