Reframing Academy workshop at the Dutch Design Week 2016 on Designing Behaviour. The aim of this workshop was to learn how to design the impact a product or service should have in the experience, behaviour or attitude of people. With 40 participants we worked on a fictive case about bullying for the Dutch Ministry of Education, Culture and Science.
A presentation going into the details surrounding the gamification player and user types HEXAD from Andrzej Marczewski at Gamified UK.
This is aimed at game and gamification designers as a tool for helping design better solutions that focus on the wants and needs of the users.
The original artical can be found at http://www.gamified.uk/user-types/
Appreciative interviews and other Liberating Structures - XP DaysFrederic Vandaele
When we are looking for improvement, we generally start by looking at what's going wrong. This 'fix it' approach has some weakness even though it could produce some results. In addition, this approach doesn't drive any motivation nor positive energy for people that are participating to this exercise.
Appreciative Interviews, as one of the liberating Structure, is based on a paradigm shift. The idea is that instead of focusing on what's going wrong, we choose to focus on what's already good about the individual, team or organisation and seek out how to amplify it.
A presentation going into the details surrounding the gamification player and user types HEXAD from Andrzej Marczewski at Gamified UK.
This is aimed at game and gamification designers as a tool for helping design better solutions that focus on the wants and needs of the users.
The original artical can be found at http://www.gamified.uk/user-types/
Appreciative interviews and other Liberating Structures - XP DaysFrederic Vandaele
When we are looking for improvement, we generally start by looking at what's going wrong. This 'fix it' approach has some weakness even though it could produce some results. In addition, this approach doesn't drive any motivation nor positive energy for people that are participating to this exercise.
Appreciative Interviews, as one of the liberating Structure, is based on a paradigm shift. The idea is that instead of focusing on what's going wrong, we choose to focus on what's already good about the individual, team or organisation and seek out how to amplify it.
The questions we ask ourselves at the idea generation stage of design play a critical role in the nature of the ideas generated. Bold questions beget bold ideas; and incrementalism begins in the same way.
In this talk Steve Baty will look at how problem framing and reframing can impact the ideas teams generate, and how problem statements can be ‘tuned’ to better deliver feasible concepts within your organisation. We’ll look at some recent examples from the work at Meld Studios as well as some well-known case studies from around the world.
http://www.chrisreynoldsoptometrist.com
Christopher Reynolds local optometrist from Huntersville, North Carolina present this slideshow on the 5 common myths on eyecare in the optometry industry.
As software testers, we need to learn a product thoroughly, we need to understand the user interface, the audience, the intended use of a product and we need to know how a product has been built so that we can test and investigate the robustness and readiness of a product. So we ask lots of questions. We ask designers, developers, product owners and many other people questions throughout our day and yet, rarely do we stop to recognize the skill of asking questions, let alone focus on how we might improve our approach to asking questions. Listen to the webinar as Karen Johnson talks about the art of asking questions. At the end of the session, you can ask her questions too.
Active Listening: Tips for Effective CommunicationJeffrey Stevens
A short micro-presentation on the tenets of Active Listening, a process for communicating clearly and effectively and opening yourself to truly understanding and processing the other in a conversation. Presented to the UF Health Creative Team Meeting.
Four-Frame Model - Reframing OrganisationsPhil Vincent
Bolman & Deal identify four distinctive ‘frames’ from which people view their world - Structural, Human Resources, Political, and Symbolic.
Each frame comes with a range of concepts, metaphors and values which provide the scaffolding for organising raw experience of the world.
No one uses only one frame all the time, although people often show a preference for one or two frames.
How to Start Your Speech / Presentation with examples from TED talksAkash Karia
If you want to set yourself up for success, then it’s vital that the first 30 seconds of your speech catches your audiences’ attention, arouses their curiosity and makes them feel that your speech is worth their time. Use these principles to get your audience hooked onto your every word right from the beginning:
Do NOT open with a standard ‘Thank-you’ introduction. You can thank your hosts and audiences later, after you’ve built a connection with them. Avoid opening with a Joke, especially if you aren’t a gifted humorist and haven’t tested the joke before. To add humour to your speech, use a witty quote instead.
