Reference Country Setting | Aim | Participants | Intervention | Participating in | Level of Participation (Shier, 2001) | ||||
---|---|---|---|---|---|---|---|---|---|
N | Age (years) | Sex | Kind of participant | ||||||
Female | Male | ||||||||
Goold et al., 2006 [50] UK School | To develop an intervention for use in sexual health promotion. | 16 | 13–14 | 12 | 4 | Students | An Interactive Multimedia Learning Environment for sexual health interventions | Focus group interviews | Level 2 The participants were informants |
Hawkins et al., 2016 [51] UK School | To identify the key components, feasibility and acceptability of a Group Motivational Interviewing (GMI) intervention for promoting health behaviours in schools with focus on alcohol consumption | 12* * In additional 8 teatchers participated | 12–14 | N/S | N/S | Students in secondary school | A health promotion interventions focus on alcohol consumption Group Motivational Interviewing intervention (GMI) | Focus group interviews | Level 2 The participants were informants |
Wind et al., 2005 [60] Belgium and Netherlands School | To identify personal beliefs and motivations as well as possible environmental factors that are related to schoolchildren’s fruit and vegetable intake | 92 | 10–12 | 47 | 45 | Schoolchildren in primary school | A Pro Children intervention | Focus group interviews | Level 2 The participants were informants |
Akard et al., 2013 [25] USA Healthcare | To develop a legacy-making intervention for children with cancer | Part I: 8 Part II: 1 | 7–12 N/S | N/S N/S | N/S N/S | Patients with cancer | A legacy intervention/memory making for parents and their children with cancer | Part I: Individual interviews Part II: Individual interview | Level 3 The participants were informants |
Arora et al., 2013 [61] India Community | To inform the development and test the appropriateness of project ACTIVITY’s intervention model | 148* *In addition 46 adults participated | 10–19 | yes | yes | Young people living in slums and resettled colonies. | A project to Advance Cessation of Tobacco in Vulnerable Indian Tobacco Consuming Youth (ACTIVITY) | Focus group interviews | Level 3 The participants were informants |
Beaulac et al., 2009 [26] Canada Community | To develop a better understanding of barriers and facilitators to adolescent participation in physical activity and to identify preferences and concerns regarding the characteristics of a new physical activity programme | 17* *In addition 13 mothers participated | 11–14 | 10 | 7 | Young people from multicultural neighbourhoods | An intervention in physical activity programme with hip hop dance | Focus group interviews | Level 3 The participants were informants |
Beaulieu et al., 2012 [27] Canada School | To identify the determinants of students staying for lunch at a high school to develop interventions promoting the targeted behaviour. | Part I & II: 153 | 12–17 | yes | yes | High school students | An intervention programme to encourage high school students to stay in school for lunch. | Part I: Survey Part II: Focus group interviews | Level 3 The participants were informants |
Biltoft-Jensen et la., 2014 [47] Denmark School | To describe the development and formative evaluation of web-based Dietary Assessment Software for Children (WebDASC). | Part I: 20 Part II: 5 Part III: 70 | 8–11 8 8–11 | N/S N/S N/S | N/S N/S N/S | Children with different gender, ethnicity and background | An intervention programme with a self-administrated dietary assessment (WebDASC) | Part I: Focus group interviews Part II: A pilot test with the think-aloud method Part III: Usability tests of a prototype | Level 3 The participants were informants |
Cafazzoet al., 2012 [28] Canada Healthcare | To design, develop, and pilot a mHealth intervention for the management of type 1 diabetes in adolescents | Part I: 6* Part II: 20 *In addition parents and clinical team participated | 12–16 | N/S 10 | N/S 10 | Patients with type 1 diabetes | A home and community- based diabetes tele management system (mHealth diabetes app) | Part I: Individual interviews Part II: Clinical pilot test of the intervention | Level 3 The participants were informants |
