Table 1.
Aims and anticipated outcomes from AEBCD workshops and informing concepts
| Workshop | Primary aim | Secondary aim | Outcomes | Informing concepts |
| 1 | To share lived experience and data insights from and about young people’s ACEs and trauma (from Attune) to prompt reflection on organisational change. | Establish collaboration, model a trauma-informed way of working, promote youth voice, understand the readiness and needs of organisations from youth and professional perspectives to act on new knowledge. | Learning what the data means to diverse sectors and where organisations recognise need, motivation and opportunity to operationalise a TIA. | Linkage* Communication & Influence* Absorptive capacity for new knowledge* System readiness* |
| Methods | Presenting Attune artworks, films, key themes from Attune WS1 (lived experience extracts) and WS2 (outcomes of national dataset analyses). Enquiry activities about participants’ views of this, the level of resonance/divergence and what it directs attention to for public sector settings. | Pre-workshops communications and meetings to understand and build readiness and collaborative intention; being clear about the day’s structure, content and purpose; dedicating safe spaces in the workshop and a trauma-informed facilitator to support young people; careful orientation (ice-breakers) opportunities; workshop activities based on play and arts (suitable for all ages) and multiple ways of contributing (drawing, writing, hand signals). | ||
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After workshop 1: Synthesise outcomes across regions ready for sharing at workshop 2. If appropriate, share existing organisational TI principles and toolkits as stimulus. | ||||
| 2 | To identify priority, modifiable ways of working to become trauma-informed and identify the nature of a resource to be created. | To strengthen partnerships, to understand where youth and organisational perspectives on the nature of a TIA align and where they do not; and to understand the values and motivations of organisations for change, and what they need from a resource to help them do this, some expected outcomes for evaluation | Learning what organisations need from a resource, the most modifiable aspects of their ways of working, and likely benefit to them and young people. | Linkage* The innovation* Adopter* System readiness* |
| Methods | Exploration of a select number of existing tools; imagination tasks for co-design; consensus-reaching activities (nominal group technique; bullseye tasks); co-design activities | Invigorating (through words) project ambition and potential through partnership; relationship building activities; activities exploring differences and similarities in adolescent and professionals’ priorities; play building activities to explore opportunities and challenges in co-design | ||
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After workshop 2: Synthesise outcomes and share. Produce toolkit prototypes, and draft implementation and evaluation plans | ||||
| 3 | To select and refine core components of the final resource prototype | Decide on implementation options for the next phase and establish priorities for the evaluation. | Prototype resources and recommendations for implementation and evaluation. | Linkage* Implementation process* |
| Methods | Goal agreement; nominal group technique; priority rating activities for outcomes | Activities to explore aspects of NPT with professionals and (separately) to explore pros and cons of implementation options with young people; implementation roadmap design | ||
| After workshop 3: Refine prototype resource, implementation plan and evaluation protocol. | ||||
| 4 | To review findings from the implementation and evaluation phase and improvements needed to the resource | To capture implementation experiences and recommendations for an improved implementation protocol; to understand lessons learnt and ambitions of youth and organisation for TIA in the future | Understanding how to improve the resource, and its implementation and evaluation, ready for future testing. | NPT domains of evaluation: coherence, cognitive participation, collective action, reflexive monitoring† |
| Methods | Arts-based activities to capture experience; case discussions; comparative outcomes to expectations | Priority rankings for learning and development; creating key message banners | ||