A novel application of the Lego® Serious Play® methodology in mental health research: Understanding service users' experiences of the 0‐19 mental health model in the United Kingdom

Abstract

Aim: The 0-19 model is an example of a service that has been retransformed in line with UK's recent policies. However, there is limited qualitative research exploring young people's experiences with the accessibility and acceptability of retransformed models through more participatory qualitative approaches. This study aimed to understand service users' experiences of accessibility and acceptability with the 0-19 model and its service provision. In addition, we also aim to outline the process and application of the Lego ® Serious Play ® methodology to the context of children and young people's mental health research and reflect on the usefulness of this novel approach and its potential for further research use.Methods: A qualitative methodology based on the Lego ® Serious Play ® approach was used to investigate service users' perceptions of the accessibility and acceptability of the 0-19 model. This novel approach is viewed as a facilitator of engagement, which also stimulates critical thinking and reflective practice. All interviews were thematically analysed.Results: Seven participants constructed 14 models and provided metaphorical narratives for them besides engaging in group discussions. Thematic analysis of the participants' models and narratives resulted in six identified themes: accessibility, doors into the unknown, let it out, overcoming obstacles, less is sometimes better and satisfaction with the 0-19 model and its provision. Conclusion:Participants in this study perceived the 0-19 model as acceptable and, to a degree, accessible. Participants identified a range of barriers to accessibility, such as inconvenient locations, long waiting and inflexible working times. K E Y W O R D S child and adolescent mental health, Lego Serious Play, qualitative research, service users' experiences, young people 1 | INTRODUCTION A survey in 2017 showed that the prevalence of mental health disorders in children and young people (CYP) aged 5-19 in England is 12.8% (NHS Digital, 2018). However, despite high prevalence of CYP mental health disorders, help-seeking rates and engagement with Children and Adolescent Mental Health Services (CAMHS) are declining due to wider treatment gaps (Knapp et al., 2015), barriers to access

Application Research of the SPOC College English Teaching Model in the Context of Personalized Autonomous Learning

“…Compared to traditional MOOCs, SPOCs are smaller in scale, with limitations on the number of students and modes of communication, placing a greater emphasis on interaction between teachers and students. SPOC platforms typically include video courses, exercise banks, discussion forums, allowing students to autonomously manage their learning progress [5] .…”