Use one of the four proven Opening Gambits to open with a bang:
Start with a Story
Use Questions to Create a Knowledge Gap
Use Quotable Quotes to gain extra Credibility
Open with an Intriguing/ Startling Statement
www.CommunicationSkillsTips.com
Learn more on http://www.CommunicationSkilllsTips.com
how to start a presentation, how to open a presentation speech, speech openings, speech beginnings, speech writing, startling statements, powerful presentation openings, great speech openings, good speech openings, presentation hooks, openings for speeches, opening speech for presentation, beginning presentation, business presentation structure
About Akash Karia, Award-Winning Speaker, Public Speaking Coach
What if you could learn presentation and debating skills from one of Asia's best speakers and trainers?
How much would you improve if you could learn proven public speaking tools and techniques from a trainer who has coached hundreds of CEOs, executives and managers across Asia and Africa?
Akash Karia is an award-winning speaker, trainer and presentation skills coach. He has conducted public speaking, debating and presentation skills courses for employees and members of organizations such as HSBC, Polytechnic University, Life Underwriters Association of Hong Kong and many, many more...
Akash is also champion speaker and has won over 40 public speaking championships, including the prestigious titles of: JCI 2012 Hong Kong Champion of Public Speaking, Toastmasters International Division K Impromptu Speaking Champion and has been ranked as one of the Top 10 Speakers in Asia Pacific. This means that you will be learning from a well-known public speaking expert.
More importantly, you will walk away from Akash's coaching as more confident,dynamic and engaging presenters and debater. You will learn proven tools, techniques and processes you can apply immediately to your presentations and debates to become twice as good as when you first came in.
What Qualifies Akash to Teach You Public Speaking/Presentation Skills/Interview Skills?
Here are just a couple of Akash's major qualifications, awards and achievements which make him the right choice for you.
Akash is the:
2012 JCI Hong Kong Champion of Public Speaking. You will be learning from one of the best speakers and trainers in HK
PDF, audio, and voiceover are now available on designintechreport.wordpress.com
Today’s most beloved technology products and services balance design and engineering in a way that perfectly blends form and function. Businesses started by designers have created billions of dollars of value, are raising billions in capital, and VC firms increasingly see the importance of design. The third annual Design in Tech Report examines how design trends are revolutionizing the entrepreneurial and corporate ecosystems in tech. This report covers related M&A activity, new patterns in creativity × business, and the rise of computational design.
Overview: This is based on a class that Scott Sherman is currently piloting at Claremont McKenna College. This is just a sample of classes that could be offered. Each professor can adapt this to his/her own needs.
The questions we ask ourselves at the idea generation stage of design play a critical role in the nature of the ideas generated. Bold questions beget bold ideas; and incrementalism begins in the same way.
In this talk Steve Baty will look at how problem framing and reframing can impact the ideas teams generate, and how problem statements can be ‘tuned’ to better deliver feasible concepts within your organisation. We’ll look at some recent examples from the work at Meld Studios as well as some well-known case studies from around the world.
http://www.chrisreynoldsoptometrist.com
Christopher Reynolds local optometrist from Huntersville, North Carolina present this slideshow on the 5 common myths on eyecare in the optometry industry.
As software testers, we need to learn a product thoroughly, we need to understand the user interface, the audience, the intended use of a product and we need to know how a product has been built so that we can test and investigate the robustness and readiness of a product. So we ask lots of questions. We ask designers, developers, product owners and many other people questions throughout our day and yet, rarely do we stop to recognize the skill of asking questions, let alone focus on how we might improve our approach to asking questions. Listen to the webinar as Karen Johnson talks about the art of asking questions. At the end of the session, you can ask her questions too.
