Live and Learn Process Book

“Sometimes it seems like planning and scheduling is all separated families have left�

Study participant

Live and Learn tools for distributed families Melissa Cliver

a thesis project submitted in candidacy for the degree of master of design School of Design Carnegie Mellon University

Melissa Cliver Jodi Forlizzi candidate advisor

Š 2009 Melissa Cliver Live and Learn | Thesis Project Documentation | Cliver | 2009

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Live and Learn

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abstract

overview

Families with children engage in many activities that require scheduling and planning. These activities such as events, sports, or simply childcare may be both navigationally and emotionally demanding.

Why Planning and Scheduling? goal To reduce ambient stress primarily for children by creating scheduling and planning tools for parents.

These tools will assist communication and relieve the tension around breakdowns and mis-management or mis-understanding.

While these activities can be complex for all families, when parents live in separate households, this complexity is magnified.

Breakdowns occur in scheduling and planning when communication is impacted by separated parents’ divergent value systems, agendas or outright conflict. Separated parents often have challenges around the concepts of “fairness” and “stability.”

Almost all design products, technology and processes are aimed at people who want to be connected. One of the unique and paradoxical opportunities of this project was designing processes for individuals who don’t wish to be connected—but have to. This can result in subconscious avoidance to connect which results in abandoned scheduling tools. And since planning and scheduling are key, constant points of contact, helping mediate these activities can have a major positive impact on the quality of life of distributed families.

Live and Learn : Tools for Distributed Families A scheduling, planning and social networking tool that aims to ease the challenges of scheduling and planning for distributed families. It does this through several functions including a constantly updated calendar with a mediating function that facilitates a “together but separate” ability to plan for the care and scheduling of co-parented children.

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“Despite being the fastest-growing family type worldwide...single parent households have been largely under served when it comes to unique products and services.”

CCN Mathews

opportunity

overview

According to American Demographics, single parents who are financially stable spend as much or more on their children than couples. Interestingly, in two-parent households as the family’s income grows the proportion they spend on their children shrinks.

Single parents who earn around $50k spend more than 20 percent on their children. Couples at the same income level spend around 17 percent, and couples who earn $80K spend only 13 percent on parenting related costs This is a huge market of individuals who need support services.

The stigma that keeps parents from having a voice as a target market for products and services is beginning to fade.

According to the US Census bureau, nearly 10 percent of US households are headed by single parents. As for numbers, in 2006, there were 12.9 million one-parent families. Of these, 10.4 million were single-mother families and 2.5 million were singlefather families.

About a third of all children in the US live with one parent—that’s nearly 25 million kids who have experienced sudden transition to their finances, home, roles and responsibilities.

Many millions of these children transition from place to place for childcare, while the parents deal with scheduling and planning for these transitions. The drawbacks and problems of this situation can lead to confusion and financial and emotional distress.

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challenges 4 % 0f the 200 million people age 20-64 live in the US will be divorced (according to the US census bureau for the year 2005) Divorce is not inherently a negative process; while emotional and disruptive for all involved, in some cases the end state may actually be desirable, even for children.

Handled well, children of divorced families can at times end up with more resources devoted to their care, and a larger support network of adults (grandparents, relatives, etc., especially when parents remarry). It is the process, the in-between grey area, which is my focus.

Distributed families with children often have numerous logistical tasks which must be done together, usually around scheduling trade-offs and activities, and communicating unshared boundaries and rules, for their children.

Often, these logistical tasks are set against the backdrop of parents who are already feeling overwhelmed with responsibilities, and who have little motivation to remain connected with their former partner. Completion of these tasks and information sharing is made more challenging in an arena where mutual trust and understanding is often low.

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assumptions Change—especially changes in the structure of a family—is often stressful and challenging. However, that does not mean it is inherently negative. In fact, separated parents often report benefiting from additional “alone” time, while grown children of separated parents have reported feeling increased comfort with adaptability and a sense of having a larger support network (particularly when parents remarry) and, at times, additional family resources Still, getting to the point where the positives outweigh the negatives can be a difficult and emotionally challenging process.

It is the transition between one state and another that is most challenging—and therefore the transition poses the most opportunity for design solutions.

