Are you serious?

“For some the expression ‘serious games’ appears to be a contradiction. Are games not fun by definition and hence not serious? On the other hand, one could argue that all games are serious. Play and games have an evolutionary background as instruments for survival training and in most cases the players take the games they play seriously. Depending on the definitions of ‘serious’ and ‘game’, ‘serious games’ can be considered an oxymoron or a tautology.”

(Breuer & Bente, 2010)

“You Choose Abuse” is a virtual, experiential, serious game created to make participants consider the complexities of domestic abuse and provoke discussions about the tough choices made while navigating abusive relationships. Despite all the progress that has been made over previous decades, there is still a great deal of stigma and victim-blaming when it comes to domestic abuse. The average person wonders, “Why do they stay?” This game hopes to provide some insight.

The platform for this game will be a website, which means a computer, tablet, or smartphone is required. The infrastructure for this activity will essentially be very long and complex, using conditions to control the elements. Not only does the website host the game, but it will also have message boards for each scenario. Participants can contribute their thoughts and experiences, and the conversations can continue indefinitely.

This developer used personal and professional experiences as a shelter advocate and BSW, along with the testimonials of other survivors, to help humanize the narrative. Created by a survivor and former shelter advocate to provide a platform for a deliberative discussion about domestic violence, the scenarios were thoughtfully crafted to elaborate on this wicked problem, extrapolating on the tensions inherent throughout these victim experiences.

An example of “Thick Participation,” Nabatchi and Leighninger wrote:

“An underappreciated type of thick participation is the category of ‘serious games’ that simulate real‐world events to educate users and sometimes solve problems … Although a serious game may be entertaining, amusement is not its primary objective; rather, a serious game is intended to ‘further government or corporate training, education, health, public policy, and strategic communication objectives’… Serious games are sometimes used as discrete exercises within thick participation processes. Others are standalone processes that include large numbers of people in deliberation, role‐playing, and competition.”

2015

Still, there may be many that play and walk away unconvinced. In that case, the ultimate goal of this project is to offer perspectives that make the player think, “I never thought of that.” The discussion questions are meant to challenge the participants to dig deeper. They are asked to problem-solve, develop their own solutions, analyze policy, and contemplate different perspectives.

When individuals of the general public engage with this game, it fosters awareness and compassion towards the experiences of their peers who may have endured domestic abuse. Some may feel more empowered to intervene in the future, or encouraged to educate their children.

Establishing Definitions:

Before the conversation can begin, there are a few housekeeping issues to attend to first – starting with factual claims. More specifically, definitional claims provide all parties with a common definition to serve as the foundation for any argument. (Carcasson, n.d)

What do we mean by “domestic violence”?

According to Michael P. Johnson, there are three categories of domestic violence (DV):”…(a) violence enacted in the service of taking general control over one’s partner (intimate terrorism), (b) violence utilized in response to intimate terrorism (violent resistance), and (c) violence that is not embedded in a general pattern of power and control but is a function of the escalation of a specific conflict or series of conflicts (situational couple violence).” (2005)

The Office on Violence Against Women within the US Department of Justice describes domestic violence as: “a pattern of abusive behavior in any relationship that is used by one partner to gain or maintain power and control over another intimate partner. Domestic violence can be physical, sexual, emotional, economic, psychological, or technological actions or threats of actions or other patterns of coercive behavior that influence another person within an intimate partner relationship. This includes any behaviors that intimidate, manipulate, humiliate, isolate, frighten, terrorize, coerce, threaten, blame, hurt, injure, or wound someone.” (2023)

Domestic violence is also used interchangeably with “Intimate Partner Violence” (IPV). “The National Violence Against Women survey defined Intimate Partner Violence as ‘rape, physical assault, and stalking perpetrated by current and former dates, spouses, and cohabiting partners — with cohabiting meaning living together at least some of the time as a couple. Both same-sex and opposite-sex cohabitants are included in the definition.’” (Oklahoma Partnership for Public Deliberation, n.d., p 2)

What do we mean by “deliberating?”

Nabatchi and Leighninger define deliberation as “thoughtful, open, and accessible discussion about information, views, experiences, and ideas during which people seek to make a decision or judgment based on facts, data, values, emotions, and other less technical considerations” (2015, p 14-15)

Carcasson and Sprain point out there are “multiple conceptions of deliberation itself: deliberation as a form of talk…, deliberation as a way of making collective decisions and reaching mutual understanding…, deliberation as careful weighing of alternatives…, deliberation as a social and analytical process…, and deliberation as an organizing principle for political life…” (2016, p45)

This project incorporates facets of each of those definitions. This Serious Game (SG) is meant to stimulate conversations, promote understanding, illuminate gaps and barriers, and advocate for policy.