Active Listening: Tips for Effective CommunicationJeffrey Stevens
A short micro-presentation on the tenets of Active Listening, a process for communicating clearly and effectively and opening yourself to truly understanding and processing the other in a conversation. Presented to the UF Health Creative Team Meeting.
Four-Frame Model - Reframing OrganisationsPhil Vincent
Bolman & Deal identify four distinctive ‘frames’ from which people view their world - Structural, Human Resources, Political, and Symbolic.
Each frame comes with a range of concepts, metaphors and values which provide the scaffolding for organising raw experience of the world.
No one uses only one frame all the time, although people often show a preference for one or two frames.
How to Start Your Speech / Presentation with examples from TED talksAkash Karia
If you want to set yourself up for success, then it’s vital that the first 30 seconds of your speech catches your audiences’ attention, arouses their curiosity and makes them feel that your speech is worth their time. Use these principles to get your audience hooked onto your every word right from the beginning:
Do NOT open with a standard ‘Thank-you’ introduction. You can thank your hosts and audiences later, after you’ve built a connection with them. Avoid opening with a Joke, especially if you aren’t a gifted humorist and haven’t tested the joke before. To add humour to your speech, use a witty quote instead.
Use one of the four proven Opening Gambits to open with a bang:
Start with a Story
Use Questions to Create a Knowledge Gap
Use Quotable Quotes to gain extra Credibility
Open with an Intriguing/ Startling Statement
www.CommunicationSkillsTips.com
Learn more on http://www.CommunicationSkilllsTips.com
how to start a presentation, how to open a presentation speech, speech openings, speech beginnings, speech writing, startling statements, powerful presentation openings, great speech openings, good speech openings, presentation hooks, openings for speeches, opening speech for presentation, beginning presentation, business presentation structure
About Akash Karia, Award-Winning Speaker, Public Speaking Coach
What if you could learn presentation and debating skills from one of Asia's best speakers and trainers?
How much would you improve if you could learn proven public speaking tools and techniques from a trainer who has coached hundreds of CEOs, executives and managers across Asia and Africa?
Akash Karia is an award-winning speaker, trainer and presentation skills coach. He has conducted public speaking, debating and presentation skills courses for employees and members of organizations such as HSBC, Polytechnic University, Life Underwriters Association of Hong Kong and many, many more...
Akash is also champion speaker and has won over 40 public speaking championships, including the prestigious titles of: JCI 2012 Hong Kong Champion of Public Speaking, Toastmasters International Division K Impromptu Speaking Champion and has been ranked as one of the Top 10 Speakers in Asia Pacific. This means that you will be learning from a well-known public speaking expert.
More importantly, you will walk away from Akash's coaching as more confident,dynamic and engaging presenters and debater. You will learn proven tools, techniques and processes you can apply immediately to your presentations and debates to become twice as good as when you first came in.
What Qualifies Akash to Teach You Public Speaking/Presentation Skills/Interview Skills?
Here are just a couple of Akash's major qualifications, awards and achievements which make him the right choice for you.
Akash is the:
2012 JCI Hong Kong Champion of Public Speaking. You will be learning from one of the best speakers and trainers in HK
PDF, audio, and voiceover are now available on designintechreport.wordpress.com
Today’s most beloved technology products and services balance design and engineering in a way that perfectly blends form and function. Businesses started by designers have created billions of dollars of value, are raising billions in capital, and VC firms increasingly see the importance of design. The third annual Design in Tech Report examines how design trends are revolutionizing the entrepreneurial and corporate ecosystems in tech. This report covers related M&A activity, new patterns in creativity × business, and the rise of computational design.
Overview: This is based on a class that Scott Sherman is currently piloting at Claremont McKenna College. This is just a sample of classes that could be offered. Each professor can adapt this to his/her own needs.
Creativity, Innovation & DesignWeek 5 All about innovationCruzIbarra161
Creativity, Innovation & Design
Week 5: All about innovation
‹#›
Mind mapping activity….
