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How might we use Design Research and Strategy to prevent suicides among university students?
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Contents
01 Planning 04 Subject of Study
04 Ideation 54 Concepts Generation
05 Problem Statement
56 Concepts Mapping
06 Purpose & Scope
58 Design Criteria
08 Research Matrix
60 Final Concepts
14 Research Space Map 16 Research Protocol
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Discovery
20 Stakeholder
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Experimentation
68 Morphological Synthesis Prototype
22 Innovation Diagnostic Model 24 Competitor’s Map 26 Subject Matter Interview 30 Survey
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Interpretation
34 ERAF Stakeholder Map
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Evolution
70 Final Solution
36 Working Wall
77 Value Proposition Canvas
38 Notes Interpretation
78 Business Model Canvas
40 Data to Ideas Map
79 Strategies
42 Notes
100 Annotated Bibliography
46 User Journey Map 48 Empathy Map
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Subject of Study To understand expanding knowledge base of the incidence and prevalence of suicidal behaviors in different populations, the etiology, progression, and transmission of suicidal behaviors, and the development of effective clinical and population based 4
protocols, practices, procedures, and policies.
Defining the problem Suicide is the second leading cause of death among college - aged students in the United States. It is estimated a campus of 10,000 students will see a student suicide every 2-3 years (Neumann, 2016). After over a century of serious attention to the public health problem of suicide and suicidal behaviors, there have been many significant advances in suicidology; yet challenges remain in suicide prevention efforts. Death by suicide is an extremely complex
WHO estimates that around 800 000 people
issue that causes pain to hundreds of
die by suicide every year, but this number
thousands of people every year all around
is likely to be just the tip of the iceberg: for
the world. Each year in the United States,
reasons that include the stigma shrouding
more than 40,000 people die by suicide and
suicide in many cultures, the lack of
1 million people attempt suicide (Lee, 2015).
adequate vital registration systems, or even the arduous administrative steps that go
We are beginning to develop a body
with the registration of a self-inflicted death,
of knowledge about the biological
many suicides remain undetected or are
underpinnings to suicidal behavior through
routinely misclassified (Lancet, 2017).
research on the neurobiology and genetics of risk for suicide. However, we still know little
Presence of a diagnosable mental
about protective factors and what places an
illness, often major depression, has been
individual at acute risk for suicidal behavior.
consistently identified as a major risk factor for suicide in all segments of the population.
We need to bridge the gap between our
Many depressed individuals are never
expanding knowledge base of the incidence
diagnosed or adequately treated
and prevalence of suicidal behaviors.
(IDPH, 2015). 5
Purpose of Study The focus of this project is to research about suicide, it’s cause, effects, existing prevention methods and propose a strategic solution/ framework by applying Design Management methods to help prevent suicide amongst university student community.
Scope of Study Context The frame of this study is to address one of the leading causes of deaths among young adults in the recent years that is Suicide. Suicidal behavior is often undiagnosed, under-treated, or mistreated in clinical settings because the signs and symptoms are misunderstood by the clinician, and, for the individual, truthfully answering questions about being suicidal can be influenced by stigma, denial, guilt, anger, and shame. To sum up, determining that a suicide risk assessment has been 6
that a suicide risk assessment has been completed after receiving a negative response to asking a single question (e.g., are you thinking about suicide?) is insufficient, because, in part, the question provides no context, parameters, or time frame.
Content By deploying design management methods, such as research methods and strategies, it aims to primarily understand the gap between suicide research studies and action plan, considering it’s determinants, frameworks, intervention, treatment and care. Conclusively, based on the findings this project deliver insights and find opportunities to further help in designing and developing a framework to prevent suicide among university students.
Subject The subject of this study would be as follows: University students and their families, affected families and loved ones as this would give exposure to their lives, behavior pattern and will give me a better understanding. It will also focus on Psychiatrists, Clinical Psychologists, Counselors, Social workers and organizations.