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emotion Former partners sometimes have set ideas about one another, resulting in an inability to give one another what might be termed “the benefit of the doubt”: the unspoken assumption people usually have in everyday interactions that the person they are interacting with has a good level of competence, goodwill and judgment. These negative assumptions about former partners are often pervasive and can negatively impact former partners’ ability to effectively and efficiently plan and carry out logistical tasks.

Almost all design products, technology and processes are aimed at people who want to be connected. A unique challenge of this project is designing a process for individuals who don’t wish to be connected—but they have to.

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design process

EXPLORE

GENERATE

SYNTHESIZE EVALUATE

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research My methods were as follows: Conduct interview with audio recording and photography.

Photograph the environment to learn about the participant through their surroundings. Co-interviewer initiates initial foundation setting questions (ice breakers) while I photograph the environment. After I got a sense of the environment and had external clues I was able to ask participants more specific questions, as well as conduct a guided visualization exercise.

These interviews were followed by ongoing email and embedded participant observation for one year.

Audio recordings, thematic models, field notes, photographic notes of objects and technology collected. choosing participants it was my choice to interview acquaintances and long-term friends. I chose to make a trade off of objectivity and trust. I felt this project needed to explore deep emotions and latent needs as well as actual situations rather than perceived situations. In addition, I chose access over anonymity. In a trusted participant observer role I was (am) able to experience what its like, for example to stand in a laundry room with a mother (literally knee high in literally dirty laundry) while she yells homework dialog into the other room, while in between we discuss her wants and needs. I believe this sort of access is granted to the trusted. As a professional I am able to navigate the terms of objectivity and “bias� I might have while supporting the integrity of the project.

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EXPLORE

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Emotional - Feelings exisiting in the environment, part of the act of child care. This grouping drives the manner of the interaction

Transitional - Activities mitigated by emotion within an environment the moment of change where the state of being shifts

Tools to support fluidity and challenges impeading

territory map

Environmental - tangible places like the car, artifacts or methods such as rules

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research Literature review looked at mass-market books and scholarly articles in four areas: relationships, technology and design, co-parenting, and conflict negotiation.

• People feel most supported when they have a perception of a “safe haven.”

• The risk for kids is not divorce itself, rather the negativity of experience preceding or post.

• A strong social network mediates maladjustment.

Article list found in appendix

Live and Learn | Thesis Project Documentation | Cliver | 2009

literature review

Lit review findings The most important finding from the lit review was the concept of “flow.” Flow in a working relationship is defined as having several consistent characteristics. These include clear goals, and organized method of working, a concentrated focus, and a sense of personal control among the participants. I decided I would try to incorporate these factors into my design.

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Method interviews I wanted to go “deep” rather than going “wide” with this research. While objectivity is important, my position is that as a professional it is one’s responsibility to understand and articulate their boundaries and their role—and factor them into the equation. It was my belief that, given the time and resources available for the project, this approach would yield the most significant insights. trust builder—especially with kids.

Avoidance to connect results in abandoned parents do not receive validation when meeting goals resulting in apathy around achieving scheduling tools.

There is a tendency for parents to focus on deficits of former partner rather than achievements around planning and scheduling. Co-parents resist flexibility and hierarchy; they cling to illusions of “fairness” and “stability”. While important to strive for, it seems embracing flexibility is a more successful approach.

Connectivity is desired in order to prove what was said.

He said/she said patterns are consistant to most families, even the high functioning communicators.

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interviews

interview findings When parents resist giving one another the benefit of doubt, negative assumptions impede communication, trust and decision making.

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“Being able to rise to the occasion to meet change is a constant challenge.”

guided visualization I asked participants to describe a reoccurring emotion in the form of a landscape and an object.

For example one participant focused on expectations described feeling like “a horse with blinders on standing on a moveable floor.” It was my goal to translate these descriptions into visualization for the purposes of understanding latent feelings and complexities through images.

Around communication, a participant might express feeling confused and overwhelmed. I would then ask the participant to describe what the feeling looked like.

This exercise had surprising results.

Every participant unhesitatingly came up with detailed metaphorical visualizations.