Using the ‘Whiteboard function’ on Collaborate Ultra
Draw a mind map of Week 5 lecture content
‹#›
Questions based on the HBR article
Read the article titled
‘The Innovation Catalysts’
by R L Martin
‹#›
What is meant by an organizational culture of innovation? How can a company develop such a culture?
Do an online search and find company information about Intuit. For example information related to what is the core business of Intuit, what industry the company is operating in, the products/services sold by Intuit, its partner or subsidiary companies and current market share.
According to the HBR article, what was Intuit doing wrong with regards to fulfilling customer needs?
What strategies did Intuit use to become a design driven innovative company? Why do you think these strategies worked?
How did Intuit integrate design-driven innovation into its organizational culture? Why was this important for promoting innovation at Intuit?
‹#›
‹#›
Group problem solving activity
based on a real-world issue
‹#›
Bullying in schools facts and figures
Approximately one in four Year 4 to Year 9
Australian students (27%) reported being bullied
every few weeks or more often.
Lack of a shared definition of bullying can hamper
finding lasting solutions.
Students may not report bullying to the school
because they fear not being believed or making things
worse.
Approximately one in five young school students
reported experiencing online bullying in any one year.
Hurtful teasing was the most common bullying
behaviour reported, followed by having hurtful lies
told about them.
In 85% of bullying interactions, peers are present
as onlookers, and play a central role in the bullying
process.
84% of students who were bullied online were also
bullied in person.
72% of schools reported managing at least one
incident of online bullying in the previous year.
32% of Year 5s and 29% of Year 8s reported
frequent school bullying.
Students often tell parents about bullying rather
than anyone else.
Enhancing social status with peers is the most
commonly reported motivator for bullying.
83% of students who bully others online also bully
others in person.
Students 10 to 15 years of age are the most
likely to be involved in online bullying.
The national
definition of bullying
for Australian
schools is the
starting point for
bullying prevention
Bullying is an ongoing and deliberate
misuse of power in relationships
through repeated verbal, physical
and/or social behaviour that intends
to cause physical, social and/or
psychological harm. It can involve an
individual or a group misusing their
power, or perceived power, over one
or more persons who feel unable to
stop it from happening.
Bullying can happen in person or
online, via various digital platforms
and devices and it can be obvious
(overt) or hidden ...
Est.-ce que l´education pour tout cet possible? Il faut ataindre aux governaments et des donateurs ?
Pour améliorer l´équidité des ´apprendissage nous devons investir dans tout le monde.
Type of discipline guidanceHow it worksAdvicecautionsReinf.docxmarilucorr
Type of discipline/ guidance
How it works
Advice/cautions
Reinforcers/
Rewards
Material reinforcers
These can be primary (e.g., food) or secondary (e.g.,money). These are given to the child after the child has exhibited the required behaviors.
Be careful not to create situations where children believe
They must be rewarded for everything they do. Never reward
a whole group for the behaviors of a few.
Social reinforcers
Smiles, hugs, and kind words are social reinforcers, as is adult attention (which is why teachers must becareful when responding to negative behaviors).
This is often the best kind of reinforcement because it creates
important trust and relationships.
Activity reinforcers/ Premack principle
Completing a less-than-desirable activity (e.g.,cleaning up the art area) is rewarded by a More favorable one (e.g., playing on the computer).
Caution must be observed to make sure this does not punish a
child incapable of completing the first task to the teacher's
satisfaction.
Positive feedback
This is verbal feedback that tells the child he or she is doing well and making progress.
The more specificthe praise, the more effective it is in modifying behavior.
This is an extremely effective approach because it lets
children know what they are doing correctly.
Negative reinforcement
This is increasing a behavior by removing a negativestimulus. For example, children will complete work more quickly so they can go to the playground sooner.
Rather than using negative reinforcement, teachers should
determine whether the behavior children are trying to avoid
could be made more meaningful and interesting.
Token economy
Children's appropriate behavior is rewarded immediately with tokens, which are exchanged for material reinforcers or privileges.