With this project, the issue of domestic violence is viewed through a “Wicked Problem” lens.

What makes it “wicked”?

“Wicked problems are problems that have no possible technical resolution but rather are primarily defined in terms of positive but competing underlying values that we must identify, put on the table, and find ways to work together to negotiate the tensions that inevitably arise.” (Carcasson M., 2020)

“…positive but competing underlying values …”:

• Accountability
• Right to Culture
• Economic Freedom
• Economic Security
• Companionship
• Power & Control
• Privacy
• Independence
• Safety/Protection
• Right to Bear Arms
• Right to Life
• Freedom/Autonomy
• Loyalty/Fidelity
• Intimacy
• Impartiality
• Solidarity
• Lawfulness
• Obedience
• Respect

“…the tensions that inevitably arise…”

• Power & Control vs Safety & Security
• Lawfulness vs Autonomy
• Base Impulse vs Purposeful Intention
• Avoid Mass Incarceration vs Appropriate Response to Crime
• Privacy vs Harm Reduction
• Cultural Reverence vs Freedom/Autonomy
• Retributive Justice vs Restorative Justice
• Traditional Gender Roles vs Gender Equality
• Self-Determination vs Safety

Engagement Stream

The National Coalition for Dialogue & Deliberation created four primary engagement streams to categorize the types of deliberative approaches: Exploration, Conflict Transformation, Decision Making and Collaborative Action. (NCDD, 2010)

You Choose Abuse: The Game largely falls into the “Exploration” classification.

The primary purpose, as described by the NCDD, is to encourage citizens to learn more about an issue within their community and potentially uncover innovative solutions by fostering an environment that promotes safety and openness. DV advocates and community members can be considered stuck because IPV still occurs, in spite of the policies that have been implemented.

The organizer’s strategy is to explore new insights, and encourage participants to share their thoughts and perspectives. Two key question that must remain top of mind are: “How can we ensure that people feel safe expressing what inspires and touches them?” and “What kind of techniques or rituals will stimulate listening and sharing, without making people uncomfortable?”

For better or worse, anonymity on the internet does a great job of facilitating honest input. The fact that the discussions can be held in person or submitted through an online forum provides participants who otherwise would have been hesitant the confidence to share their feelings. The message boards and excerpts from submissions will be displayed to create collections of resources and share wisdom learned.

Deliberative Objectives

You may think there is little to debate when it comes to intimate partner violence – you don’t find many people advocating for abuse. But the reality is that communities still require complex strategies to address the underlying issues that contribute to this pervasive problem. In this post, the concept of deliberation will be explored, and the issue of domestic violence will be viewed through a wicked problem lens. The objectives of this project will be explained, along with an examination of the topic’s engagement stream and deliberative ripeness. A few sections are devoted to potential challenges and focus on underrepresented populations.

Rather than simply choosing from predefined options, players could engage in deliberative decision-making processes where they discuss and debate the best course of action. This could involve weighing the potential risks and benefits of different choices, considering ethical implications, and exploring alternative solutions.

Collaborative Problem-Solving

The virtual world could facilitate collaborative problem-solving activities where players work together to address the underlying issues contributing to domestic violence, such as economic inequality, social stigma, and systemic barriers to support services. Through teamwork and brainstorming, players can develop innovative strategies for prevention and intervention.

Action Planning and Advocacy

Beyond the virtual world, the game could inspire players to take concrete actions in their communities to address domestic violence. This could include organizing awareness campaigns, advocating for policy changes, volunteering with local support organizations, or providing support to those in need.

Gameplay

Groups are ideal for this activity, but it can be done solo. There are three ways to play: the participants can “roll the dice”, make their own decisions, or the facilitator can assign selections. This game requires more engagement than the typical “choose your own adventure” game. Each scenario will present the participant with questions and tasks before they are able to move on. These questions and tasks are meant to simulate the real experiences of those living with abuse.

Character Building

This step asks the participants to choose a name for their character, and select a gender.

An additional barrier will be selected, and these options are Rural, Partner in Position of Power, Disabled, Doesn’t Drive, and LGBTQIA.

