Reframing students’ mental challenges: improving students’ health literacy through design

All measurements of success in the educational systems focus on students ‘getting a job’, less on students’ ability to create quality in life (OECD, 2018). We lack inner capacities to deal with the increasingly complex challenges in the world (Yong Zhao, 2011, Goldman & Kabayandondo, 2017, Claxton, 2018, Goleman & Senge, 2014). Fortunately, research shows that the inner abilities we need can be developed, which was the starting point for various initiatives e.g.: The Inner Development Goals (IDG.com) The Learning Power Approach (Claxton, 2018), the Triple Focus approach (Goldman & Senge, 2014).

During a six-week course in entrepreneurship for 50 students in higher education, and a one-week course for 20 unemployed academics, participants were introduced to Life Centered Design – a concept grounded in the idea of using creativity and design in life (Burnett &Evers, 2012), for subjective well-being (Desmett & Pohlmeyer, 2013). Research demonstrates how everyday creativity, also termed little c-creativity (Cohen, 1989), is related to health (Richards, 2014, 2018) relationships, happiness and to conceptions of the meaning of life (Rogers, 2007, 2010, Hammershøj, 2012). The interest in design in the context of the broader health-care environment is growing (Tsekleves and Cooper, 2017).

Qualitative interviews were conducted, and thematically coded using the qualitative data analysis software Maxqda (Saldaña 2009). The paper focus on the introduction of one specific design activity, ‘reframing’, and research how students and graduates can apply reframing in life, as students in education, and as graduates in a challenging life situation, being unemployed. Cognitive reframing is related to ‘emotional agility’ (David, 2016) improving self-awareness. Being flexible with one’s thoughts and feelings, increases control of emotional responses (Crum & Langer, 2007, Langer 1989, 2010) - which is central to well-being (Goleman & Senge,2014).

The outcomes of the interventions demonstrated that the majority in both groups express a positive attitude to reframing, Additionally, they express a need for a stronger integration of life (Siemens, 2006), initiatives to stimulate well-being and a focus that goes beyond ‘getting a job’. The lessons learn indicate that new thinking is needed in both institutions. More research is warranted to explore the long-term effects of the intervention.