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Science museums provide a context for developing and testing engineering activities that support visitors in creating personally meaningful objects. This study aims to propose that narrative design elements in such engineering activities can foster empathy to support engineering engagement among girls ages 7–14.

Taking a constructionist approach to engineering design, the authors present results from an observational study (n = 202 girls) of engineering activities across three museums that were designed to foster girls’ engineering engagement by integrating narrative elements aimed to foster empathy in activities. Using quantitative counts from observation protocols, the authors conducted statistical analyses to explore relationships between narrative, engineering and empathy.

Linear regression demonstrated a statistically significant relationship between empathy and increased numbers of engineering practices within museum activities. Additionally, this led us to explore the impacts the potential narrative design elements may have on designing for empathy – multiple linear regressions found both narrative and empathy to be independently associated with engineering practices. Overall, the authors found that using narrative to design activities to elicit empathy resulted in girls demonstrating more engineering practices.

The authors offer design ideas to foster aspects of empathy, including user-centered design, perspective-taking, familiarity and desire to help.

Intervention for young people engaging in harmful sexual behaviour has been largely based on individual-level conceptualisations and assessment. Prevention efforts reflect this individual-focus, relying primarily on offender management and justice responses. Risk of sexual abuse, however, is often situated outside the individual, within the broader social and physical systems in which young people are embedded. Lack of recognition for how contextual factors contribute to sexual abuse narrows the focus of prevention and intervention, overlooking the very contexts and circumstances in which this behaviour occurs. This paper aims to demonstrate the utility of contextual practice with young people who sexually harm, and implications for prevention.

An Australian case study is used to showcase the “why”, “what” and “how” of a contextual approach to assessment and treatment of young people who sexually harm.

Contextual approaches extend the focus of clinical practice beyond the individual to include the physical and social contexts that may contribute to risk. Adding a contextual lens broadens the approach to assessment, affording new opportunities to tailor the intervention to local contextual dynamics, and identifying new targets for primary and secondary prevention.

This is the first known attempt to extend understanding of contextual approaches to clinical assessment and intervention for young people who sexually harm, using a case study method. The case study showcases contextual assessment and intervention processes that challenge traditional thinking and practice in this field. Importantly, the case study also reveals new opportunities for primary and secondary prevention that emerge through this contextual clinical practice.

Drawing on closed and open-ended interview data (n=79), this paper explores the health care experiences of a purposive sample of sex industry workers in a medium-sized metropolitan area of British Columbia, Canada. The respondents reported high average health care utilization and many reported satisfactory access to health care, including a positive relationship with a regular health provider. However, several respondents reported feeling intimidated and shamed in health care settings (felt stigma) and many choose to withhold information relevant to their health care due to fear of discrimination (enacted stigma) by health professionals.

The researchers conducted a collective case study to investigate how families engaged in making activities related to aerospace engineering in six pop-up makerspace programs held in libraries and one museum. The purpose of this paper is to support families’ engagement in design tasks and engineering thinking, three types of discussion prompts were used during each workshop. The orienting design conjecture was that discussion prompts would allow parents to lead productive conversations to support engineering-making activities.

Within a collective case study approach, 20 consented families (22 adults, 25 children) engaged in making practices related to making a lunar rover with a scientific instrument panel. Data included cases of families’ talk and actions, as documented through video (22 h) and photographs of their engineering designs. An interpretivist, qualitative video-based analysis was conducted by creating individual narrative accounts of each family (including transcript excerpts and images).

Parents used the question prompts in ways that were integral to supporting youths’ participation in the engineering activities. Children often did not answer the astronomer’s questions directly; instead, the parents revoiced the prompts before the children’s engagement. Family prompts supported reflecting upon prior experiences, defining the design problem and maintaining the activity flow.

Designing discussion prompts, within a broader project-based learning pedagogy, supports family engagement in engineering design practices in out-of-school pop-up makerspace settings. The work suggests that parents play a crucial role in engineering workshops for youths aged 5 to 10 years old by revoicing prompts to keep families’ design work and sensemaking talk (connecting prior and new ideas) flowing throughout a makerspace workshop.