Caldwell et al., 2004 [29] USA Community | To develop a conceptual model to inform intervention development and implementation to strengthen nonresident African American father and son relationships | Part I, II N/S* *In total 77 African American sons, fathers and mothers participated | 8–12 | 0 | yes | African American boys | A family-centred, culturally relevant and gender specific intervention to strengthen relationships between fathers and sons in order to reduce substance use and violent behaviour and to prevent early sexual invitations | Part I: Focus group interviews Part II: Focus group interviews to refine the intervention | Level 3 The participants were informants |
Corder et al., 2015 [48] UK School | To develop a physical activity promotion intervention for adolescents | Part I 480 Part II 31 | 13–14 16–18 | yes 11 | yes 20 | Students | An intervention to increase physical activity among adolescents (GoActive intervention) | Part I Survey Part II Focus groups interviews and individual interviews | Level 3 The participants were informants |
Elf et al., 2012 [49] Sweden Healthcare | To reveal young carers’ views of design of a web-based support system (WBSS) | Part I: 12 Part II: 8 | 16–25 17–25 | 8 4 | 4 4 | Young carers supporting someone with mental illness | A web-based support system (a web-site) | Part I: Individual interviews or a focus group Part II: Video recording, design meetings | Level 3 The participants were informants |
Goodkind et al., 2012 [32] Mexico Community | To create and pilot test a prevention/healing intervention model for American Indian youth and their families | 18 | 7–17 | 14 | 4 | American Indian youths | Our Life Intervention: An intervention to promote mental health of American Indian Youth | Focus group interviews | Level 3 The participants were informants |
Grant et al., 2014 [33] USA School | To develop a new intervention for low-income urban youth at risk of negative academic outcomes | Part I, II, III: N/S* *In addition parents, school staff, community leaders participated | N/S | N/S | N/S | Students in 8th grade | Cities Mentor Project: An intervention to improve academic outcomes for low-income urban youth | Part I: Focus group interviews Part II: Community advisory board meetings Part III: Observations of feasibility of the intervention | Level 3 The participants were informants |
Greene et al., 2016 [34] USA School | To readjust an alcohol-targeted high school media literacy intervention by feasibility test of two versions of the YMD | Part I: 148 Part II: 20 Part III: 13 | 14–16 | 104 8 6 | 44 12 7 | Students | An intervention targets high school student alcohol use by the Youth Message development (YMD) curriculum | Part I: Pilot testing of two versions Part II: Individual interviews Part III: Focus group interviews | Level 3 The participants were informants |
Kong et al., 2012 [36] Mexico School | To design a school-based obesity prevention programme | 7* * In additional 8 parents participated | N/S | N/S | N/S | High school students with overweight | A school-based intervention for high schools to promote healthy eating and physical activity | Individual interviews | Level 3 The participants were informants |
Lowes et al., 2011 [53] UK Healthcare | To describe the active involvement of stakeholders in the development of a research intervention | Part I, II: N/S* * In total 28 teenagers, parents, adult patients, and professionals participated | N/S | N/S | N/S | Teenagers with diabetes type 1 | A Psycho-social Intervention in Children and Teenagers Experiencing Diabetes (DEPICTED) | Part I: Focus group interviews Part II: Experimental consultations to evaluate and refine the intervention | Level 3 The participants were informants |
Lutenbacher et al., 2002 [37] USA Community | To identify practical components of decision-making for a youth violence prevention programme planning and to identify differences in decision-making across various provider sectors of the community | 10* *In additional 73 adult people participated | 14–18 | 7 | 3 | Youths | A Youth violence preventive programme | Focus group interviews | Level 3 The participants were informants |
Maynard et al., 2009 [54] UK School | To assess the feasibility, efficacy and cultural acceptability of child- and family-based interventions to reduce risk factors for childhood and adolescent obesity among ethnic minorities | Part I: 70* Part II, III: N/S* * In addition 43 parents, 12 other adults participated | 8–13 | N/S N/S | N/S N/S | Pupils with different ethnicity | The DEAL, Diet and Activity Living | Part I: Focus group interviews Part II: Photographs of the intervention piloting Part III: Focus group interviews and written evaluations | Level 3 The participants were informants |