Location United States of America Savannah, GA - Fall Quarter Atlanta, GA - Summer Quarter
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Map of the Research Space
Connor, Pirkis (2016) Neumann
Suicide
Preve
Univ Stud
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S.P Australia (2015) Hegerl (2016) Becker (2017) Dedic (2016) Murphy (2015)
ention
Design Management
Kumar (2013) Martin, Harington (2012) Johansson (2012) Erwin (2014) Neumeier (2007) Rylander (2009) Leidtka,Salzman,Azer (2017)
versity dents The Untold Story (2015) Hunt, Eisenberg(2010)
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Gantt Chart Week 1
Week 2
Week 3
Week 4
Week 5
MODE 1 Popular Media Scan
Contextual Research Plan
Key Facts
Publications Research
Ten Types of Innovation
Eras Map
Framework
MODE 2 Five Human Factors/ POEMS
Observation to Insights
Acti
Insights Sorting
Insi
AfďŹ nitisation
Sem
Analogous Models
ERAF Systems Diagram
Use
Trends Matrix
Subject Matter Interviews
Descriptive Value Web
Convergence Map
Interest Group Discussion
Venn Diagramming
Des Gen
Trends Expert Interview
Tree Hierarchy
Intent Statement
Intent Context
Research
People Frame Insights
Analysis
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M.A Design Management | Fall 2018 Research Protocol Outline
Week 6
Week 7
2
Week 8
Week 9
Week 10
MODE 3
ivity Network
Opportunity Mind Map
Solution Diagramming
Business Model
ights Clustering Matrix
Value Hypothesis
Foresight scenario
mantic ProďŹ le
Persona
Solution Storyboard
Market & Industry Analysis
er Journey Map
Ideation Session
Prototype
sign Principles neration
Behavioral Prototype
Solution Roadmap
Concept Sketch
Business Model
Concept Scenarios
Market & Industry Analysis
Concept Grouping
Strategy Roadmap Platform Plan Reflections
Framework
Frame Insights Concepts Solutions
Synthesis
Offerings
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Discovery
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DISCOVERY
Identifying Stakeholders Identifying the key stakeholders in suicide prevention is among the first steps towards developing a strategy. Suicide prevention demands a multi-sectoral approach, involving health care professionals as well as representatives from other sectors. A list of stakeholders could include representatives from: • The general public health sector, including
• Parliamentarians, policy makers, and
public health managers, physicians, nurses,
politicians;
emergency care staff, paediatricians, geriatrics, bereavement specialists,
Relevant vulnerable groups, which could
administrators, statisticians, and other
include, depending on a country’s suicide
service providers;
demographics, e.g. the elderly, youth,
• Mental health services, including service
indigenous peoples, refugees, and ethnic
managers, psychiatrists, psychologists,
minorities;
mental health nurses, and social workers,
• Survivors and families;
from both the public and the private sectors;
• Communities, spiritual and religious leaders;
• The education sector, including teachers,
• Nongovernmental organizations (NGOs),
school counselors, administrators, other
family organizations, community-based
education professionals, and student
organizations, and volunteers;
leaders;
• Media;
• Legal authorities, including coroners and
• Researchers;
medico-legal staff;
• National statistics representatives;
• Police, fire services, ambulance services,
• Professional associations; and
prison and criminal services, courts, and defence forces; 20
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RESEARCH TOOL
Innovation Diagnostic Model Finance BUSINESS MODEL
PROCESS NETWORK
CORE PROCESS
ENABLING PROCESS
PERFORMANCE
Non- Profit organization
Contributions/ Grants/ Gifts
AFSP North Stars
Associates
Promote policies & legislation that impact S.P
Educate public about mood disorder & S.P
Executive committee & staff
Public Policy Council
Online Program
Fundraising Events
Government Grants
Sponsors
Benefactos
Provide programs & resources for survivors of suicide loss & people at risk
Fund scientific research
Board of Directors
Senior Management
National Research Agenda
Voluntary Health Organization
Program Services
Patrons
AFSP Chapter Donors
Interactive screening program
Offer education programs for professionals
Pro Bono Legal Counsel
Finance Committee
Advocacy
Loss & Heal Council
Scientific Council & Advisors
Education programs
Chapter Leadership Council
Govenment/ Nominating Committee
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KEY LEARNING
It was interesting to understand their source of revenue and the services provided by them as a non-profit. Their network is massive as they are well connected across the country. They have various types of services, tools and materials catering to different age group and phases of suicide and due to their recent update of all the digital materials their reach has improved.