A “position of power” could mean a police officer, judge, law maker, successful business executive, etc.

Disabled could include Deaf and Hard of Hearing, wheelchair users, cognitively impaired, Autism Spectrum Disorders, etc.

LGBTQIA could involve transgender or gender nonconforming persons, same-sex relationships, and for the purpose of this exercise you could include polyamorous relationships and nontraditional family configurations.

The participants should keep this barrier in mind throughout this activity, and there will be opportunities to explore other intersectional factors throughout each scenario.

The participants will also be asked to imagine a pet and give them names.

Scenarios

This game started as an outline of issues that complicate the experiences of victims, with a deliberate emphasis on vulnerable groups. Each scenario presents players with two deliberative tensions. Because this game is in beta testing, the outcomes and possible story arcs are underdeveloped, and could benefit from further development.

To get an idea of the story, the possible selections were drafted and a very brief follow-up was written, then the narrative was written last. Some scenarios were intentionally ambiguous and made ripe for disagreement. The vignettes were purposefully written to be concise to prevent player fatigue.

Participants are asked to earnestly contemplate their reactions to situations that depict the lived experiences of victims. Facilitating activities and offering the “players” a small sliver of control over the outcomes requires the participants to exercise their problem-solving skills from the perspective of the victim. Supplemental materials are used to provide context and encourage the player to identify with the character.

Interstitials & Interludes

Interstitials between each scenario help illustrate the nuances and intersecting factors that influence decision-making. Educational resources such as the Duluth Model Power and Control Wheel promote a baseline level of understanding, and statistics and testimonials provide depth.

Literature Review

Integrating literature reviews within the game can offer players insights into the complexities of domestic violence. These reviews can include studies, statistics, and expert opinions on various aspects of domestic violence, including the argument for decriminalizing domestic violence. By presenting this information in an accessible format, players can gain a deeper understanding of the issue, potentially challenging misconceptions and increasing awareness.

Testimonials

Testimonials from survivors, advocates, and professionals working in the field of domestic violence can add a layer of authenticity to the game. These testimonials can be presented through in-game documents, audio recordings, or interactive dialogue sequences, allowing players to hear firsthand accounts of individuals affected by domestic violence. By incorporating real-life experiences, the game can evoke empathy and create a more immersive and emotionally resonant experience for players

Tasks

Tasks were added throughout the game to require participants to actively engage with tasks that victims experience, such as finding online resources and contacting a hotline. Participants also get to perform tasks that service workers in the community may provide, such as responding to the hotline and writing an affidavit.

This SG has the potential to be further developed into a more interactive and complex virtual world that allows for deeper engagement.

Facilitating

Language

Domestic Violence and Domestic Abuse are used interchangeably during this activity, but there is an important distinction because there are many instances of abuse that do not include physical violence. Verbal, mental, financial, digital, reproductive, religious, animal, and child abuse are all considered to be Domestic Violence for the purpose of this activity.

This game was developed to be as gender-neutral as possible. All of these scenarios can be applied to a male victim of abuse as well, except for one scenario that depends on the gender selected at the beginning. At least one group should be male so both genders are considered and discussed.

You may notice there are populations that are excluded in this case. There is a binary gender option for the purpose of this game, but nearly all scenarios are relevant to non-binary and same-sex relationships. The LGBTQI perspective is explored as an additional barrier assigned by the facilitator.

This is a good time to discuss gender. This activity currently limits the available options to male or female, but this game was created to be as gender-neutral as possible to signify that non-binary and same-sex couples also experience abuse. It is also important to highlight that domestic violence is predominately male-perpetrating abuse towards a female victim, enabled by a patriarchal society.

You will also see financial transactions as part of this game. The character will earn (or not earn) an income. Some scenarios involve expenses that will be taken out of their savings. The amount in their savings is their income, divided by half, times the years they have been earning, so each year they will save half of their income.

The tasks associated with these scenarios must be completed before the game can continue. They are meant to be solved as a group, and there will be time limits to how long a task can take.

As the participants go through each stage, there will be opportunities to learn more about domestic abuse using educational resources, statistics, and quotes from survivors. The intention is to establish a baseline understanding and contextualize the problem.

Questions that will get featured a lot in this activity are, “What policies are in place? Where are the gaps? What can be done?” These questions are meant to help identify the disparities that exist, and motivate the participants to innovate and take action.