Milnes et al., 2013 [55] UK Healthcare | To develop an evidence-based pre-consultation guide for young people to use prior to an asthma review with a practice nurse. | Part I: 6 Part II: 8 | 16–18 13–18 | 6 5 | 0 3 | Young people with asthma | A pre consulting guide to promote communication in consultations | Part I: Expert panel discussions via e-mail and social networking site Part II: Focus groups interviews | Level 3 The participants were informants |
Mishra et al., 2005 [62] India School | To plan interventions to prevent and control tobacco use among youth in India as part of Project MYTRI | 435 | 10–16 | 181 | 254 | Students in government and private schools | The MYTRI project (Mobilising youth for the tobacco related initiatives in India) | Focus group interviews | Level 3 The participants were informants |
Morales-Campos et al., 2015 [38] USA Community | To develop an community-based intervention for physical activity among Hispanic girls | Part I-IV: 40 | 11–14 | 40 | 0 | Hispanic middle school girls | Physical Activity Partnership for Girls (PG) project | Participatory Photo Mapping (PPM) Part I: Photo walking tours in groups Part II: Photo sharing group discussion Part III: Creating a photo poster Part IV: Presenting the photo poster | Level 3 The participants were informants |
Power et al., 2004 [64] Zimbabwe School | To determine the feasibility and acceptability of conducting a community randomised trial of an adolescent reproductive health intervention in rural Zimbabwe. | N/S* * In addition parents, school staff, community leaders and healthcare providers participated | 12–17 | N/S | N/S | Students in secondary schools | A Adolescent reproductive health intervention | Focus group interviews Individual interviews Observations | Level 3 The participants were informants |
Power et al., 2010 [39] USA School | To inform the development of a multi-strategy, school-based obesity prevention programme for early adolescences | 16* * In addition 6 parents and 11 teachers participated | 12–14 | 11 | 5 | Students | A school-based prevention programme for adolescent obesity The Teen Eating and Activity Mentoring in Schools project (TEAMS) | Focus group interviews | Level 3 The participants were informants |
Raghupathy et al. 2012 [40] USA School | To describe the process by which an existing evidence-based culturally relevant drug prevention intervention was transformed into a low cost computerised intervention (HAWK a computer and web-based intervention | Part I: N/S* Part II: about 45* * In addition community experts, scientists, school staff participated | N/S 11–13 | N/S N/S | N/S N/S | Native American youth in reservations and rural locations | A computer as well as a web-based drug abuse prevention intervention, HAWK2 (Honoring Ancient Wisdom and Knowledge) | Part I: Video recording, photographs and script-making Part II: Reviewing the prototype | Level 3 The participants were informants |
Reinaerts et al., 2006 [56] Netherlands School | To explore factors that are associated with children’s fruit and vegetable (F&V) intake, to develop a school-based intervention to increase their F&V consumption | 104* *In addition 38 parents participated | 3–14 | 50 | 54 | Pupils in primary schools | A school-based intervention to increase fruit and vegetable consumption among primary school children | Focus group interviews | Level 3 The participants were informants |
Resnicow et al., 2000 [41] USA Community | To develop and implement a nutrition and physical activity intervention | 17 | N/S | 17 | 0 | Overweight African American adolescent | A nutrition intervention for overweight African American adolescent women (Go Girls) | Focus group interviews | Level 3 The participants were informants |
Sockolow et al. (2017) [43] USA Community | To develop and employ an innovative approach, Experiential Participatory and Interactive Knowledge Elecitation (EPIKE) to generate design and content requirements for a psychoeducational mobile health (mHealth) intervention | Part I, II: 22 Part III: 9 | 13–17 | 15 6 | 7 3 | African Americans and Latinos adolescents | A mobile health (MHEalth) psychoeducational intervention for at-risk adolescent | Part I: Role play Part II: Design sessions Part III: Testing the prototype | Level 3 The participants were informants |
