Children’s involvement in the development and evaluation of parent-focused mental health interventions: a scoping review protocol

Abstract

Objective:
This review will (i) describe methods used to involve children in the development and/or evaluation of parent-focused interventions to prevent or treat child mental health problems; (ii) summarize the perspectives of children or adults about these methods; (iii) highlight any reported enablers and barriers; and (iv) identify guidance and make recommendations for further research.

Introduction:
Parent-focused interventions (where children are not primarily involved or are excluded) have been implemented to address various child mental health outcomes. However, it is unclear to what extent, and to what end, children have been involved in developing and evaluating such interventions. Engaging children in formative research activities, with or without their parents, has the potential to improve quality and implementation.

Inclusion criteria:
Eligible studies will involve children (5–12 years) in the development and/or evaluation of parent-focused interventions aimed at preventing or treating common child mental health problems (eg, anxiety, depression, ADHD, disruptive behavior) delivered in any setting (eg, school, community, home, health facility). Eligible interventions may include one or more psychosocial practice elements targeting behavioral, cognitive, emotional, interpersonal, social, and/or environmental factors implicated in the onset and maintenance of child mental health problems.

Methods:
Comprehensive searches will be conducted in five electronic databases (PsycINFO, Medline, CINAHL, Embase, and SCOPUS). Gray literature will be sourced using Google as well as through searches of key organization websites and via notifications on social media. Only English language primary studies will be considered. Findings across a range of methodologies will be charted and combined into a narrative synthesis.