Responsibilities

While this SG could be completed solo, it was developed to be explored as a group with a trained facilitator. “Learning is a complex activity that requires graduality and needs several steps, that have to be supported by various tools (e.g., paper and digital, reading and writing, etc.) and generally have to be guided, possibly by a real adult, in order to be meaningful/compelling for the learner and not to waste time and energies.” (Bellotti F. Berta R. De Gloria A., 2010, p25)

1. Remains impartial about the subject of the forum.
2. Allows the participants to own the process and topic as much as possible balancing that need with the deliberative goals of the event.
3. Keeps the deliberation on track in terms of time and subject matter.
4. Manages the group well by maintaining a safe environment, encouraging everyone to join in the conversation, and ensuring no one dominates.
5. Models and encourages democratic attitudes and skills, particularly listening.
6. Does not take on an “expert” role with the subject matter, and seeks to support the appropriate role for quality data in the discussion. maintain a productive balance in the discussion between facts being irrelevant and facts being too much of a focus.
7. Helps participants manage several deliberative tensions, seeking the ideal balance between, for example, idealism v. realism, complexity v. simplicity, depth v. breadth, etc.
8. Helps participants identify the values and underlining interests that can serve as common ground across motivate their perspectives.
9. Helps participants develop mutual understanding and consider a broad range of views, particularly the drawbacks of their perspective and the benefits of opposing views.
10. Helps participants identify and work through key tensions within and between their perspectives, working toward public judgment.

Principled Impartiality

Impartiality is a privilege and a delicate balance that must be walked when navigating an issue that involves real harm influenced by generations of trauma and patriarchal systems. Principled impartiality involves maintaining a neutral stance grounded in ethical principles, procedural fairness, and a commitment to upholding the dignity and rights of all parties involved.

Being impartial means recognizing the importance of providing opportunities for offenders to engage in processes that facilitate accountability, rehabilitation, and transformation.

While this activity is not specifically designed to be an example of the conflict transformation engagement stream or a platform to administer restorative justice, the likelihood of having both an offender and a survivor in the same vicinity increases the more the activity is performed.

As a facilitator, you should behave as though every person is potentially a survivor or offender. You may have to redirect or remind the group to avoid absolutes and hyperbole, and avoid villianization as much as possible.

This game and guide were created with Social Work principles in mind, but the facilitator of this game is not required to have any specific academic accreditations. However, by agreeing to facilitate this game, you are committing to uphold the following values:

• Equity Over Equality
• Total Self-Determination
• Cultural Competence
• Dignity & Respect of Every Person
• Radical Acceptance and Unconditional Positive Regard
• Collaborative Problem Solving & Democratic Engagement

As the facilitator, your responsibilities are:

• To present well-documented foundations of fact
• To lead thoughtful discussions and remain on topic
• To ask follow-up questions that clarify, extrapolate, or challenge – when appropriate
• To intervene and redirect unhelpful habits
  • Good VS Evil Narratives
  • Cherry-Picking and Nut-Picking
• To cultivate a safe sharing environment of mutual respect for all opinions – particularly unpopular ones

In addition to the facilitator, additional team members should be available to handle technical questions, monitor safety, and provide emotional support, if needed.

The final project will also contain the Facilitator and Participant Handbooks. These workbooks will provide prompts to guide the facilitator, and allow the participants to document their thoughts throughout the process.

These handbooks will be available for download from the website.

Players

This game can be used as a training exercise for volunteers, direct service workers, law enforcement, healthcare workers, or any profession that provide public services. Additionally, efforts can be made to integrate this game into educational and community outreach programs.

Any person with the capacity to make organizational or legislative decisions should undergo this training to help identify the gaps and barriers in their community. The results of this game can inform policy or inspire innovative solutions.

Case conferences are opportunities to bring specialists from different sectors together, and using the game’s story as a case study can facilitate deliberate discussions, focusing on the nuances of each scenario. The simulated story can be adapted for specific use cases, and updated as time goes on to remain relevant.

• Advocates
• Volunteers
• Law Enforcement
• Healthcare Workers
• Teachers
• Students
• Law-Makers
• Community Groups
• Citizen Groups

Case Conferences and Debriefing Sessions

This virtual platform can host virtual case conferences and debriefing sessions where professionals come together to discuss complex cases, review intervention strategies, and identify areas for improvement. These sessions provide an opportunity for interdisciplinary collaboration, reflective practice, and ongoing professional development.