OFFERING
DELIVERY
SYSTEM
SERVICE
Interactive Screening Tool
Connecting individuals to mental health professionals
Website
Social Media Hub
Research
Opening up new areas of inquiry across multiple disciplines
Walks & Events
Presentation & Talks
Policy Work
PDF/Online Tools / Program
Shifting the way communities think about mental health
Shaping laws & policies, educating federal state & local leaders
CHANNEL
Facebook Live
PDF/ Video
BRAND VALUE
USER EXPERIENCE
Good reputation
Personal Contact
Well established
Club-like
Criticism: In 2016, formed a partnership with a gun trade association
Digital
Accessible education materials
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RESEARCH TOOL
Competitors Map Impactful
American foundation for suicide prevention JED SPRC SAVE ZERO Toolkit
Forefront Suicide Prevention NAMI
SAMHSA
Innovative
Traditional RAD Remedy
Positivity Activity Jackpot KOKO Lantern Talklife
Ineffective
Suicide Prevention models for university students in US. Opportunity Space
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Experience based
JED
NAMI
Low Impact
High Impact Suicide Prevention Lifeline
American foundation for suicide prevention SAVE
Forefront Suicide Prevention
RAD Remedy
ZERO Toolkit
Not Collaborative
Suicide Prevention models for university students in US. Opportunity Space 25
PRIMARY RESEARCH
Subject Matter Expert Interviews This method helped up learn more about the stakeholders, their role in the existing system. I interviewed ten experts from the stakeholders map. Speaking with experts accelerated general understanding about the subject, most advanced developments and guidance to move forward in the project. The framework was around the past, the present and the future. It was beneficial to understand about the prevalence of suicide and the prevention methods from the expert’s point of view. It worked as a guided conversation through call and in-person during which I documented interesting insights over recording and transcribing it, to not miss out on the key phrases. Important interviews in detail from the next page.
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Christopher Corbett Director Counseling & Student Services, SCAD Clinical Psychologist, Past President (College Association)
He discussed about suicide as a public health problem, the stages and the typical issues faced by students in university and the stigma attached to suicide in the United States. Even though more students are reaching out, there’s a challenge in providing support. Currently, most of the universities make minor tweaks like reduce the individual time slots for appointments to meet the rising demand of stalled appointments as this requires the university to invest in resources, space and money to bring a change in the system. Currently immediate appointments are made when student mentions it’s an emergency through a conversation over call. And paperwork is completed by the student prior to the appointment. If there’s a lack of time or unavailability of appointment, counselors refer to services off campus. One of the biggest challenge is when the student is afraid to talk about it as the subject is a taboo, as often there’s a lot of shame around it , which makes it difficult for them to discuss with their friends or for friends to talk about it. He shares an interesting example of comparing the scenario with one of a student with broken hand, about how no-one’s ashamed of talking about a broken hand unlike depression or anxiety etc and we perceive that the person is not strong enough. The most important step is to find a way to make it okay to talk about, knowing what to say, when to say, how to say and address it. Other challenges that remain are how to get the materials to reach the students and how to care to listen. It’s imperative to have well rounded strategy that includes digital as well as on ground services to tackle this challenge. 27
Kathleen Elmiger First Responder Programs Crisis Intervention Training for Youth (CIT-Youth) National Alliance on Mental Illness
She spoke about the different programs offered by NAMI- GA. They offer classes for young adults with training goals to understand adolescent development, as the frontal cortex is not developed until 25- 26 yrs old. NAMI has 18-19 affiliates within Georgia Chapter. The training provided for young adults includes interactive role playing, group intervention and support. They provide information about impulsiveness, trauma experience, ability to cope and have a history transpired. She spoke of the community options available across Georgia and the awareness of resources within the state. The primary challenge in Georgia are the rural areas where there are less resources unlike in metro where there’s more access to various facilities. One of the services provided is GCAL- Georgia Crisis Access Line which is a crisis wide program available 24X7, through a telephone conversation. NAMI-GA also has an advocacy group which trains how to quickly advocate. NAMI has also partnered with schools and education system as it plays a key role in mitigating suicide among adolescents which leads to decrease in suicide as adults. When we discussed regarding suicide prevention programs for university students, she mentioned that there are lack of youth services on campus and this might be incorporated in the future at NAMI. 28
Stuart Winborne Associate Area Director Georgia Chapter, AFSP American Foundation for Suicide Prevention
We discussed about AFSP, it’s network across United States and the type of resources available for different age groups. We discussed further about programs like Community walks and Safe talk which are more interaction based. They have presentations in various locations based on requests by location community, talk saves lives. They present when there’s a minimum of 5 to maximum 15 for any group. For students, there’s a DVD -It’s Real which is a 20 minute film and also a document with facilitator’s guide. It shares the warning signs, struggles faced by students by showcasing 6 student survivors and their journeys. Currently, they have no partnerships with universities, but conduct walks in the Fall, usually reached out to by student chairs and sponsors. They also have ISP, a screening tool for university students.
