Abstract — For a solo researcher barriers have existed in how group model building scripts can be easily facilitated for those participating from multiple agencies to engage in producing convincing models. Overcoming these barriers enables System Dynamics to reach prospective beneficiaries who may not have considered modelling as a means of addressing dynamically complex, multi-faceted issues that are widespread in community healthcare. This paper aims to improve script selection, achieving effective results for participants involved in validating multi-agent, policy alternatives. By studying targeted elicitation techniques from system dynamics and elsewhere, it is possible to shed light on how learning from scripts for modelling in system dynamics can inform other problem structuring methods for engaging management decision makers. Index Terms—Group model building, scripts pilot, multi-agency engagement. I. INTRODUCTION Failure to agree suitable scripts from a list of descriptions provided in versions of Scriptapedia [1] with gatekeepers spanning health and education agencies, indicated the need for an improved approach to multi-phased model construction for an emerging process. Gatekeeper unfamiliarity in selecting scripts, combined with script facilitation in practice by the principal researcher, were both contributing factors. Alongside such needs, the research faced elevated risk associated with combining modeler/ facilitator/ recorder roles within workshops and reducing this was considered paramount for research project success. The purpose of the case study is therefore to decide the best approach for synthesizing sympathetic interventions in child and adolescent mental health through existing providers and managers located in a large, English urban unitary authority. Specifically, the goals of modelling the case study include capturing comprehensive decision drivers alongside those deciding resource allocations from contributing agencies and investigating the mechanisms by which policy ambitions can be realized. The gap in knowledge is then used to support negotiation and agreement on how to best intervene in the system to reduce anxiety for those aged 11 when transferring between primary (elementary) and secondary (high) schools in the UK.
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