5. Conclusions
influencer, ’ interests
EVENT, RECRUITMENT
Drawing from the lessons learned from the recruitment process in our study and inputs received by stakeholders during the project (the IAEB and the Eurocarers Young Carers Working Group), we developed a set of recommendations and practical suggestions for researchers and practitioners dealing with AYCs, which may help them to better approach, involve and retain AYCs in future research studies: Time schedule and setting: Have the intervention at school and during school hours but also consider having it in a different setting that is not identifiable as dedicated to a psychosocial intervention. The venue should avoid being too formal, as this might scare off participants. It should rather be a place that can take the pressure away. Adapt the time schedule and setting to the needs and preferences of the participants’ situation. Provide food and snacks.Young-people-friendly and appropriate remuneration: Make agreements with local service providers/NGOs (as appropriate according to the local context where the research is taking place) and encourage them to offer pro bono fun activities (e.g., bowling or cinema tickets, as appropriate in the specific country context). Alternatively, build in a small budget line within proposed action grants/research proposals focusing on the topic of young carers to be able to appropriately remunerate participant YCs for their time and efforts in a study and as a way of respecting and thanking them for their involvement in the research.Logistics: Provide AYCs with as much practical help as possible to attend (e.g., pick them up and offer rides home, using accessible venues and offering technical devices for online meetings (such as headphones if needed)).Organisation: In light of the COVID-19 experience and of the difficulties encountered in keeping AYCs engaged, use a blended approach—in person and online—for planning the AYCs intervention. This blended approach could also promote the participation of AYCs with a high burden of care activities and/or school commitments.Communication: Use online tools; have a YouTube influencer or another famous person (ideally with young caring experience) sponsoring the intervention; or, when going to schools to raise awareness on young carers and to present the project, focus more on the relationship aspect. When presenting in a country with low levels of public awareness on young carers, specific attention should be paid to clearly communicating about the target group for intervention, while trying to keep a positive and empowering attitude towards AYCs. On a practical note, provide AYCs with reminders of upcoming sessions and check with AYCs that they are able to attend, and, if not, how they could be supported to attend.Create trust and build positive relationships: The key is to take the fear away and to let young carers trust the intervention team. It is suggested to envisage a session n. 0, that is a preliminary meeting before the actual start of the intervention. This session would simply be an opportunity for young carers to meet the intervention team, build relationships and break the fear and they could invite their friends to this session. This most likely could consist of a fun activity, e.g., a gathering with music and food. A session 0 would also help to build trust and good relationships with AYCs from the beginning.Flexible participation: It is important to enable AYCs to participate to the best of their situation. For example, if they attend online from settings with restricted privacy (other family members present), taking related precautions such as switching off their camera and writing their responses in the chat as appropriate. In the event of absence from a session, there is a need to follow up with the missing AYC/s and facilitate their continuation in the intervention by offering a missed session/s at another suitable date and time. In order to maintain the interest of recruited AYCs, keep in touch with them regularly during the waiting period between the screening interview and the start of the intervention. This also applies to the period between the end of the intervention and the evaluation follow-ups, taking adequate precautions for avoiding affecting the investigated long-term effects of the intervention.Network of key stakeholder groups: It would be valuable to use a 6-12 months period in the design to build a network of key stakeholder groups, such as professionals, representatives from civil societies and young people themselves that have direct contact with youth/young carers. For instance, in some countries a network of carers organisations could already be in place, but in others contacts with schools and/or care support centres might need to be established and several meetings at different levels (managements, teachers, mentors, etc.) are necessary before schools take a decision to participate or not.Design: Consider using a design with different waves, so that one school could hold two different intervention groups (in two consecutive school years). This could increase the willingness of schools to participate, because there is a pay off in the second year (efficiency of delivery, knowledge on the procedures, etc).Improving recruitment: It is useful to offer training and promotional materials for schools, carer organisations and health and social services. By having them “on board” the chances to recruit participants are likely to be higher.Co-designed intervention: Since a psychoeducational intervention may make young carers feel “different” or “wrong” in comparison with their peers, it is suggested to further tailor the ice-breaking activities around the young participants’ interests and capabilities. For example, if young participants are keen on the arts, they could agree to produce a short theatre piece or song about their caring experience.