Sorensen et al., 2004 [44] USA Community | To describe the formative research process that was used to develop a tobacco control intervention for working teens | Part I: 41 Part II: 375 | N/S 15–18 | N/S 179 | N/S 196 | Teens both smokers and non-smokers | A worksite-based tobacco control intervention for working teens SMART, Teens Against the Risks of Tobacco | Part I: Focus group interviews Part II: Cross-sectional survey | Level 3 The participants were informants |
Wright et al., (2016) [65] Australia Community | To develop and investigate the feasibility and acceptability of mobile phone-delivered data collection and intervention for young people during drinking events. | Part I: 42 Part II: 40 Part III: 40 | 18–25 | 21 yes yes | 21 yes yes | Youths | An Mobile-Phone delivered Ecological Momentary Assessment (EMA) intervention for young people during drinking events | Part I: Workshops Part II: Testing the intervention Part II: Survey and in-depth interviews | Level 3 The participants were informants |
Young et al., 2006 [45] USA School | To describe how formative research was used to design the Trial of Activity for Adolescent Girls (TAAG) intervention | Part I: 130 Part II: 87 Part III: 77 Phase IV: 100 | N/S | 130 87 0 100 | 0 0 77 0 | Schoolchildren in 6–8 grade | An intervention to reduce decline of physical activity: Trial of Activity for Adolescent Girls (TAAG) intervention | Part I: Survey Part II: Focus group interviews Part III: Focus group interviews Part IV: Focus group interviews | Level 3 The participants were informants |
Arvidsson et al. 2016 [46] Sweden Healthcare | To redesign Sisom for use on mobile devices and to validate and adapt it for use in a Swedish population of children with cancer | 10 | 6–11 | 4 | 6 | Healthy children and children with cancer | An interactive computer-based assessment and communication tool to give children with cancer a “voice” in their care (SISOM 2) | Part I: Observations and Think aloud Part II: Individual interviews Part III: Drawing and writing | Level 4 The participants were informants, designers and evaluators of the intervention. |
Cottrell et al., 2010 [30] USA Community | To describes the process used to identify community health beliefs and the development of theoretically based materials to increase participation | Part I: 92 Part II: 240 Part III: 5 | mean 11 mean 10 mean 11 | N/S N/S N/S | N/S N/S N/S | Schoolchildren in fourth and fifth grade | The Coronary Artery Risk Detection in Appalachian Communities (CARDIAC) to reduce children’s future cardio-vascular risk by implementing a school-based screening programme | Part I: Individual and focus group interviews to expand and revise a Health Belief Questionnaire (HBQ) Part II: Survey and the findings led to design and development of intervention Part III: Focus group interviews. The intervention material revised according to the feedback | Level 4 The participants were informants, innovators and evaluators of the intervention. |
Jenkins et al. 2016 [35] Canada Community | To develop the CollaboraKTion Framwork intervention for Community-Based Knowledge Translation to strengthening population health | 10 | 13–18 | N/S | N/S | Young people | An evidence-informed mental health promotion intervention as an web app | Part I: Weekly videoconference meetings Part II: In-person meetings Part III: Training sessions | Level 4 The participants were informants, designers and innovators of the intervention. |
Ruland et al., 2008 [57] Norway Healthcare | To describe design challenges in the development of a clinical support tool for seriously ill children | Part I: 12* Part II: 5* Part III: 14* Part IV: 10* *A total number of 41 children (29 healthy children and 12 children with cancer) | 9–11 9–11 8–12 7–11 | 7 2 4+4 N/S+4 | 5 3 4+2 N/S+2 | Healthy children Healthy children Healthy children+Children with cancer Healthy children+Children with cancer | A clinical support tool for seriously ill children with cancer to improve patient communication (SISOM) | Part I: Design groups with a think-aloud method, role plays Part II: Individual interviews and observations Part III: Individual interviews with selection of meaningful child-friendly terms used in the system and tested the prototype Part IV: Usability tests with observations and video recording as end-users and the prototype was developed further | Level 4 The participants were informants, designers, innovators evaluators and testers of the intervention |
