Understanding how technology can support social-emotional learning of children: a dyadic trauma-informed participatory design with proxies
Open accessAbstract
Trauma-informed design is an important yet challenging area due to required expertise for careful engagement with the vulnerable and traumatized person, particularly with children. While technologies have the potential to generate value for the person with experience of trauma, the risk of exposing them to additional trauma due to research and design has ethical implications. We explore this space by engaging with therapists and social workers as dyads of proxies for parents and children with a history of trauma. We conducted a study as a participatory workshop with proxies to understand how technology could support parents in coaching social-emotional learning during episodes of high intensity emotion and difficult behavior by the child. Our findings identified design qualities to embed in SEL technology, and three roles that parents can play in implementing SEL strategies at home. We contribute a set of seven methodological guidelines for dyadic trauma-informed participatory design with proxies.
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- Authors
- Ahmadpour, N., Loke, L., Gray, C., Cao, Y., Macdonald, C., & Hart, R.
- Affiliations
- The University of Sydney (AU)
- Nepean Blue Mountains Local Health District, Australia
- Western Sydney Local Health District (AU)
- Sydney Local Health District (AU)
- Venue
- Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems
- Publisher
- ACM
- Published
- 2023-04-19
- Pages
- 1-17
- OpenAlex
- W4366549582
- Cited by
- 26
- References
- 54
- Citations by year
- 2026: 9 · 2025: 9 · 2024: 6 · 2023: 2
- FWCI
- 6.03
- Type
- conference paper
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- CHI Conference on Human Factors in Computing Systems (publishedVersion)
- Funders
- The University of Sydney (Westmead Engineering and Design Collaboration Scheme)
- Topics
- Physical Sciences › Computer Science › Human-Computer Interaction › Innovative Human-Technology Interaction
- Social Sciences › Education › Child Development and Digital Technology
- Social Sciences › Psychology › Social Psychology › Social Robot Interaction and HRI
- Keywords
- social-emotional learning, trauma-informed design, children with trauma, proxies, design ethics, design guidelines
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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