State of Care: Participatory Policymaking using Serious Games – Playbook
Creators: name: Watson, Chloe
name: Trust, The Wellcome
Publisher: name: F1000 Research Limited
Year: 2024

description: <i>This playbook accompanies a report entitled "State of Care: Participatory Policymaking using Serious Games", which was commissioned by Wellcome Policy Lab as part of a project to pilot creative approaches to policy development.<br>
<br>
N.B. This playbook should be read in conjunction with the report referenced above.</i><br>
<br>
<b>Playbook content<br>
<br>
Acknowledgements</b><br>
We would like to express our gratitude to the Department of Health and Family Welfare, and the Department of Rural Development, Government of Chhattisgarh, India for extending their support towards this project. We extend our gratitude to R Prasanna (Secretary, Department of Higher Education, Chhattisgarh), Dr. Mahendra Singh (Director, National Mental Health Programme) and Dr. Sumi Jain (Technical Consultant, Non-Communicable Diseases) for their support in implementing the pilot.<br>
<br>
We would like to thank the district nodal officers of Health and Panchayat Departments in Dhamtari and Rajnandgaon districts, who helped us identify participants for the various workshops that were a part of this pilot.<br>
<br>
This pilot would not be possible without the meaningful participation of our various community stakeholders. We owe our sincere thanks to our participants with lived experience, their caregivers, representatives from the community-based organizations who shared their insightful stories with us, as well as the panchayat representatives who were open to engaging with the digital simulation game and solutioning workshop.<br>
<br>
We would like to thank Solidarity Foundation for their support in game tests of the storytelling game, and external participants for the participation in the game test for the digital simulation game. We would also like to thank Tridindia and Dilip Kandukuri for their support in translations.<br>
<br>
We are grateful to the team at Wellcome Policy Lab: Chloe Watson, Tom Harrison and Martin Smith for giving us this opportunity to experiment with policy tools in our unique context and for their support at every step of the process.<br>
<br>
The report was developed by Thumbi Labs and the Centre for Mental Health Law &amp; Policy, Indian Law Society and is supported by the Wellcome Trust Policy Lab.<br>
<br>
<b>Serious games in public policy</b><br>
<br>
Mental health policymaking has conventionally relied on top-down approaches, often excluding community-based stakeholders such as people with lived experience of mental health problems and their caregivers from the process. Engaging these stakeholders is crucial to understand how policies can better support access to good quality, equitable, community-based, and culturally acceptable mental healthcare.<br>
<br>
Serious games offer an effective medium for engaging community stakeholders, facilitating interactive knowledge sharing and insight generation. They provide policymakers and officials with first-hand experiences of ground-level challenges and opportunities, fostering a deeper understanding of the system. Games are inclusive, and accessible across various literacy levels, languages, and contexts.<br>
<br>
By harnessing the potential of games and workshops, we developed three tools: a storytelling game, a digital simulation game, and a solutioning tool. These tools integrate the concepts of storytelling, roleplay, and collaborative planning approaches.<br>
<br>
This playbook provides a comprehensive guide on setting up and conducting the games. It offers detailed instructions for briefing, gameplay, and debriefing sessions for the storytelling game, digital simulation game, and solutioning tool. If you want to read more on the pilots, ‘State of Care: Report’ is a detailed compilation of the proceedings.<br>
<br>
<b>Storytelling game</b><br>
<br>
The central objectives of the project were to involve community stakeholders, including people with lived experiences (PLEs), caregivers and civil society. The game uses the medium of storytelling to engage people to share their experience of accessing mental healthcare in their communities. The game helps capture the insights and challenges of policy implementation from the perspective of PLEs and marginalised communities.<br>
<br>
<i><b>Objective of the tool</b></i><br>
The intent of the storytelling game is to provide a semi-structured, non-confrontational, and congenial environment for participants to share their stories and experiences related to mental healthcare access and quality. These stories are a first step in the participatory policy planning process. These stories reflect the on-ground realities from the perspective of the community. Through the use of the storytelling tool, one can also aim to foster collective understanding on the systemic challenges related to mental health, gather qualitative data, and promote individual and social learning.<br>
<br>
<i><b>Expected Outcomes</b></i><br>
By the end of the game session, players and organisers will:

 Identify various challenges faced by the community, and support systems available to them, providing valuable qualitative data which can be used for policy processes.
 Shared understanding of the systemic issues related to mental health among the community members.