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Survey
96.6%
With an online survey, there’s an ability to capture a more representative sample of a larger population. Since the topic is sensitive, it’s a non intimidating way of knowing more about the people and the gathered targeted results to draw conclusions and make important decisions. By analyzing results, we can immediately address topics of importance and can then compare research data from secondary research and survey results to understand accuracy of suicide prevention, awareness and knowledge.
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activities
KEY LEARNING
The goal for me was to develop a set of questions which can give me an insight of the awareness of suicide and it’s prevention methods on university campus. To obtain these results, it was important to target an audience;t students, professors and the university staff to learn about their opinions and experiences on campus regarding suicide.
have not directly participated in any suicide prevention
While 75 % of participants were aware of suicide facts, but merely 35% were confident to recognize the warning signs of suicidal students and only 15.5% would ask someone who was exhibiting the warning signs of suicide if they are thinking.
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hav to s ma
31%
have been exposed to suicide prevention materials on campus
35.3% 15.3% are confident to recognize the warning signs of suicidal students.
28.5%
think that it is a sign of personal weakness or inadequacy to receive treatment for suicidal thoughts and behaviors
31%
ve been exposed suicide prevention aterials on campus
would be confident to ask someone who was exhibiting the warning signs of suicide if they are thinking
64.3%
would be confident to connect or refer a student at risk for suicide to resources for help
SURVEY PARTICIPANTS
96.6% have not directly participated in any suicide prevention activities
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STUDENTS PROFESSORS UNIVERSITY STAFF AGE - 17-64 MALE - 31% | FEMALE - 69%
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Interpretation
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FRAMING INSIGHTS
ERAF Systems This tool helped me structure existing knowledge and understand the relationships between stakeholders. I tried to capture current conditions and create an overview.
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Public Health Sector
Media
Broadcast Media
Advertising
Off-campus Mental health services
Social Media
Professional Associations
Mass Media
Politicians
University Students
Police Affected
Legal
Prison/ Criminal services
Advocacy & Laws
Family
Affected
NPO
Organization Professor
Student Leaders
University Counselor
Education
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FRAMING INSIGHTS
Working Wall
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FRAMING INSIGHTS
Interpretation of Notes I clustered the notes using the evolution of notes method instead of affinitisation method since the problem was already selected before the research. Also, by using this method, I mapped ideas based on How migh we’s?
DATA POINTS
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THEMES
INSIGHTS
HOW MIGHT WE’S?
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FRAMING INSIGHTS TO OPPORTUNITIES
DATA POINTS
CLUSTERING
protective shield
Alcohol
Sexual abuse Alcohol use Academic problems
Alcohol use disorder
Chronic physical illness Physical abuse Insomnia
Sexual abuse
Psychological abuse
Substance abuse Alcohol use
Interpersonal difficulties Alcohol use
Financial problems
Alcohol use
Adverse Circumstances
Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes
Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes
Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes
Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes
IDEAS 40
JOURNEY MAP
Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes
Strong connections to loved ones,
Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes Broken homes
THEME
SELECTION
INSIGHT
HOW MIGHT WE? 41
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FRAMING INSIGHTS TO OPPORTUNITIES
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FRAMING INSIGHTS TO OPPORTUNITIES
Journey Map Created journey map based on the themes and subject matter expert interviews.
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FRAMING INSIGHTS
Empathy Map Created empathy of a university student based on secondary research and survey results.
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Ideation
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EXPLORATION
Concepts Genereated concepts based on How might we’s and the journey map by brainstorming.
