The Richmond Foundation in Malta provides support to children with emotional, behavioural, and psychological challenges. The Foundation is committed to creating a nurturing environment that empowers children to manage their emotions and navigate the complexities of daily life. Deborah Francalanza, Forensic Psychologist and Service Manager at the Foundation, participated in a collaborative project with Safety Pod International, in which children were involved in co-designing safety pods to support their emotional wellbeing. This case study explores the experience of Deborah and the children throughout this innovative project, from initial enthusiasm to its lasting impact.

Deborah’s first exposure to the Safety Pods was through a training session held at Mount Carmel Hospital, and she was immediately excited by their potential. “I was super enthusiastic from the get-go,” she recalls. Deborah recognized that these Pods could be a valuable addition to the setting, providing children with a tool to help manage their emotions in a safe and supportive way. When CEO Palkesh from Safety Pod International reached out with the opportunity to collaborate, Deborah was thrilled at the idea of involving the children in the design process. “When Palkesh invited us to collaborate, I was thrilled that our clients were going to get the chance to take on the role of Architects and be involved in the creation of the designs of the Pods,” she says.

The planning and consultation phase of the project was an essential component of the process. Deborah and her colleagues worked closely with Safety Pod international’s Education Director, Shabnam to create a tailored plan that would best meet the needs of the children at The Richmond Foundation. Deborah highlights the collaborative nature of these discussions: “From the start, there was a great collaborative spirit between us and Safety Pod International,” she recalls. This partnership allowed them to design a plan that was both practical and meaningful for the children.

The consultations not only focused on the logistics of the project but also ensured that the final product would serve the emotional and psychological needs of the children, making it a truly bespoke solution.

Deborah found the resources provided by Safety Pod International to be incredibly helpful, and the step-by-step instructions were easy to follow. “The resources supplied were super useful, and the instructions were easy to follow,” she says. One of the most exciting moments for the children was receiving the materials from the UK. “The children were very happy to receive the parcel all the way from the UK, and having the opportunity to open the box together really piqued their interest and increased their investment and sense of ownership in the project,” Deborah notes.

This small act of unboxing the materials created a sense of excitement and engagement among the children, making them feel like active participants in the project right from the start.

The project was delivered virtually, which presented its own set of challenges, particularly for a group of children who were used to more hands-on, physical engagement. Despite this, Deborah was surprised by how well the children managed to stay engaged with the project. “I was surprised to see how well the children managed to engage in spite of the delivery being solely virtual,” she reflects. While physical interaction was preferred, the virtual format did not hinder the children’s ability to participate and enjoy the process.

Deborah also acknowledged that some children struggled with participation, but this was not necessarily due to the virtual format. “For those children who did not participate as much, I don’t think that having the sessions delivered physically would have made much difference,” she observes, suggesting that the barriers to participation were deeper than the mode of delivery.

One of the most meaningful aspects of the project for Deborah was the chance to observe the children as they worked through the design process. “Taking a step back and letting the children guide the project was an excellent opportunity at getting to know the children more profoundly,” Deborah explains. This process helped the caregivers understand the emotional needs and preferences of the children, allowing them to see how the children wanted the Pods to support their emotional wellbeing.

While not all children were equally engaged, most expressed excitement about the project. Deborah notes that some children, especially those who had difficulty working in groups, found it challenging to collaborate with their peers during the design sessions. Nevertheless, the overall atmosphere remained positive.

Child Testimonials

The children’s own reflections offer valuable insight into the positive impact of the project. Their quotes reveal a sense of ownership, excitement, and emotional growth:

S: “It was very positive as we were able to express our emotions and feelings in a creative way. Now we will be able to use the Pods to control our anger.”
S: “It was amazing to present our designs to Palkesh!”
A: “I found this very inspiring. I have hope that I too can make something that is worthwhile.”
Z: “I enjoyed painting with all the colours, and the materials felt nice.”

These testimonials highlight how the project not only engaged the children creatively but also provided them with a sense of accomplishment and emotional empowerment. Many expressed excitement about the prospect of using the Pods in real-life situations to manage their emotions.

Impact of Co-Designing the Pods

Deborah believes the co-design process had a significant impact on how the children view the Pods and their relationship with emotional regulation tools in general. “I think that this increased the sense of ownership, and in turn, the children will hopefully be more likely to respect and use the Pods well,” she says. By having a hand in the design, the children felt that the Pods were truly their own, rather than something imposed on them. This sense of ownership helped to transform the Pods from an object of potential negativity (often associated with punishment) into a tool for emotional self-regulation and comfort.

Deborah also notes that the act of designing the Pods helped to remove any potential stigma that might have been attached to them. “Hopefully this sense of ownership will also invite the children to go and make use of the Pods when they feel the need to de-escalate rather than look at the Pods as something negative or associate it to ‘punishment,’” she adds.

Recommendations and Future Collaborations

Deborah strongly recommends the project to other settings considering the purchase of Pods for young people.

“This project is excellent in empowering the children who are often disempowered by the system or due to their limitations,” she says. By involving the children in the design, the project fostered a sense of collaboration, increased their confidence, and boosted their self-worth. Deborah reflects, “Overall, I feel that this increased the children’s ability to work together for a common goal, and ultimately it increased the child’s confidence and sense of self-worth.”

She also expresses her hope for continued collaboration with Safety Pod International:

“Collaborating with Safety Pod International has been an absolute pleasure! I look forward to having the opportunity to collaborate in the future.”

Deborah Francalanza’s experience with the co-design project at The Richmond Foundation illustrates the powerful benefits of involving children in the design of tools that directly affect their emotional wellbeing. The co-design process helped foster a sense of ownership, increased collaboration, and provided the children with a creative outlet for expressing their emotions. The success of this project at The Richmond Foundation highlights how participatory design can lead to more meaningful, empowering tools for children, ultimately helping them to manage their emotions in healthier, more positive ways.