Using participatory design to inform cyber/bullying prevention and intervention practices: Evidence-Informed insights and strategies

2021 ◽  
pp. 1-13
Author(s):  
Barbara A. Spears ◽  
Carmel Taddeo ◽  
Lesley-Anne Ey
Keyword(s):  
Participatory Design ◽  
Peer Group ◽  
Bullying Prevention ◽  
Teacher Voice ◽  
Prevention And Intervention ◽  
Health And Wellbeing ◽  
Design Practices ◽  
Whole School ◽  
Form Part

Abstract Bullying and cyberbullying are global phenomena negatively impacting on children’s and young people’s (CYP’s) mental health and wellbeing and affecting their school social experiences and learning outcomes. Many interventions and prevention approaches have been employed over the decades, most impacting differentially, with some success in certain contexts and situations but not universally, suggesting the need for more contextualised, nuanced approaches at the whole school, community, individual and peer-group levels. The recognition of the importance of student and teacher voice in recent years has heralded interest in co-design practices to deliver more context-relevant interventions and prevention strategies. This article considers how participatory design and co-design practices can form part of the prevention and intervention repertoire for schools, teachers, counsellors and psychologists in their quest to understand and reduce cyberbullying and/or bullying (C/B) behaviours. Two case-study exemplars are provided that reflect the importance of context and student-centred relevancy to inform practice.

Using a Multisectoral Approach in Tackling Child Sexual Abuse: Lessons from a Zimbabwean Case Study

2020 ◽  
Vol 32 (1) ◽  
Author(s):  
Noel Muridzo ◽  
Victor Chikadzi
Keyword(s):  
Sexual Abuse ◽  
Child Sexual Abuse ◽  
Justice System ◽  
Child Survivors ◽  
Integrated Service Delivery ◽  
Improved Outcomes ◽  
Form Part ◽  
Role Players ◽  
Areas Of Concern

Child sexual abuse is one of the prevalent social ills that affect children in Zimbabwe. In response to the problem of child sexual abuse and the need to mitigate its adverse effects, Zimbabwe established the Victim Friendly System. The Victim Friendly System is a multisectoral forum made up of social workers, medical doctors, nurses, the police force and role players within the justice system such as magistrates, prosecutors, counsellors, educationists and psychologists. These professionals offer distinctive but complementary interventions to child survivors of child sexual abuse. This paper discusses the merits and lessons gleaned from using the Victim Friendly System as a multisectoral forum to tackle child sexual abuse. In researching this phenomenon, the study adopted a qualitative approach and data were collected from 38 participants and 4 key informants selected using theoretical and purposive sampling respectively. A total of 300 court files of child sexual abuse cases were also reviewed. The findings that emerged from the study show that a multisectoral approach to dealing with child sexual abuse provides the benefit of integrated service delivery. Improved outcomes for victims of sexual abuse as well as streamlined, effective and efficient operations for organisations that form part of the Victim Friendly System were also evident. This notwithstanding, the paper also discusses some areas of concern that could potentially affect how the Victim Friendly System multisectoral arrangement works. The lessons that emerged from the study provide some insights that are useful in informing guidelines for multisectoral arrangements.

come_NET

2018 ◽  
Author(s):  
Konstantin Aal ◽  
Anne Weibert ◽  
Kai Schubert ◽  
Mary-Ann Sprenger ◽  
Thomas Von Rekowski
Keyword(s):  
Social Media ◽  
Design Process ◽  
Participatory Design ◽  
Controlled Environment ◽  
Design And Implementation ◽  
Neighborhood Contexts ◽  
Study Results ◽  
Computer Club ◽  
Close Cooperation

The case study presented in this chapter discusses the design and implementation of an online platform, “come_NET,” in the context of intercultural computer clubs in Germany. This tool was built in close cooperation with the children and adult computer club participants. It was designed to foster the sharing of ideas and experiences across distances, support collaboration, and make skills and expertise accessible to others in the local neighborhood contexts. In particular, the participatory-design process involving the children in the computer clubs fostered a profound understanding of the platform structure and functionalities. The study results show how younger children in particular were able to benefit, as the closed nature of the platform enabled them to gather experience as users of social media, but in a safe and controlled environment.

scholarly journals Towards a Model for Integrating Informal and Formal Learning for Children in Refugee Camps: The Example of the Lesbos School for Peace

2021 ◽  
Vol 10 (3) ◽  
pp. 111
Author(s):  
Ephrat Huss ◽  
Smadar Ben Asher ◽  
Tsvia Walden ◽  
Eitan Shahar
Keyword(s):  
Lived Experience ◽  
Single Case ◽  
Refugee Children ◽  
Refugee Camps ◽  
Arts Based Research ◽  
Whole School ◽  
School Based ◽  
Research Interviews ◽  
Post Disaster

The aim of this paper is to describe a unique, bottom-up model for building a school based on humanistic intercultural values in a post-disaster/refugee area. We think that this model will be of use in similar contexts. This single-case study can teach us about the needs of refugee children, as well as provide strategies to reach these needs with limited resources in additional similar contexts. Additionally, this paper will outline a qualitative arts-based methodology to understand and to evaluate refugee children’s lived experience of in-detention camp schools. Our field site is an afternoon school for refugee children operated and maintained by volunteers and refugee teachers. The methodology is a participatory case study using arts-based research, interviews, and observation of a school built for refugee camp children in Lesbos. Participants in this study included the whole school, from children to teachers, to volunteers and managers. The research design was used to inform the school itself, and to outline the key components found to be meaningful in making the school a positive experience. These components could be emulated by similar educational projects and used to evaluate them on an ongoing basis.