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EXPLORATION
Mapping ideas Mapped the ideas generated onto 2X2 matrix by Impact and Feasibility. Then the highly impactful and easy feasibility concepts is valued based on the design criteria. High Impact
Easy to implement
Difficult to implement
Low Impact
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Impactful
Difficult to implement
Easy to implement
Ineffective
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Must have Concepts
Engaging, Affordability, Convenience, Easy Accessibility, Community Impact
Should hav
Diversity, Individual atte Scalability
Now matters now
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7
Online Chatting app
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8
Talking Booth
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7
Open Slots
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3
Online Screening Tool
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7
Orientation Materials
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5
Ready to use framework
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7
Well-being Club
7
5
C-Team
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6
My Research as aid
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4
Refer Now
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6
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ve
ention,
Nice to have Profitability, Social Appeal
Total
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22
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8
23
4
13
6
20
3
14
8
23
4
16
4
16
6
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6
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EXPLORATION
Final Concepts
NOW MATTERS NOW
READY TO USE FRAMEWORK
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TALKING BOOTH
MY RESEARCH AS VISUAL AID
Conducted a workshop in class to gather votes for the most preferable and valuable concept. Gave me a different perspective to move ahead in the project.
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Now Matters Now An education material (art installation, activities and workshops ) which is about life skills development, through which you can learn about, how to converse with our loved ones when they are going through a difficult time and support them.
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University Framework A ready to use framework which consists of strategies in a comprehensive approach, a step wise guide which can be used by any university to implement effectively. For example: One issue could be tackling the unavailability of appointments on campus for counselling.
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My Research as Visual Aid The entire process from conducting secondary research, mapping data points to synthesis and understanding the journey of the student could be great synopsis of the issue and the patterns that we usually miss out on.
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Talking Booth Imagine if you could talk to someone without being judged about your feelings and thoughts. The medium for doing is through the talking booth, where there’s a divider between two individuals who can strike a conversation without seeing the other’s face. These booths would be around the campus which would bring in a sense of simulation and experience.
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Experimentation
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CONCEIVING HOLISTIC SOLUTIONS
Morphological Synthesis Prototype Combined the concepts to build a higher level system and created options within it to encourage comprehensiveness. Made segments within the solution based on user-centered categories. I gathered feedback from my professor and colleagues to refine and reflect upon it further and create the final solution.
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Evolution
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CONCEIVING HOLISTIC SOLUTIONS
Final Solution After gathering feedback, I looked up empathy map, how might we’s to stay intact with the actual requirement and needs.Reworked on value proposition canvas and business model to make the final changes. Below, is a sketch of the value created by the final solution and how beneficial it would be for students.
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It’s a transformative, innovative and cultural initiative that aims to improve the health and social well-being of university students. 73
By understanding competitors earlier the process, I mapped the stages on the journey map, to learn to what extent are the services available to caster these needs.
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TOOL BUSINESS
Value Proposition Canvas
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TOOL BUSINESS
Business Model Canvas
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Strategy There’s a requirement for a framework that incorporates two intervention strategies to improve health and social well being of every student.
Let’s Talk
Seek Help
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INTERVENTION STRATEGY
Let’s Talk It comprises of 12 modules that help in improving life skills of a student through design prompts across campus by either art installations, workshops, pop-up windows and community activities.
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YOU ARE NOT ALONE
THE TALKING BOOTH
EMPATHY VS SYMPATHY
DEVELOPING EMOTIONAL INTELLIGENCE
BROKEN HAND VS BRAIN
FEAR FIGHTER
WHO NEEDS HELP?
WE ARE A COMMUNITY
LET’S CELEBRATE PROGRESS
CURIOSITY INTERROGATION
DO YOU KNOW?
BREAKING THE LOOP
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INTERVENTION STRATEGY
You are not alone
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INTERVAENTION STRATEGY
You are not alone
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INTERVAENTION STRATEGY
The Talking Booth
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Affected
University students
creatin value 88
Affected
University students
ng
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REDUCE STIGMA
SPARK CONVERSATIONS
COMMUNITY BUILDING
Benefits
IDENTIFY SIGNS
LIFESKILLS DEVELOPMENT
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INTERVENTION STRATEGY
Seek Help Building a strategic alliance with Talkspace, to provide help and support to students who need immediate assistance by creating counseling support services in the existing university app. In addition there will be additional screening tool, which consists of a questionnaire, a student has to fill out and the results would be sent to the counselor team in the university to determine the urgency of the date and the algorithm will determine a date in the calendar. Either due to high volume or due to less intensity issue you will be redirected to Talk space to instantly talk to a therapist on the app. Since Talkspace is an existing online app, it will embedded into a university app.
