Engaging in participatory research in HCI raises numerous ethical complexities such as consent, researcher relationships, and participant compensation. Doing HCI work in the area of dementia amplifies these issues, and researchers in this area are modelling ethical stances to ensure researcher-participant relationships focus on meaningful engagement and care. This paper presents an insight into the kinds of ethical foci required when doing design research with people living with dementia and their carers. We interviewed 22 HCI researchers with experience working in dementia care contexts. Our qualitative analysis outlines subsequent lessons-learned, such as recognition of the participants, self -care, research impact, and subjectivity in ethical review boards. Furthermore, we found the complexity of navigating both "everyday" and more formal, institutional ethics in dementia research has implications beyond the context of working with people with dementia and outline key considerations for ethical practices in socially orientated HCI research.

We explore the role of digital media in supporting intergenerational interactions between people with dementia and young people. Though meaningful social interaction is integral to quality of life in dementia, initiating conversation with a person with dementia can be challenging, especially for younger people who may lack knowledge of someone's life history. This can be further compounded without a nuanced understanding of the nature of dementia, along with an unfamiliarity in leading and maintaining conversation. We designed a mobile application-Ticket to Talk-to support intergenerational interactions by encouraging young people to collect media relevant to individuals with dementia to use in conversations with people with dementia. We evaluated Ticket to Talk through trials with two families, a care home, and groups of older people. We highlight difficulties in using technologies such as this as a conversational tool, the value of digital media in supporting intergenerational interactions, and the potential to positively shape people with dementia's agency in social settings.

There is a growing body of HCI work that seeks to understand and enhance the lived experience of people with dementia. The majority of this work involves researchers working alongside people with dementia and their carers, focused on the design project outcomes. In order to enrich the social context of this work, we explore broadening participation to include student volunteers. To encourage mutually engaging experiences in this design context, careful consideration of how to support both students and people with dementia is needed. In this paper, we present two casestudies of co-design projects between students and people with dementia. Our findings detail the use of design methods to reconfigure the role of the residents in care contexts and the students learning process. We discuss the project learning outcomes as well as practical and ethical considerations to support the use of design methods to support mutual engagement in sensitive contexts.

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Focusing on the person with advanced dementia as a social being presents a new opportunity for Experience-Centered Design (ECD), opening design to appreciate the agency and intentional actions of the person with advanced dementia. If Human-Computer Interaction is to shift from the predominantly assistive approach to a focus on experience, a theoretical framing that emphasizes the relational nature of selfhood is needed. In this article, we present Recognition Theory—a social theory based on an inter-subjectivist account of the struggle for recognition—to extend ECD approaches for advanced dementia. Focusing on people with advanced dementia, we examine recognition as a social and ethical perspective for establishing and maintaining self. We present a framework for design based on research with people with advanced dementia, experience-centered engagement and social identity, that will support designers to craft opportunities for mutual recognition in the design process and the practice of making.