<i><b>Game Duration</b></i><br>
The game session, including the debriefing, is around 90-120 minutes.<br>
<br>
<b>Roles</b><br>
<br>
<i><b>Participants </b></i><br>
The storytelling game can accommodate up to 50 players in a single session. Players will play the roles of storytellers and listeners. In the pilots, given the challenges in identifying participants, the maximum size was limited to 15 players.<br>
<br>
<i><b>Facilitators and supporters</b></i><br>
At least one facilitator is required to conduct the game effectively. The facilitator should be trained on safeguarding practices, given deeply personal stories on mental health the participants are likely to share. In case the facilitator is not trained, an additional person with necessary training should be part of the facilitation. Stories can be captured by note takers at each booth who understand and can write in the local language of participants. Audio recorders can also be used to capture stories, with the consent of participants.<br>
<br>
<i><b>Game Assets</b></i><br>
The types of assets with the quantity are listed below: [see PDF playbook for checklist]<br>
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<i><b>Notes for Facilitator</b></i><br>
a. Ask permission for documentation and data collection with the participations.<br>
b. Offer support to players who feel uncomfortable sharing their stories or wish to step out of the game.<br>
c. Avoid using players’ names during the game to maintain anonymity.<br>
d. Be sensitive to topics like mental health, gender, caste, class, and age-related issues during interactions.<br>
e. Maintain a non-judgemental attitude while attentively listening to the stories of the participants.<br>
f. Capture the main points while listening to participants without time constraints on the teller. Normally it might take a maximum of 3 minutes for each participant to share their stories.<br>
<br>
<i><b>Consent of Participants</b></i><br>
Before the game, participants should be provided with the details on the context of the game, the objectives, their role, what they will experience and how their data is going to be captured. Accordingly, their informed consent must be taken before game play.<br>
<br>
<b>Game Setup</b><br>
Before the players arrive, set up the game assets at the designated locations. Create three to four booths, each representing a theme (Healthcare institution, NGO, panchayat, family and community), and provide prompts for storytelling. Place recorders/notes in each table. Each player would be given a lanyard, which will indicate whether they are storytellers or listeners. The number of story listener lanyards would be equal to the number of booths, which is 3 or 4. Depending on the space and furniture, the setup could take up to an hour.<br>
<br>
<i><b>Introduction</b></i><br>
a. Greet the participants warmly and conduct an icebreaker as a familiarisation exercise.<br>
b. Provide a brief context of the organisation(s) and the purpose of conducting the game.<br>
c. Introduce the game using the following steps:<br>
i. Explain what the participants will be doing through the game.<br>
ii. Explain the intent and backdrop of the game referring to the objective of the game and the expected outcomes<br>
iii. Mention that the game consists of three parts: briefing, gameplay, and debriefing.<br>
<br>
<i><b>Game Briefing </b></i><br>
a. Before talking about the game, the context of mental health should be set in the briefing.<br>
b. The game session begins with a briefing given by the facilitator to the participants.<br>
c. The briefing starts with the facilitator asking for consent of the people as this game involves the sharing of personal stories and would be recorded.<br>
d. This is followed by the distribution of lanyards among participants.<br>
e. The facilitator then explains the rules of the game.<br>
f. There are two roles in the game, listener and teller.<br>
g. There will be one listener per booth, they need to be stationed there.<br>
h. The rest of the participants are tellers. The tellers need to go to different booths and share their stories with the listeners relevant to the theme of the booth.<br>
i. Since the game is on mental health, participants will be sharing stories of either themselves, friends, or someone they know. The stories can be of people’s experience interacting with the stakeholders mentioned in each booth in relation to a story on mental health or distress.<br>
j. Participants can tell as many stories as possible at each booth. In case a story involves multiple actors, the teller can be encouraged to share the story of one actor in the first booth followed by the other.<br>
k. Listeners can ask follow-up questions to the teller to clarify their understanding of the story.<br>
l. Based on the teller’s stories, the listener will give the teller a yellow block if it is a story of challenge or a purple block if it is a story of support. The teller will then put the block into the glass jar in the centre of the room.<br>
m.The teller then goes to different booths one by one to share other stories related to the booth’s theme.<br>
n. The game continues until the blocks in the jar reach the mark. The game then ends.<br>
o. A story-based demonstration can be given to showcase how participants play the game. The briefing typically takes up to 10-15 minutes.<br>
<br>
<i><b>Game play</b></i><br>
The teller goes to each booth and narrates a story related to the theme of the booth. The listener at the booth gives a block to the teller post the completion of their story. Stories of challenge are given a yellow block, and stories of support are given a purple block. These blocks are added to a transparent jar in the middle. As the stories are told and blocks are collected, the jar gets full. When the jar is full, the game ends. During the gameplay, at an interval of 15 minutes, the facilitator can provide a role change opportunity for some tellers to switch role with listeners. The gameplay takes around 45-60 minutes depending on the time available.<br>
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<i><b>Debriefing</b></i><br>
Once the game comes to an end, the facilitator can ask the participants to sit in a circle around the jar. The jar presents a visual summary of the nature of stories shared by the group. The facilitator can ask the following questions to the participants:

