In the abstract for this paper on p.99 of CoDesign 6.2 (June 2010), the sentence:'Participatory projects can be empowering processes resulting in empowered outcomes, i.e. increased physical empowerment of children and products that raises their quality of life' should read:'Psychological empowerment of children'.
Children are usually more competent than acknowledged by adults and designers. Valuable user perspectives are lost if only information from adult carers such as teachers and parents is included in the design process. Participatory projects can be empowering processes resulting in empowered outcomes, i.e. increased physical empowerment of children and products that raise their quality of life. In this paper, a theoretical platform for developing a design methodology for participatory design with underprivileged children in developing countries is presented. The framework consists of an explanation of psychological empowerment in the context of participatory design processes, a definition of participatory design with children, and a model distinguishing between different levels of user participation. Experiences and results from a case study conducted with children using prosthetic legs in Cambodia are described. The case study shows that through simple participatory techniques, children can give designers insight into their needs and desires.
This paper presents a field study exploring the challenges and implications of applying a participatory design process through the use of generative design tools with children using prosthetic legs in rural Cambodia in order to facilitate their involvement in the design process. First, it reviews the main research paradigms in which user research is conducted, including positivism, critical theory and interpretivism, and compares the paradigms in terms of the motives they carry for involving users in the design process. The case is then positioned in the interpretivistic research paradigm using philosophical hermeneutics as a guide. As the first application of generative design tools with children in developing countries who have special needs, the case revealed many challenges and pointed to the need to go well beyond the contextual domains typically addressed in usercentred or product-centred design today. The paper concludes by presenting the pyramid model, which designers can use to obtain an overview of the knowledge they need for developing a relevant solution, and to reflect upon how their understanding develops in this process.
Purpose Half of British university students experience assault and harassment behaviours; few report them. Bystander intervention training has been recommended as a means of reducing these behaviours, but there is little evidence about their potential effectiveness in UK contexts. The purpose of this paper is to understand UK students’ attitudes towards reporting and intervening in sexual assault, harassment and hate crimes. Design/methodology/approach A mixed methods cross-sectional survey (n=201; 75.6 per cent women) was conducted in one British university. Open text data were analysed using thematic analysis. Findings Students considered harassment and assault unacceptable, and were confident to intervene in and likely to report incidents. However, fear of backlash was a barrier to intervening and reporting, and they felt that victims should decide whether to report incidents. Students perceived perpetrators as being ignorant about what constitutes consent, harassment and assault. They identified a need for university community education about this and how to report incidents and support peers. Research limitations/implications This cross-sectional survey was conducted at one UK University. The data might not reflect other students’ attitudes, and may be subject to response bias. University community bystander training should be acceptable, report and support systems might be utilised by students. This may have potential to reduce prevalence and increase reporting. Practical implications University community bystander training should be acceptable, report and support systems might be utilised by students. This may have potential to reduce prevalence and increase reporting. Originality/value This is the first study to investigate UK student attitudes to prosocial bystander behaviours.
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