In another instance, a participant described his difficult communications with his opposite co-parent as a bag full of children’s blocks, “random blocks in a burlap bag with information on them, all jumbled together and piled up.” When asked how he wanted it to look, he said he would like the blocks to be lined up on a conveyor belt, coming to him one at a time, with an on-off switch so he could stop the process.”

Live and Learn | Thesis Project Documentation | Cliver | 2009

guided visualization

Method

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participant observation I was able to spend significant time (multiple days/overnight stays) with several participants, including getting ready for school, after school activities such as lessons and sports, and during preparation for transitioning from one household to another. In one case, I was able to see the children in both their mother’s and their father’s environment. I took extensive notes and photographs during these extended visits. I focused on maintaining a balance between objective observation and active participation (including doing dishes, looking for lost shoes, etc.). participant observation findings There is a lack of awareness about how much information the child is taking in.

Frustration around scheduling and planning by children might be alleviated if it was openly addressed that the kids are participating.

Parents have inherently different roles but do not split tasks accordingly, Rather, they have unrealistic expectations of the other parent and become consistently disappointed.

The manager is often overwhelmed, translating into a decision process that is reactive, rather than proactive

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participant observation

Method

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Method

Auto driving is a technique developed by Deborah Heisley and Sidney Levy, where an interviewer conducts a photo tour of a participant taking part in the activity of interest. Later, the researcher returns with the photos, and again interviews the participant.

During the second round of interviews, participants discuss the emotions and feelings connected with the activity, giving the researcher (and participant, its not often one is asked to describe how they feel about the contents of their purse) an opportunity to gain a deeper and more nuanced understanding of the dynamics at work.

Live and Learn | Thesis Project Documentation | Cliver | 2009

auto driving

auto driving I shot ethnographically inspired photographs of participants in their homes and during transitional times.

This photography helped me connect with the participants via a photo tour of their belongings and important objects and provided the material necessary for the “auto driving� technique of interviewing.

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Method

journal findings The most interesting finding from the kids’ journals was that dealing with the journals themselves, including finding time for the kids to write in them, in itself became a cultural probe about co-parenting. Parents and children went through a process of negotiating when and how the journals would be written in. I also got several direct findings from the process, including the fact that kids recognize clear differences in parental roles, rules, and places of residence.

Live and Learn | Thesis Project Documentation | Cliver | 2009

kid’s journals

journals I gave five kids blank journals with printed questions inside for them to answer. I asked the kids to make drawings and share ideas about what it was like to live in mom’s house and in dad’s house, to gain insight on how they felt about the separateness of the two places, and how they dealt with the transitions between them.

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SYNTHESIZE

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findings observation

implication

needs

Parents “forget” to check and update calendars, avoid reading emails from coparent.

Subconscious avoidance to connect results in abandoned scheduling tools.

Interaction resistance can be reduced when connectivity includes desirable elements such as buffering.

Important iformation about scheduling is given “in passing” at drop offs and pick ups. Scheduling Information is embedded in long emails about other subjects.

Disorganized information exchanges breed misunderstandings and assumptions.

Information exchanged between parents is better retained when exchanged in a meaningful context—not mixed with other communications, and not done “in passing.”

There is a tendency for parents to focus on deficits rather than achievements around planning and scheduling.

lack of “credit” for achievements in scheduling and planning creates apathy, causes confusion and anger.

Accurate documentation of contributions is a powerful tool for shifting behaviors and improving communication.

Parents often have very different ideas about what is actually happening around contributions of time and planning

He said/she said patterns are consistent.

Even high functioning communicators are frustrated from an inability to have proof around various miscommunications.

A central, documented, buffered location for scheduling and planning can reduce disagreements over who said or did what.

The child believed they had no idea what they were supposed to do when, but in actuality when I asked them to recite a day, then a week, they were incredibly accurate.

Children and parents are unaware of child’s participation in schedule and planning.

Provide appropriated tools for the children to participate and build good habits, giving them a welcome feeling of control.

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themes After the research and concept validation phases were complete, I ended up with several high-level themes that would guide my final design.

The design should: • mediate parental exchanges in a neutral space • facilitate exchanging information in context • validate and document contributions of time & money • deescalate stress through perceived support for child & parent • acknowledge parental contributions

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GENERATE

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1. Video chat has been an amazing tool for parents to communicate with kids at a distance. I observed one set of parents both helping their child with homework via Skype. This allowed them to both interact with the child.

visualizations as proof

poster - early concepts

mediated connections

2.The desire for proof of participation in childcare activities is a factor.