 Q1 How did playing the game make you feel?
 Q2 To listeners: How did it feel listening to the stories? What kinds of stories did you hear? 
 Q3 To the tellers: What was your experience narrating stories across the different booths? 
 Q4 Other than the four actors we talked about, were there any other important actors in your story? Who were they? Who did you face challenges with? And who has supported you with mental health-related issues?
 Q5 Any other reflections?

Note : Depending on the objective of the session, it is possible to frame additional questions for the debrief.<br>
<br>
<b>Assets Description</b><br>
<br>
<b>Booth Cards</b><br>
The booth cards are placed at different booths during the storytelling game. The listeners sit at the booth while the tellers come and share a story about their experiences. The booth cards can be modified according to the context it is set in and the kind of stories that need to be captured. For example, in the case of this pilot, we wanted to understand the challenges and support faced by people with lived experiences and caregivers across different actors like families and communities, healthcare institutions, NGOs and government officials and institutions.

 <b>Size and specifications:</b> A3 (29.7 x 42cm) For maximum visibility, the booth cards should be a minimum of an A3 size so that it can be seen from afar. In case of larger groups and spaces, the booth cards can be scaled up to A2 size 42 x 59.4cm.
 <b>Setup: </b>The different booth cards should be placed in different parts of the space/room. 
 <b>Design considerations: </b>Make sure the booth cards are distinct so that the participants can distinguish between the different booths. The use of colour and iconography helps participants to recall the different booths.

<b>Prompt Cards</b><br>
Prompt cards are kept on the booth to help the teller narrate their stories. If the tellers are stuck, they can use these cards to help them imagine how to begin a story. An example of a prompt is - “My friend went to the private hospital and.....”

 <b>Size and specifications: </b>A6 (10.5 x 14.8cm)
 <b>Setup:</b> The cards should be small cue cards place in front of the booth. 
 <b>Design considerations:</b> The design of the prompt cards are simple cards with iconography. Ensure that the cards have a different colour or style so that it can be distinguished from the booth cards.

<b>Yellow Blocks for stories of challenge</b><br>
The blocks used in the game are made from wood in 3x3 in cubes and painted yellow.

 <b>Size and specifications:</b> 3x3 in wooden cubes
 <b>Setup: </b>The blocks should be kept inside the pouches on all the booths.
 <b>Design considerations:</b> Make sure the size of the blocks is consistent. Instead of wood any other light weight material like sun board can be used. You can use a different colour for the blocks but ensure that it is different from the blocks representing stories of support.

<b>Purple Blocks for stories of support</b><br>
The blocks used in the game are made from wood in 3x3 in cubes and painted purple.

 <b>Size and specifications:</b> 3 in wooden cubes
 <b>Setup: </b>The blocks should be kept inside the pouches on all the booths.
 <b>Design considerations: </b>Make sure the size of the blocks is consistent. Instead of wood any other light weight material like sun board can be used. You can use a different colour for the blocks but ensure that it is different from the blocks representing stories of challenge.

<b>Teller cards lanyards</b><br>
The lanyards are meant to distinguish the tellers in the game.

 <b>Size and specifications: </b>A6 (10.5cm x 14.8cm)
 <b>Setup: </b>The lanyards should be given to the tellers at the beginning of the game.
 <b>Design considerations: </b>Make sure the design of the lanyards is such that it can be seen from a distance. Use iconography to make the teller card distinguishable from the listener card.

<b>Listener cards lanyards</b><br>
The lanyards are meant to distinguish the listeners in the game.

 <b>Size and specifications: </b>A6 (10.5cm x 14.8cm)
 <b>Setup:</b> The lanyards should be given to the tellers at the beginning of the game.
 <b>Design considerations:</b> Make sure the design of the lanyards is such that they can be seen from a distance. Use iconography to make the listener card distinguishable from the teller card.

<b>Transparent jar to collect the blocks</b><br>
A cube jar with to be placed in the centre of the room to collect the blocks. 

 <b>Size and specifications:</b> 15x15x15 
 <b>Design considerations: </b>Ensure that the jar is big enough to hold the maximum number of blocks. Ensure markings on the jar to help participants gauge the maximum limit of blocks they need to collect.