Tokens must be exchanged for things students really
want; a choice should also be provided. Many believe
tokens do not work with children under age 5.
Intrinsic reinforcement
Intrinsic reinforcement comes from within the child: feelings of success or happiness, or a sense of competence or pride.
The ultimate goal of discipline and guidance is that they are
internalized. Some people believe using extrinsic reinforcers
reduces the power of intrinsic reinforcement.
Punishments
Natural consequences
This is the natural result of what a child does or does not do. A child who forgets to put on a jacket will get cold on a winter day. A child who comes late to the meal may miss out on his or her favorite food.
This works only when adults are willing to let go, and to let
the child live with the consequences of his or her behaviors.
A child needs to be able to make the connection between the
behavior and the result.
Logical consequences
If a child spills milk, a logical consequence is to have him or her clean up the mess; a logical consequence for a child drawing on a table is to have him or her scr ...
Paper and PresentationChoose any one of the following topics·.docxbunyansaturnina
Paper and Presentation
Choose any one of the following topics:
· Web 2.0
· Grid Computing
· Big Data
· Green Computing
· Cloud Computing
· Data Center
For your selected topic, your paper should cover the following aspect:
i. Describe the technology
ii. Describe current status (i.e. Advantages, disadvantages , challenges etc)
iii. Its effect on the current Industry
iv. At least two examples of organizations that are using and/or adopted the ethnology successfully and how.
v. Reference list (MLA Style)
The paper should be around 500 Words. While you will be using multiple sources for information, the words on the paper should be your own. In other words, describe the phenomenon in your own words.
Your presentation should be on the paper you wrote. Your presentation should have about 5-10 slides.
Please make sure you are mentioning all the team members’ name on the title slide.
It is important that every member of the team (if you are working in a team) participate equally in the paper and presentation.
SOC 1010, Introduction to Sociology 1
Course Learning Outcomes for Unit IV
Upon completion of this unit, students should be able to:
4. Evaluate patterns of behavior through sociological skills and theory.
4.1 Plan a breaching experiment.
4.2 Execute a breaching experiment.
6. Explain how social structure shapes an individual’s life chances.
Reading Assignment
Chapter 6:
Deviance
Unit Lesson
Norms and Social Control
Social interaction describes the behaviors of two or more people whereby there is reciprocal influence when
in contact with one another. Think about the last time you went out to eat. You engaged in interaction with
your dining partner(s) and with the server, and indirectly with the chef. Did you interact solely based on how
you like to act? Did you wear clothing based on what is comfortable (e.g., did you wear clothing)? Did you
bring your own soda? How you answer these questions depends somewhat on the influence you wish to have
on others, as well as your adherence to social control and norms.
In Unit II, you read about Erving Goffman’s ideas on presentation of self. We will expand on these ideas as
we discuss some of the micro-interactions that create social structure.
Goffman, a Canadian sociologist, developed what he called Dramaturgy to analyze social behavior. He
viewed interaction as analogous to the stage, arguing that we are all actors on stage, playing various
parts/roles in a performance to convince others of who we are. You have probably heard the quote from
Shakespeare, “All the world’s a stage.” According to Goffman, we actively try to control people’s impressions
of ourselves on that stage every time we are in the presence of others. Sociologists refer to the ways we
manipulate impressions as impression management.
We manage our interactions by first managing the situation in which we find ourselves. To do this, we define
the situation for our fel.
CREATIVITY & CRITICAL THINKING - Life Skills Training for High SchoolYetunde Macaulay
Creativity and critical thinking are fundamental to students becoming successful learners. The ability to think critically is an essential life skill; as the world changes at an ever-faster pace and economies become global, young adults are entering an expanding, diverse job market. To remain relevant in the highly competitive world that we are today, it is necessary now more than ever before to ensure that you possess the thinking power to flexibly and creatively solve problems on a daily basis.