The SG can present participants with ethical dilemmas commonly encountered in domestic violence cases, such as confidentiality concerns, cultural considerations, and balancing safety with autonomy. Through facilitated discussions, participants can explore the ethical dimensions of these dilemmas and develop strategies for navigating them in their professional practice.

This digital environment can serve as a medium for peer consultation and support, allowing professionals to seek input from colleagues, share best practices, and debrief challenging cases. By connecting with peers, participants can access a diverse range of perspectives and expertise.

Training Service Providers, Volunteers, and Others

The SG can offer skill-building activities that focus on key competencies required for working with survivors of domestic violence, such as active listening, crisis intervention, safety planning, and trauma-informed care. Trainees can practice these skills through simulated interactions with virtual survivors, receiving feedback and guidance along the way

The virtual world can include modules specifically designed to address cultural competency and sensitivity in working with diverse populations. Trainees can explore issues related to race, ethnicity, gender identity, sexual orientation, and socioeconomic status, learning how to provide inclusive and culturally responsive services to all survivors.

Trainees can receive education on relevant laws, policies, and procedures related to domestic violence, including reporting requirements, protective orders, and access to legal resources. The virtual world can provide interactive resources, case studies, and quizzes to reinforce understanding and promote compliance with legal obligations.

Diversity and Inclusion

The developer of this SG recommends the following populations be over-sampled as much as possible.

Oversampling allows for a more targeted intervention or policy response. By focusing resources and attention on these populations, community engagement activities can better address the root causes and mitigate the impacts of the problem. Oversampling specific populations may be necessary to address disparities or inequalities. By gathering data and input from these groups, policymakers can design more equitable solutions.

Cultural Minorities

• Middle Eastern
• African
• Latin
• Asian

Vulnerable Populations

• Women
• Children
• Immigrants
• Disabled
• Mentally Ill
• Poverty
• LGBTQIA

Policies to Consider

Lethality Assessments & Fatality Reviews

Prevention vs Reserve Resources

When a victim engages with community resources, does performing a lethality assessment influence the behavior of the victim?

When domestic violence results in a fatality, does a Fatality Review provide any insight to help improve future outcomes?

Mandatory Arrests

• Requires an arrest be made if domestic violence is suspected

Intervention vs Just Cause

Does this policy have any influence on victim or perpetrator behavior? How do Mandatory Arrests wrongly or negatively affect the victims?

No Drop Policies

• Removes the victim’s authority to drop domestic violence charges

Public Good vs Autonomy

Does this policy influence the victim’s or perpetrator’s behavior? How often does this policy wrongly or negatively affect the victim?

Decriminalization & Restorative Justice

Should offenders be involved in the criminal justice system, or are they better served through community resources aimed at rehabilitation? Are domestic abuse cases appropriate for victim-offender mediation?

This project hopes to address these specific policies, but other issues may arise throughout the implementation of this game as some scenarios involve immigration, reproductive rights, and gun control.

Action Steps & Approaches

Through the interactive nature of serious games, participants have the opportunity to develop practical skills and strategies for addressing domestic violence in their own lives and communities. Whether it’s learning effective communication techniques, recognizing warning signs of abuse, or knowing how to intervene safely, individuals emerge from the experience feeling empowered to take meaningful action that may include:

• Empowering Survivors
• Holding Abusers Accountable
• Facilitating Restorative Justice & Conflict-Transformation Engagement – Victim/Offender Mediation
• Lobbying Law-Makers
• Developing Outreach Resources
• Advocating for Needs of Survivors – Affordable Housing, Shelters, Transportation, Childcare, etc.

As participants grapple with the complexities of domestic violence within the context of serious games, they may also become more attuned to systemic issues and structural barriers. This heightened awareness can drive advocacy for policy changes, institutional reforms, and community interventions aimed at addressing underlying disparities and promoting social justice.

Website Highlights

Viewpoint Values Ranking

The game begins by polling players and asking them to rank the viewpoints in order of agreement. This activity provides a way to measure the player’s baseline opinions and potentially compare post-game sentiments.

Message Boards

These digital forums invite victims and survivors to provide their perspective in a way that minimizes re-traumatization by allowing them to privately articulate the thoughts they want to share. The forums are moderated to protect against malicious and antagonizing posts.

Lessons Learned

As responses are submitted, they will be regularly added to a dynamic document that displays the wisdom shared throughout the process. This will serve as a way to share the results of these deliberative processes, and hopefully encourages the conversations to continue indefinitely.

