References | Document name | Mode of adolescent participation (Lansdown-UNICEF conceptual framework) | Nature of adolescent engagement in the policy/guideline development process (Australian NHMRC consumer involvement guidelines) | Participatory outcomes (Lansdown-UNICEF conceptual framework) | ||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Consultative | Collaborative | Adolescent-led | 1. Scoping the topic/ identifying needs | 2. Planning | 3. Conducting evidence review | 4. Reviewing draft recommendations | 5. Resource development | 6. Implementation/ dissemination | Sense of self-worth/self-esteem/efficacy | Being taken seriously | Making decisions | Public/ civic engagement | ||
Public Health England [47] | Improving young people’s health and wellbeing: A framework for public health | Y |  |  | Y |  |  |  |  |  | NR | NR | NR | NR |
WHO [10] | Global Strategy for women’s children’s and adolescent’s health (2016–2030) | Y |  |  | Y |  |  |  |  |  | NR | NR | NR | NR |
Health Canada [16] | Health Canada’s Healthy Eating strategy | Y |  |  | Y |  |  |  |  |  | NR | NR | NR | NR |
WHO [11] | Global Accelerated Action for the Health of Adolescents (AA-HA!): guidance to support country implementation | Â | Y | Â | Y | Â | Â | Â | Y | Â | NR | NR | NR | NR |
Government of Canada [49] | Canada’s Youth Policy |  | Y |  | Y |  |  |  |  | Y | NR* | NR* | NR* | NR* |
Commonwealth Department of Health [43] | Australian 24-h movement guidelines for children (5–12 years) and young people (13 to 17 years): an integration of physical activity, sedentary behaviour, and sleep | Y |  |  |  |  |  | Y |  | Y | NR | NR | NR | NR |
Ross et al. [48] | Adolescent Well-being framework | Â | Y | Â | Y | Y | Â | Â | Â | Y | NR* | NR* | NR* | NR* |
UNESCO [44] | Making every school a health-promoting school: Implementation guidance | Y | Â | Â | Y | Â | Â | Â | Â | Â | NR | NR | NR | NR |
Department of Education, Skills and Employment [46] | Australia’s Youth Policy framework | Y |  |  | Y | Y |  |  |  | Y | NR | NR | NR | NR |