Presented at the Idean UX Summit Austin, May 2014. My colleagues and I are integrating approaches for creating with social complexity, and this talk provides an overview of our work in progress.
It outlines the nature of social complexity, and surveys three approaches appropriate for the challenge: Positive Deviance, Theory U & Social Labs, and the work of Dave Snowden and Cognitive Edge.
Consider this a case of "showing my mess." Future installments will reflect more synthesis, tell more stories, and better describe the emerging practice of managing emergence.
COCOONERS - Making It Happen - No 5, September 2018Cocoon Pro
IMPORTANT NOTE >> best viewed downloading it, or: https://www.yumpu.com/en/document/view/62199636/cocooners-making-it-happen-no-5-september-2018
The digital version of our "Cocooners" half-yearly publication. Catch up about news, tools, thoughts, facts, people, work, future.
Welcome to Cocooners.
Similar to Reframing Studio - Designing Behaviour (20)
PDF SubmissionDigital Marketing Institute in NoidaPoojaSaini954651
https://www.safalta.com/online-digital-marketing/advance-digital-marketing-training-in-noidaTop Digital Marketing Institute in Noida: Boost Your Career Fast
[3:29 am, 30/05/2024] +91 83818 43552: Safalta Digital Marketing Institute in Noida also provides advanced classes for individuals seeking to develop their expertise and skills in this field. These classes, led by industry experts with vast experience, focus on specific aspects of digital marketing such as advanced SEO strategies, sophisticated content creation techniques, and data-driven analytics.
Can AI do good? at 'offtheCanvas' India HCI preludeAlan Dix
Invited talk at 'offtheCanvas' IndiaHCI prelude, 29th June 2024.
https://www.alandix.com/academic/talks/offtheCanvas-IndiaHCI2024/
The world is being changed fundamentally by AI and we are constantly faced with newspaper headlines about its harmful effects. However, there is also the potential to both ameliorate theses harms and use the new abilities of AI to transform society for the good. Can you make the difference?
Book Formatting: Quality Control Checks for DesignersConfidence Ago
This presentation was made to help designers who work in publishing houses or format books for printing ensure quality.
Quality control is vital to every industry. This is why every department in a company need create a method they use in ensuring quality. This, perhaps, will not only improve the quality of products and bring errors to the barest minimum, but take it to a near perfect finish.
It is beyond a moot point that a good book will somewhat be judged by its cover, but the content of the book remains king. No matter how beautiful the cover, if the quality of writing or presentation is off, that will be a reason for readers not to come back to the book or recommend it.
So, this presentation points designers to some important things that may be missed by an editor that they could eventually discover and call the attention of the editor.
EASY TUTORIAL OF HOW TO USE CAPCUT BY: FEBLESS HERNANEFebless Hernane
CapCut is an easy-to-use video editing app perfect for beginners. To start, download and open CapCut on your phone. Tap "New Project" and select the videos or photos you want to edit. You can trim clips by dragging the edges, add text by tapping "Text," and include music by selecting "Audio." Enhance your video with filters and effects from the "Effects" menu. When you're happy with your video, tap the export button to save and share it. CapCut makes video editing simple and fun for everyone!
White wonder, Work developed by Eva TschoppMansi Shah
White Wonder by Eva Tschopp
A tale about our culture around the use of fertilizers and pesticides visiting small farms around Ahmedabad in Matar and Shilaj.
Fonts play a crucial role in both User Interface (UI) and User Experience (UX) design. They affect readability, accessibility, aesthetics, and overall user perception.
Hello everyone! I am thrilled to present my latest portfolio on LinkedIn, marking the culmination of my architectural journey thus far. Over the span of five years, I've been fortunate to acquire a wealth of knowledge under the guidance of esteemed professors and industry mentors. From rigorous academic pursuits to practical engagements, each experience has contributed to my growth and refinement as an architecture student. This portfolio not only showcases my projects but also underscores my attention to detail and to innovative architecture as a profession.