Hard-to-read spread sheets and long, confusing emails are the the norm.

Visualizations of timelines and actions completed would inspire and encourage.

transitional tools to aid the prrocess 3. Most children travel from home to home with a few common items— mostly their video games, backpack and homework.

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1. The Dad - Jim is a 32 year old actor and database manager. He shares care of his children. He has a hard time remembering the little details because he is so busy. He watches movies with the kids. He is savvy with technology. “ Its a struggle to keep up with Elizabeth, she is so stressed out. I wish things could be more flexible”

2. The Mom - Elizabeth is a 32 director of the local Waldorf school. She likes things to go as planned. It’s hard for her to make decisons in the midst of confusion, she likes learning new short cuts to efficient. She respects the kids father but is frustrated by the fact that he can never stick to the plan or remember things. “ I wish someone would tell Jim what needs to be done so I don’t have to”

4. Son - Oscar plays sports and has two best friends. He likes to hang out with his dad and go snow boarding. He has a WII and loves to text message cause he doesnt have to spell right. He wants to talk to his dad all the time and wishes his mom and dad could be friends.

Live and Learn | Thesis Project Documentation | Cliver | 2009

personas

3.Daughter - Joanie third grader wiz at math, she easily achieves her goals, cares for her pet and is an avid dancer.

She likes to visit her dad but feels sad to leave her mom alone. She wants to help her mom to get all of her things done so they can make gormet meals and play.

“I have so much to remember, its hard sometimes”

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Implied and Actual Support Areas This model indicates the amount of time spent with the parents as perceived vs. observed. It includes the extended care giver such as teacher and baby sitter. While parents believe there is a 50/50 split, observations yeild alternate percentages.

Comparison of wants and Need (clear circle is desired state and solid circle is current state – that is accidentally not on the legend of the model) This model shows that homework is the one activity that both parents have as both important “desired and as actively participating in, therefore pointing to a sweet spot for development of a neutral tool that both can and will want to use.

Live and Learn | Thesis Project Documentation | Cliver | 2009

models

Established Pick up and Drop off Locations This model indicates the # of times per week the transitions of the child occur. This varied quite a bit with families but consistently school was the most frequented transitional space. Dually noted as a neutral space as illustrated by the quote.

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Distributed and non distributed families Breakdowns occur in scheduling and planning more frequently in distributed families because of the disconnection. The child is shifted from place to place in that time the openings from breakdowns are greater.

The NDF communicates more so scheduling is not as much of an issue.

Ambient Stressors The greatest opportunity to reach the goal of the project is with scheduling and planning as indicated by color, however other opportunities also exist in the tracking and connectivity arenas.

Live and Learn | Thesis Project Documentation | Cliver | 2009

models

Supported and Involved This model explores the ways the facilitator and the manager interact with the school system, which I have observed to be a neutral space where both parents interact Information is lost because both parents are not getting a clear stream of nformation. Schools are still oriented to a single house hold family.

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My themes for concept development Mediating communication 1. The Buffer - helps manage stressful emotions when writing emails and text messages and eventually helps use restraint when speaking 2. The Word Catcher - helps collect information when it’s shared out of context. Focus on the present.

Enhancing Together time when apart 1. Think Together - homework connecting time instilling thinking time together as a shared family experience.

2. Bed Time Story helps connect with parents who are not there in person.

4. Mood Moments helps mom know how child is feelign when they are apart.

Task and Visualization to assist daily flow 1. See the plan - add or subtract to our calendar at all times 2. Mission Accomplished - Helps us see our tasks completed in order to feel accomplishment 3. Got it - manage stuff when going back and forth between homes

Live and Learn | Thesis Project Documentation | Cliver | 2009

concepts

3. Whoz there? - Helps find out what friends are around to play with Mom and Dad use it to see about sharing tasks with other parents.

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concepts Live and Learn | Thesis Project Documentation | Cliver | 2009

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EVALUATE

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Experience in Context The video sketch was designed to show one small interaction that co-parents face around planning and scheduling on a very regular basis—one parent needs to schedule a special event involving the child. In this case, it was a rare event where both parents would be present.