Schultz et al., 2001 [42] USA Healthcare | To develop and evaluate theory-based interventions designed to change sexual behaviour and promote safer sex practices of HIV seropositive young men and adolescents with haemophilia | Part I: 59 Part II: 97* *In addition parents to respondents under 18 were also surveyed | 13–23 | N/S N/S | N/S N/S | Adolescents. | A Haemophilia Behavioural Intervention Evaluation Projects (HBIEP) | Part I: Individual interviews to develop a questionnaire Part II: Survey with the developed questionnaire and the findings of this determined the focus for the interventions | Level 4 The participants were informants and evaluators of the intervention |
Stålberg et al., 2016 [58] Sverige Healthcare | To develop an interactive application to facilitate young children’s participation in healthcare situations | Part I: 43 Part II: 9 Part II: 33 Part IV: 9 | 3–5 | 22 7 13 5 | 21 2 20 4 | Children from three settings; preschool, primary health care clinic and outpatient clinic | An application to facilitate young children’s participation in healthcare situations, the Inter-Active Communication Tool for Activities (IACTA) | Part I: Individual interviews and drawings Part II: Tested and evaluated a paper prototype Part III: Tested and evaluated the first interactive prototype Part IV: Tested and evaluated the second interactive prototype | Level 4 The participants were informants, designers and testers of the intervention |
Tan et al., 2011 [63] Singapore School | To describe the Creativity, Activities, Learnability, Storylines, Interactivity, Usability and Multimodality (CALSIUM) framework to elicit children’s contributions and perspectives in the design of an online game for enhancing social skills of children. | Part I, II, III: 12 | 10 | 6 | 6 | Students in primary school | A computer game to increase social skills (Socialdrome) | Part I: Testing a prototype Part II: Focus group interviews Part III: Workshops to design a prototype using storyboarding | Level 4 The participants were informants, designers and testers of the intervention |
Garofalo et al., 2012 [31] USA Community | To develop and pilot test a homegrown intervention addressing HIV prevention needs of young transgender women | Part I: N/S Part II: 8 Part III: 7 | N/S 16–24 16–24 | yes 8 7 | 0 0 0 | Young transgender women | An intervention to prevent HIV, the Life Skills | Part 1: Initiated the intervention with assistance of a research team Part II: Focus group interviews refined the intervention Part III: Pilot group tested the revised intervention and gave feedback on the content and logistical aspects of intervention delivery | Level 5 The participants were informants, designers, innovators evaluators and testers of the intervention |
Kime et al., 2013 [52] UK Healthcare | To involve young people in developing a self-care intervention for young people with type 1 diabetes or asthma. | Part I: 87* Part II: N/S* * In addition 7 young adult facilitators (3 with diabetes type 1 and 4 with asthma), aged 18–25 years participated | 12–17 | 40 N/S | 47 N/S | Patients with diabetes type 1 (n = 41) and with asthma (n = 46) | A self-care intervention for young people to better manage diabetes type 1 or asthma and improve their overall quality of life | Part I: Focus group interviews with facilitators, aged 18–25 with the same diagnosis. Part II: Design workshops with participants working alongside the researchers to decide the format of the intervention | Level 5 The participants were informants, designers, innovators evaluators and testers of the intervention |
Wärnestål et al., 2017 [59] Sweden Healthcare | To develop digital peer support services (DPS) directed towards children surviving cancer in order to facilitate health-promoting social connectedness to other children with similar experiences. | Part I: 15* Part II: 5 Part III: N/S* * In addition there were 9 Stakeholders/ healthcare professionals and 4 parents in part II, III | 8–12 11–13 N/S | 15 2 N/S | 0 3 N/S | Children with cancer | A Digital peer support services (DPS) | Part I: Focus group interviews Part II: Design workshops with pairs of one participant and one researcher or one participant and one professional designers Part III: Focus groups interview | Level 5 The participants were informants, designers, innovators evaluators and testers of the intervention |