(PS9-26) Getting Ready for Implementation: Exploring Modes of Participatory Translational Research for ADHD in Japan

Parenting training has been shown to be efficacious for both children with ADHD and their parents. There still exists potential for expanding this evidence-based intervention (EBI) to reach underserved populations. These groups may lack services due to the unavailability of traditional face-to-face services, or existing services may not be culturally relevant or acceptable. In Japan, child psychiatry and allied services remain limited, significant stigma continues to surround mental health difficulties and help seeking, and many programs have not been adequately culturally translated. Together these factors limit the availability of effective interventions for Japanese families. One possible solution is using online and digital tools to facilitate the delivery of interventions. To ensure their uptake, these programs need to be culturally and socially relevant, and a human-computer interactions system must reflect these needs. This requires community partnerships from the beginning of program development through implementation. Here, we share our experiences of developing such programs in two rural communities in Japan.

We highlight our efforts to establish trusting partnerships in one setting and our engagement of another community in the creation and implementation of a novel online parenting program. To seek stakeholder inputs and understand development and market needs, we conducted twenty-two interviews with parents and support providers and with academic and industry experts experienced in offering psychosocial support, including the use of electronic media. In a second setting, we partnered with a clinical researcher embedded in the community. This facilitated rapid community engagement and trust toward the process of program development. Community members felt able to express their needs and to share in the decision-making process. This resulted in active participation of six core members in the pilot program development. These were learning experiences for both researchers and community stakeholders, increasing a collective confidence in,  and commitment to, developing a culturally appropriate, engaging and accessible evidence-based product with all parties involved as equal partners.