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INTERVENTION STRATEGY
Application Prototype
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creating value
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SEEK HELP IMMEDIATELY
MULTIPLE SESSIONS
UNIVERSITY APP PLUG IN
Benefits
SCREENING AS A BASISAPPOINTMENTS
AFFORDABLE SERVICE
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Annotated Bibliography
Liedtka, J., Salzman, R., & Azer, D. (2017). Design thinking for the greater good: Innovation in the social sector. New York: Columbia Business School Pub. This book talks about the process of design thinking which can be applied to the normally conservative and entrenched public, social, and educational sectors to start to solve big problems. It will give me a better understanding of how design thinking could be used to create a framework for tis study.
Policy & Advocacy. (n.d.). Retrieved from http://www.intheforefront.org/programs/policy-advocacy/ It’s a suicide prevention program. The page states the power to save lives through state policy change. It will give me an understanding about the policy & advocy involved in suicide prevention.
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Annotated Bibliography Rylander, A. (2009, December 29). Design Thinking as Knowledge Work: Epistemological Foundations and Practical Implications. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1942-5074.2009.00003.x This article explores the various constructions of knowledge. It talks about the different approaches to problem solving based on fundamentelly different epistemologies which could be constructive for this study.
Crisis on Campus: The Untold Story of Student Suicides. (2015, April 07). Retrieved from http://www.collegedegreesearch.net/student-suicides/ Statistics of college student suicides by age, gender, causes, risk factors and attempts are all mentioned in one infographic gives me a visual insight on the matter.
Hunt, J., & Eisenberg, D. (2010). Mental Health Problems and Help-Seeking Behavior Among College Students. Journal of Adolescent Health, 46(1), 3-10. doi:10.1016/j.jadohealth.2009.08.008 This report reviews the research literature on college student mental health, while also drawing comparisons to the parallel literature on the broader adolescent and young adult populations which is insightful for this study.
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Annotated Bibliography (2015).Transforming Suicide Prevention Research: A National Action Plan. Volume 1 Sydney, AU: Suicide Prevention Australia This report talks about suicide prevention action plan in australia. It will help me learn about transforming suicide research into an action plan which is the gap in most organizations.
Murphy, G. (n.d.). The National Suicide Prevention Lifeline and New Technologies in Suicide Prevention. Suicide Prevention and New Technologies. doi:10.1057/9781137351692.0014 This article will help me learn about the the National Prevention Suicide Lifeline, through which Individuals across the United States who need immediate assistance are connected to the nearest available crisis centre.
Becker, M. S. (2017, June 08). Why schools need to step up suicide prevention efforts. Retrieved from https://www.brookings.edu/blog/brown-center-chalkboard/2017/06/08/wh y-schools-need-to-step-up-suicide-prevention-efforts/ This is article talks about leveraging the ‘13 Reasons Why’ impact to engage in much needed discussion with students about suicide. It will give me a perspective on how are such TV shows perceived by students.
Hegerl, U. (2016, June). Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4969705/
It talks about cause of suicidal behavior, prevention and evidence based intervention concept. The models and diagrams mentioned in the article will help me understand the causal relationships between depression and other mental disorders, psychosocial factors, and suicides.
Dedic, G. (n.d.). World Prevention Day [Editorial]. Retrieved from http://www.doiserbia.nb.rs/img/doi/0042-8450/2016/0042-84501600216D.pdf
This editorial mentions the World Prevention Day and about statistics, etiology, suicide prevention program in Serbia. This will help me understand the program in Serbia.
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Annotated Bibliography Zhai, H., Bai, B., Chen, L., Han, D., Wang, L., Qiao, Z., . . . Yang, Y. (2015). Correlation between Family Environment and Suicidal Ideation in University Students in China. International Journal of Environmental Research and Public Health, 12(2), 1412-1424. doi:10.3390/ijerph120201412 This paper reviews the general principles of suicidal ideation and the consequences resulting from the family environment. It will give me a perspective of the correlation in China.
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