This means that some of the negotiation and backand-forth that previously took place between the parents can now be negotiated between the parent and the Live and Learn interface. This way, the system acts as a buffer.

excerpt from script: “...Dad is certain he made a note of this on the calendar, and wonders why Anne didn't check. When dad gets home and looks at his calendar, he realizes he forgot to add his lunch appointment.”

“His irritation with Anne subsides.

He realizes he can just change the party time by an hour, and still make his meeting.”

Live and Learn | Thesis Project Documentation | Cliver | 2009

video sketch

I wanted to show one of the unique features of Live and Learn, which is that the other parent's schedule is present on the calendar, but invisible to the other parent unless a specific potential scheduling conflict arises. If one parent tries to schedule something during a time the other parent has blocked out, they can't enter it into Live and Learn.

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A neutral, space for the together-yet-separate collaboration of co-parenting

Live and Learn Current

Future

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A dynamic calendar at the core, with privacy and limitations built in.

Parents and children co-ordinate, make requests and changes. They visualize completed tasks and pending evnets in this neutral space.

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AT&T AT&T

L&L

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Hi honey, planning b-day riends... party..you pick 5 ffriends...

mc Sweet dreams.

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Sons photo on calendar Moms contact shape and color

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future Opportunities abound in this rich area to support families around financial, academic and social systems with a calendar at the center. I plan to develop the project to the point that it can be presented for additional funding to foundations and organizations.

Issues I have not had a chance to explore that would be good to incorporate: I would like to work with a trained child counselor and children to learn more about how they felt about connecting with mom or dad when they are apart. In the journals I gave the kids, I asked the question, “if you had something to plan what would it be”? One child said: “get mom and dad back together.”

I feel their idea of “back together” could be explored more in depth. What back together for a child means might be very different than back together for the parents and just might be the biggest design implicationof all. However, this exploration is really right for a more complex study.

Additional inclusions for future business model: Competitive and Comparative analysis / Service system model / Experience prototyping / Business Plan development / Google app development

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thank you.

I would like to thank Jodi Forlizzi for her insights and support on this project.

I would also like to thank the families that shared their lives with me during this project.

I would also like to thank Anita Smith for her introduction to key participants.

Special thanks to those who assisted with this project: Joan Linder - Illustrations Rudy Yuly - editing Meredith Drum - animation

Live and Learn | Thesis Project Documentation | Cliver | 2009

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appendix a. : questions for participants general Can you describe a typical day with child ?

Are there social activities that you do with child?

Can you describe a period of exchange when the child is transitioning to Dad’s/Mom’s house?

technology Do you have a cell phone?

Do you use it for anything other than phone calls?

Do you regularly use a computer?

How often?

Are there sites, games or software that you enjoy?

Any other technology? Games systems / MP3 player / Digital Camera?

Can you describe the tools you use to plan child care Are there tools mutually used between you and Dad / Mom?

products What kinds of things does child bring when moving from one house to the other?

Why bring them? (Emotional/Functional)

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When you are at home, how do you communicate (products/devices) with friends or family at the other home/neighborhood?

How often do you communicate with them?

What products/ devices do you use to help schedule your time?

locations Can you tell me a bit about your two rooms (one in each house)?

How are they different?

Are there things in one and not in the other?

How often does he /she stay in their room?

How far is it to the other house?

What are his/her activities in the house?

What areas are you both all together, can you describe the environment your in when you are face to face?

communication How often do you communicate with your ex with regard to parenting, finances and scheduling?

About how much time do you usually spend in an average communication with your ex?

What is your primary method of communicating with your ex?

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Can you describe the environment your in when your communicating?

What other methods of communicating with your ex do you use?

Do you coordinate scheduling with other caregivers (grandparents, relatives, friends, babysitters, etc.)?

Do you use the same methods of communication with other caregivers as you use with your ex?

Can you recall a situation with communicating with your ex that was uniquely challenging?

Can you recall a situation with communicating with your ex that was uniquely effective?

visualization You mentioned (a feeling or emotion that stood out, for example in a test interview the participant said the word “love�) can you describe what that would look like if it was an environment/landscape?