19. context driven
designing is about exploring what is possible
tomorrow, not about solving the problems of today
1
20. the core of designing is in making a deliberate decision on
the effect a product or service should have on the behaviour,
experience or attitude of people
2
human centered
25. 1 trial and error
Of course designing the effect a product
or service should have on people is not
enough. We believe design is always a
process of trial and error. And so every
concept should be first put to the test in
the real world. All the cases in this
presentation are a result of such an trial
and error process. However, having a
clear vision on the effect you want to
achieve will increase the chances you will
succeed.
26. 2 learn from science
Secondly, there is so much scientific
knowledge on how people function, on
how the brain works, on what makes
people happy and all this knowledge is
extremely relevant to the work of a
designer. So we think it is very valuable to
work in trans-disciplinary teams and
learn to incorporate scientific knowledge
into your designs.
27. 3 critical reflection
Lastly, designing is increasingly dealing
with ethical dilemmas. Who safety should
a self driving car prioritize for instance?
Or what do we do with ownership of data?
We think it is healthy to dive into these
dilemma’s, together with philosophers
for instance, and also make the norms
and values you put into your designs
explicit and debatable.
28. “Politicians are the designers
of the past. Designers are the
politicians of the future.”
Prof. Paul Hekkert
40. case:
Client: Ministry of Education, Culture and Science*
(Het ministerie van Onderwijs, Cultuur en Wetenschap)
Creating safe learning and working environments in education in 2020
Schools have a responsability in providing a safe social environment and to prevent
bullying. Schools are free to decide in what interventions or methods they use to achieve
this. However, schools are obliged to continuously sense how safe students feel. And they
must provide with a confidential point of contact for both students and parents. The
Ministry of Education wants to support schools with interventions that effectively create
socially safe environments. The Ministry approached you as a designer to design a new
meaningful intervention for the year 2020.
*this is a fictive case
How to design interventions for bullying?
41. case:
Bullying is unwanted, aggressive behavior among children. Research has shown that the
power differential between bullies and victims is a crucial component of the interaction.
Bullies go for admiration, for status, for dominance. Unlike friendly teasing bullying is
long-term, unwanted and doesn’t occur between social equals.
Despite their aggressive behaviour, bullies also want affection. They care about the
approval of their own in-group and want to be noticed. That means the reactions of
bystanders is another essential piece of the bullying puzzle. Peers are almost always
present during bullying episodes, but rarely intervene on behalf of the victim.
Bullying can cause poor school performance, depression and low self-esteem that
persists for years. It also increases suicide risk. But bullies, too, fall victim to their own
behaviour. For some kids bullying is just the tip of the iceberg. They may have other
problems with aggression and control and may be abuse victims themselves. They have
higher risks of delinquency, substance abuse and psychological problems.
Some background on bullying
42. wrap up:
On the next slides you will find short summaries of the results of the pressure cooker
workshops. For each group we start out with the statement they formulated during the
workshop. This statement defines the effect they would want to have on the behaviour/
experience/attitudes of people in the future context. Next follows a short description of
the intervention (product/service/policy) the group came up with to help establish the
behaviour intended in the statement.
Disclaimer: in the descriptions of the interventions we’ve tried to convey the essence of
the concepts presented, but we had to rely on scarce session notes and audio recordings
of the pitches. We are sure they do not represent the depth of the conversations you had
during the workshop. If we explain the concepts differently than intended we apologise.
summary of the workshop outcomes
43. “We want people to playfully explore different perspectives
and emotions”
group 1
This group came up with an intervention to be used in classrooms and that will help
children to experience social dynamics from different perspectives. They can experience
how it feels to occupy various roles (emphasis on bully/victim) by (1) role play: experience
different roles (e.g. leader or follower) or by (2) experimenting with the interior of the
classroom: feeling different dynamics by different positions and proportions (e.g. round
table, U-form table, big/small chair, close/far from teacher, etc.).
