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ORIGINAL RESEARCH article

Front. Psychiatry
Sec. ADHD
Volume 15 - 2024 | doi: 10.3389/fpsyt.2024.1432620

A Framework for Remotely Enabled Co-Design with Young people (FREDY): its development and application with neurodiverse children neurodevelopmental conditions and their caregivers

Provisionally accepted
Anna C. Morris Anna C. Morris 1*Stephen Douch Stephen Douch 1Teodora Popnikolova Teodora Popnikolova 1Chris McGinley Chris McGinley 2Faith Matcham Faith Matcham 3Edmund J. Sonuga-Barke Edmund J. Sonuga-Barke 1Johnny Downs Johnny Downs 1
  • 1 King's College London, London, United Kingdom
  • 2 Royal College of Art, London, United Kingdom
  • 3 University of Sussex, Brighton, West Sussex, United Kingdom

The final, formatted version of the article will be published soon.

    Introduction -This paper describes an innovative Framework for Remotely Enabled Co-Design with Young people (FREDY), which details an adaptable four-stage process for generating design concepts with children and other key stakeholders in a naturalistic and inclusive way.Methods -Recommendations from existing patient engagement and design methodologies were combined to provide research teams with procedures to capture and analyse end-user requirements rapidly. Resulting insights were applied through iterative design cycles to achieve accelerated and user-driven innovation.Results -Applying this framework with neurodiverse children within the context of healthcare, shows how creative design methods can give rise to new opportunities for co-creating across diverse geographies, abilities, and backgrounds as well as strengthen co-designecreator approval of the codesign process and resulting product.Discussion -We summarise key learnings and principles for fostering trust and sustaining participation with remote activities, and facilitating stakeholder design input through continuous collaboration, as well as highlight the potential benefits and challenges of utilising FREDY with neurotypical populations.

    Keywords: Remote co-design, inclusive design, qualitative methods, Young people, neurodevelopmental conditions, ADHD

    Received: 14 May 2024; Accepted: 25 Jul 2024.

    Copyright: © 2024 Morris, Douch, Popnikolova, McGinley, Matcham, Sonuga-Barke and Downs. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Anna C. Morris, King's College London, London, United Kingdom

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.