What if it were an object?

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appendix b. definitions distributed family (DF) – a family that has multiple households, different mores and separate social and logistical motivators and rewards. non-distributed family (NDF) – a family that has a single dwelling or multiple dwellings but identify as a unit attempting to operate with compatible social and logistical motivators and rewards facilitator – in my research I have found that one parent functions primarily as a facilitator or a “friend and guide” manager – while the other parent is primarily responsible for the details, I see this parent as the primary care giver and planner. neutral space – this is an area where emotions are lessoned and both parents can move freely both identifying with the surroundings on equal footing. breakdown – I am defining a breakdown as a moment in time where an external unexpected force impedes the momentum of the process at hand, thwarting the end goal requiring an of the minute solution resulting in frustration for both parents for different reasons. fluid – moving along without breakdowns or able to respond to breakdowns in a proactive rather than reactive fashion. ambient stress – This type of stress is that which is implicit, hard to identify and maybe confused with other feelings and on going, as compared to overt stress which would be anger or hostility that is not unclear. child – when I say child I may mean ‘children’ but use child.

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appendix c. participants 16 total: 9 parents and 7 children, 2 mediators ages of children 5, 7, 8, 10, 16 age 7 boy, biological mother and biological father participated (Parents never married) age 8 boy, biological father participated (Parents married for 10 years) age 8 girl, biological father, stepmother, biological mother participated (Parents married 10 years fathers’ new marriage 2 years) age 10 boy (sibling of age 8 girl) age 10 boy2, mother participated (parents married 8 years) age 5 boy, (sibling of 10 boy2) age 16 girl, biological father and stepmother participated (parents never married)

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appendix d. goal, methods. bias goal To reduce ambient stress primarily for children by creating scheduling and planning tools for parents. These tools will assist communication and relieve the tension around breakdowns and mis-management or mis-understanding.

research Participant observer research, interviews (2 -3 hour) with parents primarily and children casually. Seven noteworthy informal interviews with non-participants. Two 48-hour observations of one family and an ongoing participant observer session lasting nearly one year. Audio recordings, thematic models, field notes, photographic notes of objects and technology collected.

choosing participants it was my choice to interview acquaintances and long-term friends. I chose to make a trade off of objectivity and trust. I felt this project needed to explore deep emotions and latent needs as well as actual situations rather than perceived situations. It was important for me to define my story of the participants’ experience rather than their story. In addition, I chose access over anonymity. In a trusted participant observer role I was (am) able to experience what its like, for example to stand in a laundry room with a mother (literally knee high in clothes) while she yells homework dialog into the other room, while in between we discuss her wants and needs. I believe this sort of access is granted to the trusted. As a professional I am able to navigate the terms of objectivity and “bias� I might have while supporting the integrity of the project.

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Articles informing lit review (partial list) “InterTale—A New Way to Create Interactive Narratives”

by Karin Berndtsson and Lena Kindmark of PLAY, Interactive Institute, Gothenburg, Sweden.

“Technology Probes Inspiring Design for and with Families”

by Hilary Hutchinson, Wendy Mackay, Bo Westerlund, Benjamin B. Benderson, Allison Druin, Catherine Plasant, Michel Beaudouin-Lafon, Stephane Conversy, Helen Evans, Heiko Hansen, Nicolas Roussel, Bjorn Eiderback.

“Actors, Hairdos & Videotape—Informance Design”

by Colin Burns, Eric Dishman, William Verplank, Bud Lassiter:. CHI Conference Companion 1994: 119120.

“Ambiguity as a Resource for Design”

by Bill Gaver, Jacob Gaver, Steve Benford, 2002.

“Design Process: Conversation Analyst in the Design Process”

by Allison Woodruff, Margaret H. Szymanski Rebecca E. Grinter, Paul M. Aoki, PARC 2002.

