Table 3 Practical strategies for applying a systems approach to mobilising knowledge as a theoretical framework in the Right care, first time, where you live Program

Producing and disseminating knowledge

Apply a ‘systems lens’, using methods for analysing and responding to complexity

Be clear about the goals of collaborative knowledge production for the project including whether and how they fit with the goals of the local system –engage with local leaders who are in the strongest position to make this impactful

Establish a governance structure early to ensure a collaborative process from an early stage to ensure there are no surprise expectations

Reflection on whose knowledge is being privileged through the participatory modelling process and with what impacts. Aim to ensure that deliberative processes provide opportunity for a diverse range of knowledge to be incorporated into the model development

Provide clear and accessible preliminary findings to participants and incorporate their views in final papers and reports

Develop resources to facilitate learning, capacity development and co-production at each modelling site

Complex problems are multifaceted: embrace interdisciplinary approaches

Engage with local stakeholders to understand their policy/practice challenges before trying to produce knowledge to influence change. Make the research useful for them

Include shared ethical approaches and governance standards to data sharing and research processes through collaborative agreements

Use implementation strategies to facilitate inclusion of people from a range of backgrounds, including people with lived experience, carers, Aboriginal and Torres Strait Islander people, people from culturally and linguistically diverse backgrounds and LGBTIQ + community

Discuss views that are at variance with model findings

Use creative strategies to communicate with and build systems thinking capacity among community partners and other stakeholders taking into consideration specific methods to engage with sub-groups for example, young people, Aboriginal and Torres Strait Islander communities

Reflect on what knowledge is valued and most fit-for purpose

Look for opportunities to optimise benefits for communities through the exploration of ‘multi-solving’ approaches e.g., exploring portfolios of interventions that provide maximum positive impact

Provide knowledge on timelines and methodology proposed that is contextual to the stakeholders and the community

Resolve complex problems using iterative action, reflection and deliberation, sharing ideas and experiences as well as formal knowledge: build this into the participatory process

Learn about and from the context through PAR methods

Question traditional hierarchies of evidence: do not automatically privilege a particular type of evidence if it is at the expense of “ecological fit” (local relevance and applicability)

Learn early the community and governance structures of stakeholders and their agencies to ensure knowledge production is accordingly adaptive and targeted

Engage stakeholders in interpreting and strategically communicating knowledge from the research, e.g., blend community stories with epidemiological data to educate the media and other stakeholders about human costs and contextual realities

Engage with local stakeholders and use participatory methods to build in relevance, applicability and knowledge translation. Help participants’ reflect on their worldviews and frames of reference by including stakeholders with a diverse range of knowledge and experience

Embed system science methods, e.g., systems modelling, to facilitate shared understanding of the challenges and improvement opportunities for local youth mental health systems

Researching in practice

‘Diagnose’ the context to facilitate the selection of appropriate implementation strategies

Consider the system’s current and historical dynamics and how they impact on the future trajectory

Be flexible in implementation that is guided by principles and ‘form” rather than strict adherence to rules

Encourage local ownership of the research

Use knowledge to inform action through existing feedback (communication) loops and by establishing new feedback loops

Utilise methods that capture the views and experiences of key stakeholders

Recognise that knowledge evolves and must be considered in context

Engage with local stakeholders to ensure that measures and outcomes reflect their interests and priorities

Focus on adaptation, interdependencies and being responsive to emerging and changing local needs

Work with local champions to communicate ideas, get feedback and adapt implementation strategies for a contextualised “best fit”

Use and invite stories to surface tacit knowledge

Work towards “best fit” practices that optimise reach in the community

Recognise that this research is occurring within an existing complex system and should be empowering rather than prescriptive for local participants

Design shared goals

Foster local organisational and individual learning and development

Value local innovations that have been shown to work well for local communities

Use reflexive practices to learn, adapt and improve processes

Use learning oriented implementation

Be cognisant that complex problems can be shifted but are rarely solved. Systems change takes time to embed and show results

Support local capability development

Fostering networks

Intentionally form networks across disciplines and stakeholder groups

Develop a clear vision for fostering networks within each community site

Be transparent about roles, structures and processes for decision making

Identify and work closely with local ‘connectors’ to facilitate relationships

Embed an open and reflective culture to facilitate learning across networks

Look for opportunities to facilitate full participation of local stakeholders in the research collaboration

Aim to bring together diverse perspectives and develop a shared understanding of the local youth mental health system

Ensure that membership of the network is broad and inclusive

Articulate and, where possible, address barriers to knowledge sharing

Utilise methods that foster inclusivity, giving all participants a voice (eg., providing funding for each site to support community engagement)

Continuously review and adapt communication processes, KM strategies and goals to optimise local impact

Provide platforms for sharing knowledge

Utilise system science methods, e.g., social network analysis, to map and analyse local networks and how they change over time

Consider where networks formed through this research can be embedded and sustained in the local system

Value the quality of relationships as highly as project delivery

Ensure that participants are kept well-informed about progress and have a say in decision making about project priorities

Embed evaluation strategies that capture the changes in social networks

Use formal and informal networks and methods to communicate

Focus on building mutual trust and respect

Working with Aboriginal and Torres Strait Islander communities

Recognise that the continuing process of colonisation forms the context of Aboriginal and Torres Strait Islander people’s lived experience of suicide, and that this requires a distinctive response to ongoing injustices

Ensure that knowledge and other benefits generated are genuinely accepted by and shared with Aboriginal and Torres Strait Islander communities

Be open to changing structures and processes in response to the advice of Aboriginal and Torres Strait Islander Elders and community leaders

Recognise the leadership of Aboriginal and Torres Strait Islander Elders and community leaders

Be prepared to accept feedback from Aboriginal and Torres Strait Islander people, in any form and at any time

Embed the Aboriginal and Torres Strait Islander concept of social and emotional wellbeing in all the work [77]

Recognise the role of intergenerational trauma in Aboriginal and Torres Strait Islander suicide and be prepared to accept people’s grief, loss, distress or anger

Understand the genuine, reciprocal inclusion of Aboriginal and Torres Strait Islander people in this work as an act of reconciliation

Recognise the importance of engaging according to cultural protocols

Learn how to work under Aboriginal and Torres Strait Islander governance and leadership and respect the community’s own systems of authority when working with them

Make strong efforts to support Aboriginal and Torres Strait Islander leaders’ and communities’ participation in information sharing and iterative project development, recognising that they may have different engagement needs and preferences

Ensure all aspects of the Program conform to Aboriginal and Torres Strait Islander ethical principles [78]

Apply Aboriginal and Torres Strait Islander knowledges and evaluation protocols wherever appropriate. In particular, acknowledge the holistic concept of social and emotional wellbeing as a foundation for preventing suicide

Support Aboriginal and Torres Strait Islander people’s governance and ownership of data that relates to them; collect and share data in a form that is valuable to Aboriginal and Torres Strait Islander leaders in pursuing their own community objectives

Work to develop strong reciprocal relationships of trust with Aboriginal and Torres Strait Islander leaders before attempting to transact business