Inclusafe Games | Process

Landing/Intro/Promo page: http://ohitsdana.com/inclusafe/

App Demo: http://ohitsdana.com/inclusafe/demo

If I learned anything from being part of the dating advice industry for eight years, it’s that most young people are woefully unprepared, both socially and emotionally, to handle the stress and confusion that comes with navigating a healthy sex life.

Here are seven things we should have learned as teenagers, but didn't.

These are notes compiling all the grades to help me better summarize the games' purpose and function.

Progression so far from the initial wireframes (first image) to the colour comps. Not sure if the "sticker" effect around the boy and labels is really working in keeping with the theme (being realistic, etc) but I think it plays well with the game aspect.

Home/intro screen - selecting character, entering name, game choosing screen, last one gets more into the GUI (graphic icons for "help", "info", and "home").

Chris Markham, Ophea’s Executive Director & CEO

Human development and sexual health education is more than simply teaching young people about the anatomy and physiology of reproduction.

1. Identifying Private Parts (leading to appropriate vs. inappropriate touching). This will start with a lesson, followed by the interactive game.

2. Neighbourhood Adventure - panning through a neighbourhood, witnessing various scenarios, identifying threatening vs. non-threatening situations and resolving problems in bullying or abusive situations (identify healthy vs. unhealthy, what makes them that way, what they can do to help, etc). This will start with a lesson outlining the objectives from the curriculum, followed by the game.

3. Writing a letter to someone (loved one, friend, someone at school, person being treated badly, etc) - instead of making this hand-written, it can be done on a virtual computer screen, as an email (living in the information age, surrounded by technology, will grow up using social media like Facebook, getting them into positive online habits from now is a good idea) - the idea is to get them to treat others as they would like to be treated, use nice words, be polite and respectful, compliment them, etc. They will have the option of selecting "bad" words and "good" words. Once they send the email, they will get a response. If they sent a "bad" message, they will receive an email with a sad emoticon, for example, with someone stating their hurt feelings. If they sent a "good" message, they will receive a kind one back, with a smiley face.

Grade Divisions?

Update on illustrations (Intro & Private Parts Section)

Above are a few samples of some illustrations that are ready for the app so far. The top one is of the 3 characters that the user can select and have accompany/guide them through the games.The goal was to have two of them look more stereotypically male or female (middle and right), and the third more ambiguous/androgynous (left) in order to not limit how a user can identify.

Once the user taps on a character, their stance will shift and they will do an action representing their personality. Also, names will be added underneath. From left to right: Alex (gender-neutral name, action will be a wink and peace sign), Jamal (male name, jumping with arms up), Tamara/Diana (still deciding on name, female, wave and head tilt). I also wanted to show diversity in their names, to be inclusive of different backgrounds and cultures (also evident in skin tones).

Once the user enters the first game, which will be identifying and learning more about "private parts", the characters will be different (not the same character they chose at the beginning, because that character is just someone guiding them through the experience) and each one will have varied skin tones. For example, when viewing the female genitals from the front/outside, the skin tone will be different than when viewing the inside or lying-down-view. Same with the male. This does have the potential to be confusing with lack of consistency... however, it is the least exclusive approach (it will at least show the goal and overall bigger picture of the app series). Subtle flat shading was added to the illustrations as well to give them some depth/dimension and allude to reality while still remaining cartoon-like (relatable to kids and what they watch on screens) and friendly.

Curriculum Stickies

An attempt to better organize and understand the elements of the revised curriculum that will make up IncluSafe Games.

The top three sections of the curriculum that the app will be relevant to are: Living Skills (Personal and Interpersonal), Healthy Living (Making Healthy Choices, Personal Safety and Injury Prevention, Making Connections), and Active Living (Active Participation, Personal Safety and Injury Prevention).

Living Skills

Use self-awareness and self-monitoring skills to help them understand their strengths and needs, take responsibility for their actions... (Pg. 72, 86, and 102) - All grades.