PCS For Families: A Case Study in the Participatory Design of a Technology-Rich Elementary School Classroom

1998 ◽  
Vol 42 (8) ◽  
pp. 646-650 ◽  
Author(s):  
Faith McCreary ◽  
Ray Reaux ◽  
Roger Ehrich ◽  
Susan Hood ◽  
Keith Rowland
Keyword(s):  
Elementary School ◽  
Participatory Design ◽  
School Setting ◽  
Network Connectivity ◽  
Multiple Roles ◽  
System Support ◽  
Laboratory Facilities ◽  
Working Day ◽  
Workspace Design

Computers and network connectivity in the classroom raise new challenges in workspace design. Unlike corporate or dedicated laboratory facilities, a technology-rich classroom plays multiple roles throughout its working day. Classroom design demands flexible and robust construction, particularly when applied in an elementary school setting. Using the PCs for Families project as a case study, this paper discusses design issues of a technology-rich networked classroom from ergonomic design to system support.

scholarly journals Developing a whole-school mental health and wellbeing intervention through pragmatic formative process evaluation: a case-study of innovative local practice within The School Health Research network

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nina Gobat ◽  
Hannah Littlecott ◽  
Andy Williams ◽  
Kirsten McEwan ◽  
Helen Stanton ◽  
...  
Keyword(s):  
Mental Health ◽  
Process Evaluation ◽  
Evidence Base ◽  
Outcome Evaluation ◽  
Research Network ◽  
Programme Theory ◽  
Student Mental Health ◽  
Local Practice ◽  
Health And Wellbeing ◽  
Whole School

Abstract Background The evidence-base for whole school approaches aimed at improving student mental health and wellbeing remains limited. This may be due to a focus on developing and evaluating de-novo, research-led interventions, while neglecting the potential of local, contextually-relevant innovation that has demonstrated acceptability and feasibility. This study reports a novel approach to modelling and refining the programme theory of a whole-school restorative approach, alongside plans to scale up through a national educational infrastructure in order to support robust scientific evaluation. Methods A pragmatic formative process evaluation was conducted of a routinized whole-school restorative approach aimed at improving student mental health and wellbeing in Wales. Results The study reports the six phases of the pragmatic formative process evaluation. These are: 1) identification of innovative local practice; 2) scoping review of evidence-base to identify potential programme theory; outcomes; and contextual characteristics that influence implementation; 3) establishment of a Transdisciplinary Action Research (TDAR) group; 4) co-production and confirmation of an initial programme theory with stakeholders; 5) planning to optimise intervention delivery in local contexts; and 6) planning for feasibility and outcome evaluation. The phases of this model may be iterative and not necessarily sequential. Conclusions Formative, pragmatic process evaluations can support researchers, policy-makers and practitioners in developing robust scientific evidence-bases for acceptable and feasible local innovations that do not already have a clear evidence base. The case of a whole-school restorative approach provides a case example of how such an evaluation may be undertaken.

Feminist dilemmas: an Australian case study of a whole‐school policy approach to gender reform

1996 ◽  
Vol 28 (3) ◽  
pp. 253-279 ◽  
Author(s):  
Jill Blackmore ◽  
Jane Kenway ◽  
Sue Willis ◽  
Leonie Rennie
Keyword(s):  
School Policy ◽  
Whole School ◽  
Australian Case

scholarly journals Factors supporting retention of health and wellbeing staff in Aboriginal health services: a strength-based case study

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Sara Deroy ◽  
Heike Schütze
Keyword(s):  
Health Service ◽  
Health Services ◽  
Aboriginal Health ◽  
Social Accountability ◽  
Cultural Safety ◽  
Staff Retention ◽  
Professional Advancement ◽  
Aboriginal Community ◽  
Health And Wellbeing

Abstract Background Aboriginal Community Controlled Health Services are fundamental to improving the health and welfare of Aboriginal peoples. A key element that contributes to the effectiveness of these services are Aboriginal health and wellbeing staff. However, Aboriginal health and wellbeing staff often suffer high rates of stress and burnout. Current literature focuses on proposed strategies to increase staff retention in Aboriginal Health Services, yet, there is limited information available showcasing what has actually worked. Method This was an intrinsic strengths-based case study of one regional Aboriginal Community Controlled Health Service. Semi-structured research yarning interviews were conducted with past and present staff employed in health and wellbeing roles to highlight the factors that staff felt contributed to their retention. Results Ten interviews were conducted between February and April 2018. Six key themes emerged: social accountability, teamwork and collaboration, cultural safety, supervision, professional advancement, and recognition. We add to the literature by identifying the importance of bi-directional communication, and showing that social accountability, teamwork and collaboration, cultural safety, supervision, professional advancement, and recognition continue to be important factors that contribute to health and wellbeing staff retention in Aboriginal Health Services. Conclusion This exemplar Aboriginal Health Service may provide insights into future strategies to improve staff retention in other health services.

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