To reflect on, and discuss these dynamics an intuitive feedback system will be used
convey your feelings in an abstract way instead of talking: e.g. traffic lights (green good,
orange in the middle, red bad) or talking through objects with different shapes, textures
and colours (sharp, round, soft, hard, warm etc.).
44. “We want kids to make diverse groups as much as possible.”
group 2
This group’s intervention is a wearable to stimulate kids to interact more with one another
and avoid ganging up against other kids. The wearable has a starting point colour, grey,
and by spending time with a lot of different kids the it gets more colourful. Other feedback
is also given like time you spent, how much different kids, friendliness, etc. The wearable
includes an incentive with topics to talk about to help in social interaction. At the end of
the week the kid with the most colourful wearable gets an award!
45. “We want kids to get a thicker skin.”
group 3
This group came up with a game that teaches kids to deal with the harshness of society
because they notice that a lot of people are too sensitive for insults. The game contains
cards with insults on it. By answering different questions like “Does it hurt me?” “Who said
it?” “Why is this relevant for me?” “How can I make it less painful?” they learn to reflect
and grow a thicker skin.
46. “We want to change the way the group that surrounds the bully and
bullied (parents/school/children) reacts on those two.”
group 4
This group wants to change the way people look towards the bully/bullied by changing the
way we speak about the words bully/bullied. The teacher could start with this change to
not define them and put them in this box of ‘bully’/‘bullied’. Don’t say the words and put
the bully and bullied outside the box!
47. “We want people to respect diversity by cooperation.”
group 5
Celebrating differences
This group came up with a national day to celebrate differences. On this day one can do all
sort of activities: playing games, making artwork, etc. For example, people could do a
collaborative game, where you have to work together in order to win collectively. Or people
could make an artwork of different objects objects brought from home that they find
weird/different/silly. The team would be picked by throwing dice, instead of handpicking
teams, so that people wouldn’t feel left out. The theme of the day will be different every
year. For example focus on culture or clothing, or .…
48. “We want people to reflect on themselves and embrace differences.”
group 6
This group created is a new policy in the educational system in which static groups of
students are split up, have to work together with different students and reflect on their
own role and behaviour. In this development an environment is created of self-reflection
and it enables students to embrace their differences.
49. “We want people to acknowledge differences.”
group 7
This group’s intervention is an online social platform without likes or followers like
normally on social media. On this site students can post things that are unique to them:
“I’m the only one who has done …” , “I’m the only one who is …”, etc.. Since there are no
likes or dislikes, there is no judging. But the network will create connections all around the
world of people who share the same unique aspects: if there is someone who posted
something similar you see this popping up on a map. The platform can be global, but also
used to connect people within a community, school, etc.
50. “We want kids to develop a moral compass and act accordingly.”
group 8
This group’s came up with an engaging game to help kids develop a moral compass by
stimulating them find out about similarities between one another, especially if they’ve are
seemingly different. Every kid will have to fill in a digital questionnaire with various
questions about themselves (e.g. hobbies, family, talents, difficulties, etc.), the
questionnaires will then be scanned for matches. Every day/week/month kids will be
linked to another kid without disclosing the reason for their match. Then the kids are
challenged to find out on what aspects they match.
51. “We want to seduce people to act in order to appreciate themselves
and each other.”
group 9
This group came up with an intervention for classes: one person in the class decides what
activity everybody will do during the break. The other classmates will have to work
together and organise this activity. By picking and doing different activities every day
classmates can show who they really are. The idea is that kids can build the tools for
whatever activity they want to do. They can work and build together and learn from each
other what they like to do. If someone likes something very much (e.g. football), he/she
can be really enthusiastic to build and show that (e.g. building the goals and the whole
football playground). In this way you see his/her passion instead to say “i like football”, in
this way you will appreciate it for real.
52. “We want people to open up and share.”
group 10
This group’s intervention is a digital platform where children can share their personal life
in order to understand each other. The platform will be full of different stories and will
stimulate people to see other people’s perspectives; to find out similarities (you are not
the only one) and to give feedback to one another.