"When learning something new, keep trying, get better. Not doing it perfectly helps learn what not to do." & "Don't call anyone names, because that can hurt as much as hitting them." (Pg. 86-87) - Grade 2.

Active Living

Opportunity to participate fully in all aspects of an activity, comfortable environment, ability to explore, opportunity to take part in activities that relate to cultural background, being able to choose activities they participate in, having choice within activities, having support from peers, being outdoors. (Pg. 74, 88, and 102) - All grades.

Demonstrate responsibility for own safety and safety of others. (Pg. 74, 88, and 102) - All grades.

Show respect to others while being active; "Tagging other people gently and speaking to others politely." (Pg. 74) - Grade 1.

Essential knowledge/practices for ensuring personal safety --> knowing home phone number, calling 911, seeking help from a police officer, teacher, elder, or other trusted adult. (Pg. 81) - Grade 1.

When playing with others, it is always important to show respect and follow the rules. Some examples: Show respect by working together at school or greeting people politely when introduced. A rule to follow to stay safe is to always tell an adult when going to play outside, so they will know where we are. (Pg. 102) - Grade 3.

Healthy Living

How their choices and behaviours affect themselves and others' health and well-being. (Pg. 80, 94, and 108) - All grades.

Ability to recognize CARING behaviours (listening with respect, giving positive reinforcement, being helpful) --> are found in HEALTHY relationships --> feel happy, safe, secure, cared for. (Pg. 81) - Grade 1.

Ability to recognize EXPLOITATIVE behaviours (inappropriate touching, verbal/physical abuse, bullying) --> are found in UNHEALTHY relationships --> feel sad, scared, angry, confused. --> Someone being mean, leaving them our, unwanted touch, left home alone. (Pg. 81) - Grade 1.

Good friend: include everyone, be nice to anyone who wants to be your partner, share toys/equipment, be encouraging, keep hands to self, speak nicely. (Pg. 97) - Grade 2.

How to relate POSITIVELY to others: cooperate, show respect, smile, manage anger. (Pg. 97) - Grade 2.

Behaviours that can be HARMFUL in relating to others: verbal abuse (name calling, insults, mocking), ignoring someone, physical violence like pushing, kicking, hitting. (Pg. 97) - Grade 2.

Importance of standing up for self & ability to apply behaviours that enhance personal safety in threatening situations --> Speaking confidently, stating boundaries, saying no, reporting exploitative behaviours like improper touching of their bodies or others' bothies, hold head up high, make eye contact (or say no in polite but firm way, not doing anything uncomfortable, staying away from people or places where there may be trouble), speaking strongly. (Pg. 96) - Grade 2.

Standing up for self in friendship: helps when you can say what you think or what you need --> friends should listen to each other and show respect --> if teased about allergy to nuts, tell them to stop and let them know contact could make you stop breathing. (Pg. 97) - Grade 2.

Someone does something you do not like, touches you in an inappropriate way that makes you uncomfortable of confused --> Stand up to self by saying NO and moving away --> "My body is mine." --> Can tell someone; parent, teacher, elder, doctor) that you need help, and can keep telling until they get help. (Pg. 97) - Grade 2.

Calling someone a name or leaving them out of a group because of how they learn, speak, or look are examples of abusing or mistreating someone --> What could you do if you saw someone doing something like this? Tell the person to stop, or get help from an adult, or be friendly to the person being treated badly. (Pg. 97) - Grade 2.

Getting help for someone or telling can be a positive or helpful thing --> TATTLING is telling to get someone into trouble. TELLING is telling to get someone out of trouble. (Pg. 97) - Grade 2.

Portrayal of fictional violence in various media can create unrealistic view of the consequences of real violence --> Watching violence in movies, video games, on television, might make you think that violent behaviour is normal or acceptable. How is violence in cartoons different from real life? --> Cartoon characters aren't really hurt. If they are badly hurt in one scene, they may suddenly be all right in the next. --> In real life, a person involved in violence can be seriously hurt, PHYSICALLY and EMOTIONALLY. (Pg. 111) - Grade 3.