Co-design of Moderator Training : Integrating Knowledge from Forum Moderators, Users and Researchers with the Improving Peer Online Forums (iPOF) Project

Glossop, Zoe and Jones, Steven and Ahmed, Saiqa and Caton, Neil and Collins, Grace and Haines, Jade and Jackson, Katherine and Lodge, Christopher and Machin, Karen and Marshall, Paul and Pilgrim, Samantha and Rayson, Paul and Robinson, Heather and Salisbury, Laura and Shryane, Nick and Staff, Jay and Stevenson, Jenny and Vega, Luciana and Walsh, Aife and Wise, Sara and Lobban, Fiona (2025) Co-design of Moderator Training : Integrating Knowledge from Forum Moderators, Users and Researchers with the Improving Peer Online Forums (iPOF) Project. Mental Health & Prevention, 38: 200428.

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Abstract

Introduction Moderators of online mental health forums often experience stress and burnout. There is large variety in the training available for moderators at different forums. This study aimed to co-design a training resource available for all moderators of mental health forums, using an Integrated Knowledge Translation (IKT) approach. Forum moderators, users, and public advisors (“knowledge users”) and researchers, academics and a technologist (“researchers”) worked together to create a training resource for forum moderators working in clinical, peer support, and volunteer roles. Methods The co-design process involved 22 knowledge users and 12 researchers who worked together in 22 2-hour sessions over 2 years. The process followed four phases: group formation, identifying training priorities, content development, and finalisation. The group mainly collaborated through Zoom sessions facilitated by 2 independent facilitators. Results The final training resource included 10 topics, 8 animations, self-reflection questions, and a multiple-choice quiz. Feedback from the knowledge user group indicated they felt valued in the co-design process, although some felt that meeting format became repetitive. Key adjustments made to the training based on discussions in the co-design sessions included separating two topics, keeping training inclusive of all moderator roles, and enhancing resource accessibility. Discussion The project successfully navigated common barriers in IKT, including accommodating different participant needs and the challenges of online collaboration. Flexible communication methods supported group engagement, which was retained over 2 years. Groups members also appreciated a clear payment structure for their contributions. Implementing the training in practice remains an area for future work.