“Designing Home Availability Services”

by Kristine S. Nagel – Ja-Young Sung – Gregory D. Abowd GVU Center, Georgia Insititute of Technology, 2006 Conflict and Burnout among Nursing Staff in the Long Term Care Setting Kathleen Abrahamson, James G. Anderson, Marilyn M. Anderson, J. Jill Suitor and Karl Pillemer 2008 Department of Sociology Purdue University, West Lafayette, IN 47907 Collaborating to Remember: A distributed Cognition Account of Families Coping with Memory Impairments

by Mike Wu, Jeremy Birnholtz, Brian Richards, Ronald Baecker and Mike Massimi First seen at CHI 2008 ACM 978-1-60558-011-1/08/04 On the Experience of Love: The Underlying Principles

by Beatriz Russo and Paul Hekkert of Delft University of Technology Dept. of Industrial Design. Desiging Pleasurable Products and Interfaces, 22 – 24 August 2007 ACM 978-1-59593-942-5/07/10 “Games about Love and Trust? Harnessing the Power of Metaphors for Experience Design by Doris C. Rusch and Matthew J. Weise” ACM 978-1-60558-173-6/08/08

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“An Attachment-Theoretical Perspective on Divorce” (Chapter 39), By Brooke C. Feeney and Joan K. Monin From “Handbook of Attachment, Second Editon: Theory, Research and Clinical Applications” edited by Jude Cassidy and Phillip R. Shaver. 2008 Guilford Press” “Supporting Long Distance Parent Child Interaction in Divorced Families”

by Svetlana Yarosh - Georgia Institute of Technology “Grounding in Communication”

by Herbert H. Clark and Susan E. Brennan “All Together Now:Visualizing Local and Remote Actors of Localized Activity”

by Scott Lederer, Jeffrey Heer “Children and Emerging Wireless Technologies: Investigating the Potential for Spatial Practice”

by Morris Williams, Owain Jones, Constance Fleuriot, Lucy Wood “The Effects of Family Disruption on Social Mobility”

by Timothy J. Biblarz USC and Adrian E. Raftery UW “Driving and Passengering: Notes on the Ordinary Organization of Car Travel”

by Eric Laurier, Alex Taylor, Hayden Lorimer, Barry Brown, Owain Jone, Oskar Juhlin, Allyson Noble, Mark Perry, Daniele Pica “Shared Experiences, Unique Realities: Formerly Married Mothers and Fathers Perceptions of Parenting and Custody After Divorce”

by Debra A. Maden-Derdich and Stacie A Leonard “The Effects of Family Disruption on Social Mobility”

by Timothy Biblarz and Adrian E Raftery “Boundary Ambiguity and Co-parental Conflict After Divorce: An Empirical Test of a Family Systems Model of the Divorce Process”

by Debra A Madden Derdich, Stacie A. Leonard and F. Scott Christopher “Parental Divorce and Adult Well Being A Meta-analysis”

by Paul R. Amato and Bruce Keith “Coparenting in the Second Year after Divorce”

by Eleanor E. Maccoby, Charlene E. Depner, Robert H Mnookin Pervasive Computing in the Domestic Space

by Steve Howard, Jesper Kjeidskov, Mikael B. Skov Making Sense of Self Esteem

by Mark R. Leary Wake Forest University Live and Learn | Thesis Project Documentation | Cliver | 2009

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“Marital Conflict Patterns: Links with Family Conflict and Family Members Perceptions of One Another”

by Patricia Noller “Rapidly Exploring Application Design Through Speed Dating”

by Scott Davidoff, Min Kyung Lee, anind K. Dey, John Zimmerman “Three Constructive Interventions for Divorced, Divorcing, or Never-Married Parents”

by John Sommers Flanagan and Laura Barr “Design Documentaries: Inspiring Design Research Through Documentary Film”

by Bas Raijmakers, William Gaver and Jon Bishay “Alternatives Exploring Information Appliances Through Conceptual Design Proposals”

by Bill Gaver and Heather Martin “Supporting Ethnographic Studies of Ubiquitous Computing in the Wild”

by Andy Crabtree, Steve Benford, Chris Greenhalgh, Paul Tennent, Matthew Chalmers, Barry Brown “Cultural Probes and the Value of Uncertainty”

by Bill Gaver “Microsketching: Creating Components of Complex Interactive Products and Systems”

by Carl DiSalvo and Jodi Forlizzi “How HCI Interprets the Probes”

by Kirsten Bochner, Janet Vertesi, Phoebe Sengers, Paul Dourish

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