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Three principles for co-designing sustainability intervention strategies: Experiences from Southern Transylvania.

ABSTRACT: Transformational research frameworks provide understanding and guidance for fostering change towards sustainability. They comprise stages of system understanding, visioning and co-designing intervention strategies to foster change. Guidance and empirical examples for how to facilitate the process of co-designing intervention strategies in real-world contexts remain scarce, especially with regard to integrating local initiatives. We suggest three principles to facilitate the process of co-designing intervention strategies that integrate local initiatives: (1) Explore existing and envisioned initiatives fostering change towards the desired future; (2) Frame the intervention strategy to bridge the gap between the present state and desired future state(s), building on, strengthening and complementing existing initiatives; (3) Identify drivers, barriers and potential leverage points for how to accelerate progress towards sustainability. We illustrate our approach via a case study on sustainable development in Southern Transylvania. We conclude that our principles were useful in the case study, especially with regards to integrating initiatives, and could also be applied in other real-world contexts.

SUBMITTER: Lam DPM

PROVIDER: S-EPMC7320093 | biostudies-literature | 2020 Sep

REPOSITORIES: biostudies-literature

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Three principles for co-designing sustainability intervention strategies: Experiences from Southern Transylvania.

Lam David P M DPM Horcea-Milcu Andra I AI Fischer Joern J Peukert Daniela D Lang Daniel J DJ

Ambio 20191219 9

Transformational research frameworks provide understanding and guidance for fostering change towards sustainability. They comprise stages of system understanding, visioning and co-designing intervention strategies to foster change. Guidance and empirical examples for how to facilitate the process of co-designing intervention strategies in real-world contexts remain scarce, especially with regard to integrating local initiatives. We suggest three principles to facilitate the process of co-designi ...[more]

PMID: 31858486

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Project description:BACKGROUND:Advances in experimental psychology have highlighted the need to modify underlying automatic cognitive biases, such as attentional biases. The effectiveness of bias modification has been well studied for substance use disorders. With recent advances in technology, it is now possible to work outside the laboratory with Web-based and mobile-based attention bias interventions. Gamification technologies might also help diminish the repetitiveness of the task and increase the intrinsic motivation to train. The inconsistent findings of the impact of gaming on the effectiveness of mobile interventions call for further work to better understand the needs of patients (users) and health care professionals. OBJECTIVE:The aim of this study was to involve patients, together with health care professionals, in the design of a gamified mobile attention bias modification intervention for substance use disorders. METHODS:The participatory design research method adopted is that of a user-oriented design approach in the form of a future workshop. In the first phase of the workshop, participants shared their critique of an attention bias modification intervention. In the second phase of the workshop, participants were asked to brainstorm features. Participants were also shown gamification approaches and asked to consider if gaming elements could enhance the existing app. In the last phase, participants were asked to sketch a new prototype. RESULTS:Three co-design workshops were conducted with health care professionals, inpatients, and outpatients. There were 20 participants, consisting of 10 health care professionals and 10 patients. When asked to identify the limitations in the existing app, common issues identified were those of the design, visual probe task, and the included images. Outpatients were also concerned with the safety of administration of the intervention. In the brainstorming sessions, health care professionals made recommendations as to how the stimulus, the mechanism of responding, and the presentation of the scores could be enhanced. Inpatient participants recommended the addition of functionalities, such as information on the harms associated with the substance use, and for there to be enhancements in the design, images, and task. Outpatient participants perceived a need to improve the images and presentation of the results and recommended the inclusion of gaming features. There were differences in opinion on the inclusion of gaming features, as only health care professionals endorsed their inclusion. In the last phase of the workshop, participants were tasked with the conceptualization of prototypes, and the commonality in the design was for a gradual shortening of the interval for stimulus/image presentation. CONCLUSIONS:The results from this research will guide the development of an app that meets the specific needs of patients and is still based on a pre-existing validated task paradigm. .

Project description:BackgroundYouth-led Participatory Action Research (YPAR) involves children throughout the process of developing and implementing interventions. Combining YPAR with a structural approach for designing and planning interventions, such as Intervention Mapping (IM), may further improve implementation and effectiveness of interventions. This paper describes how YPAR and IM were combined in the Kids in Action study.MethodsThe Kids in Action study aims to improve health behaviors of 9-12-year old children living in a low socioeconomic neighborhood in Amsterdam, by co-designing interventions with these children. At each of four schools 6-8 children (N = 18-24 total per year) and two academic researchers formed participatory groups that met weekly or every fortnight during two school years. An IM expert panel advised the participatory groups on the application of IM.ResultsFollowing the IM protocol, we conducted a participatory needs assessment with children, parents and professionals, in IM-step 1. In IM-step 2, the IM expert panel constructed matrices of program objectives, and the children provided feedback. In collaboration with children programs were designed and produced using an iterative process during IM-steps 3-4. In IM-step 5, the participatory groups and professional community partners designed the implementation plan. Finally, in IM-step 6, the protocol of the process and effect evaluation - executed by academic researchers with input from children - was developed.ConclusionsBy combining YPAR and IM, several interventions have been developed and implemented, varying from a school water policy to extracurricular sports activities. Sharing responsibility with children was challenging when combining IM with YPAR. In YPAR children are given as much autonomy as possible, while traditional IM development work is primarily done by academic researchers. Strengths in combining IM and YPAR include the involvement of the end-users - children - throughout the process while at the same time developing interventions based on existing evidence. Time-management, a multidisciplinary team, and flexibility are important conditions when combining IM with YPAR. A strong community project group, with professionals who were willing to help children develop and execute their ideas, was an important success factor. This study can serve as an example to other YPAR studies developing interventions using the IM protocol.

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Three principles for co-designing sustainability intervention strategies: Experiences from Southern Transylvania.

Publications

Three principles for co-designing sustainability intervention strategies: Experiences from Southern Transylvania.

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