Young Adults' Views on Priority Health Issues and Their Involvement in Shaping Responses: A Qualitative Exploration in South Australia
Bibliographic record
Abstract
ABSTRACT Background Adolescence is a developmental stage with a multitude of biological and social transitions as well as opportunities to set the foundation for healthy adulthood. Ensuring that young people are centred in responses to their health and wellbeing is critical for responses to be relevant, well-aligned and effective. In the context of increasing support for consumer involvement in health research, there is a need to better understand opportunities for and expectations around youth engagement. Methods Using in-depth interviews with 13 young adults (18-24 years) in South Australia, we explore what health needs are a priority, what factors are driving these issues and what needs to be done to address key concerns. We also discuss their interest in being involved in the design and delivery of interventions, their expectations and the extent to which they have had opportunities to do so. We use thematic analysis to distil key ideas and reflect on important themes across interviews. Results Mental health concerns (i.e., anxiety, depression, PTSD, eating disorders, bullying) and vaping emerged as the predominant health concerns among young adults. Lack of awareness on dangers of vaping and eating disorder, peer pressure, cost of living and financial constraints affecting ability to make healthier choices, lack of work-life balance and mental health support emerged as significant determinants influencing both options for staying healthy and accessing supports when needed. The responses emphasise effective interventions to be aligned with key determinants influencing behaviour, including early intervention, specifically in schools, to begin education and prevention efforts early. Participants also suggested free and accessible support services and programs and underscored the need for structural changes, including policy-level responses from government, to create an enabling environment for sustained impact. A key recommendation was to actively involve young adults in the design and planning of interventions to capture lived experiences. Participants shared their interest around their involvement in opportunities aligned with their interests, skills, availability and engagement preferences, but reported the existence of limited opportunities to co-design interventions at scale. Conclusion Young adults emphasised the importance of meaningful youth involvement in the design and planning of health programs. Employing the motivation and collaborative skills of young adults can help in the development of more tailored and engaging solutions aimed at promoting young adult health and well-being.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.037 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".