Facilitator’s Guide

A 20+ page Facilitator’s Guide will be developed to complement the game, providing the leader with the background, talking points, and resources needed to guide a group through this game.

It will provide the foundational information necessary to train facilitators about the deliberative inquiry process, as described by Carcasson and Sprain (2016). It will focus on reframing the issues using a wicked problem lens and a restorative, social justice approach.

Feedback and Continuous Improvement

Throughout the game experience, players’ feedback and insights could be collected to inform ongoing development and refinement. This iterative approach ensures that the game remains relevant, engaging, and effective in promoting meaningful dialogue and social change.

Virtual World Environment

The game could be expanded into a fully immersive virtual world where players can create avatars and interact with each other. This environment could simulate various locations relevant to the theme of domestic violence, such as homes, shelters, support groups, legal offices, and community centers.

Expanded Storylines

In addition to the core narrative of experiencing domestic violence, the expanded game could offer multiple storylines and scenarios that explore different aspects of the issue. Players could choose to play as survivors, abusers, friends/family members, or even professionals such as therapists or law enforcement officers. Each storyline would offer unique challenges and perspectives, allowing players to gain a deeper understanding of the complexities involved.

Complex Financial Transactions

To add realism and depth to the gameplay, the virtual world could include economic elements such as managing finances, finding employment, accessing resources like shelters or legal aid, and dealing with financial dependence or abuse. Players could navigate these challenges while also dealing with the emotional and physical repercussions of domestic violence.

Interactive Activities

The virtual world could offer a wide range of interactive activities designed to educate and engage players. These could include role-playing scenarios, educational workshops, support group meetings, interactive simulations of real-life situations, and mini-games that test players’ knowledge and problem-solving skills related to domestic violence.

Community Building and Support

One of the key benefits of a virtual world experience is the opportunity for community building and support. Players could connect with others who have shared experiences, share resources and coping strategies, and provide mutual support in a safe and anonymous environment. This sense of community could be facilitated through features such as forums, chat rooms, and virtual events.

Educational Resources

To further enhance the educational value of the game, it could include access to resources such as informational articles, videos, quizzes, and links to real-life support services. This would empower players to learn more about domestic violence, its causes and consequences, and available avenues for help and support.

Virtual Group Sessions

Instead of individual gameplay, the virtual world could host group sessions where players collaboratively navigate scenarios related to domestic violence. These sessions could be moderated by facilitators trained in the subject matter, ensuring that discussions remain respectful and productive.

Diverse Perspectives

The game could encourage players to take on different roles within each scenario, such as survivors, abusers, friends/family members, or professionals. By experiencing the story from multiple perspectives, players gain insight into the varied challenges and motivations involved in domestic violence situations

References

Bellotti, F., Berta, R., & de Gloria, A. (2010). Designing effective serious games: Opportunities and challenges for research. International Journal of Emerging Technologies in Learning, 5(SPECIAL ISSUE 2), 22–35. https://doi.org/10.3991/ijet.v5s3.1500

Breuer, J., & Bente, G. (2010). Why so serious? On the relation of serious games and learning. In Journal for Computer Game Culture (Vol. 4, Issue 1). https://hal.science/hal-00692052

Carcasson, M. (2015). The Deliberative Facilitator: Reimagining Facilitator Responsibilities for Deliberative Practice.

Carcasson, M., & Sprain, L. (2016). Beyond Problem Solving: Reconceptualizing the Work of Public Deliberation as Deliberative Inquiry. Communication Theory, 26(1), 41–63. https://doi.org/10.1111/comt.12055

Carcasson, M. (2020). National Civic League Between Thick and Thin: Improving Public Engagement through a Wicked Problems Lens. Review, 2020(3), 6–14. https://doi.org/10.32543/naticivirevi.109.3.0006

Carcasson, M. (2022). The case for principled impartiality in a hyper-partisan world. National Civic Review, 110(4). https://www.nationalcivicleague.org/ncr-article/the-case-for-principled-impartiality-in-a-hyper-partisan-world/

Heierbacher, S. (2010). Resource Guide on Public Engagement. National Coalition for Dialogue and Deliberation https://www.ncdd.org/resource-guide.html

Nabatchi, T., & Leighninger, M. (2015a). Good or Bad? Charming or Tedious? Understanding Public Participation.