<b>Pouches to hold the blocks</b><br>
Separate pouches with yellow and purple blocks to be placed in each booth.

 <b>Size and specifications: </b>A 15 in pouch, big enough to hold 40-50 number of blocks
 <b>Setup: </b>The pouches should be placed on the booths. Each booth should have 1 pouch with yellow blocks and 1 pouch with purple blocks.

<b>Digital simulation game</b><br>
<br>
The stories from the storytelling game formed the basis for developing the digital simulation game – a digital game that enables the panchayat members to experience the journey of people, specifically vulnerable groups, living with mental illness as they navigate the public system to access services. The digital simulation game consists of two simulated stories which the users navigate through. The narration of challenges, support and contextual nuances from the storytelling workshops fed into developing the two stories.<br>
<br>
<i><b>Objective of the tool</b></i><br>
The intent of digital simulation game is to enable panchayat officials to experience the challenges faced by people and communities while accessing the mental health services that is essential for them. The stories in the digital simulation game pushes panchayat members to place themselves in the shoes of a person requiring mental health support and allows them to encounter the diverse decisions, choices, and trade-offs that they experience while navigating the public system to access care and services.<br>
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<i><b>Expected Outcomes</b></i><br>
By the end of the game session, players will understand the various challenges faced by the community stakeholders while accessing public mental health services.<br>
<br>
<i><b>Game Duration</b></i><br>
The briefing of the game session which happens before the start of the gameplay will take around 20-30 minutes. The duration of the gameplay of the digital simulation game will last around 30-40 minutes while some players can finish it earlier by making quicker decisions.<br>
<br>
<i><b>Role of Storytelling Game in Digital Simulation Game</b></i><br>
The aim of the digital simulation game was to translate the realities of the on-ground challenges faced by PLEs, caregivers and civil society. The stories collected from the storytelling game were transcribed, analysed and translated into challenges. These were converted into narratives which were integrated into the digital simulation game.<br>
<br>
<b>Roles</b><br>
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<i><b>Participants</b></i><br>
The digital simulation game is setup on a device such that only one player can use it at a time. The device is a computer/laptop in which the digital simulation game is run, connected to headphones for the player to use while playing the game. Hence, the number of participants depends on the number of devices available to use. If the digital simulation game is followed by a solutioning workshop, a minimum of 8 players are needed so that they can work in groups post playing the game.<br>
<br>
<i><b>Facilitators and supporters</b></i><br>
At least one facilitator is required to conduct the game effectively. The facilitator will conduct a briefing before the start of the gameplay where they will set the context of the game as well as give the participants a demo of the gameplay.<br>
<br>
<b>Game Assets</b><br>
The types of assets and quantities required for the digital simulation game are as follows: [see PDF playbook for checklist]<br>
<br>
<b>Guidelines for setting up of digital version of the game</b><br>
a. Open the link of the game in a browser. Below mentioned are some of the browser specifications for opening this game:<br>
i. Chrome from version 120 to the latest version<br>
ii. Safari from 17.2 to the latest version iii. Firefox from 117 to the latest version<br>
b. Once the game link is opened in the specified browser, set the game to full screen mode. Make sure you do this in all computers.<br>
c. Finally, ensure the game is kept at starting screen in all computers.<br>
<br>
[Links to digital simulation game available in PDF playbook]<br>
<br>
<b>Notes for Facilitator</b><br>
a. Avoid using players’ names during the game to maintain anonymity.<br>
b. Be sensitive to topics like mental health, gender, caste, class, and age-related issues during interactions.<br>
c. Offer support to players who feel uncomfortable navigating the interface of the game or wish to step out of the game.<br>
d. Observe and make note of the main actions the players are taking in the game like amount of time, money left at the end of the game, who they spoke to etc.<br>
e. Ask the permission for documentation and data collection with the participants.<br>
<br>
<b>Consent of Participants</b><br>
Before the game, when reaching out to the participants, inform them about the context of the game, the objectives, what they will experience and how their data is going to be used.<br>
<br>
<b>Game Setup</b><br>
Before the players arrive, set up the game assets at the designated locations. Ensure the location has electricity as well as chairs and tables on which the computers can be setup. Setup the computers on top of each table and open the digital version of the game and leave it at the starting screen. Connect one headphone and mouse to each device in use. Depending on the space, furniture and number of participants, the setup could take around 30-45 minutes.<br>
<br>
<b>Introduction</b><br>
a. Greet the participants warmly and conduct an icebreaker to initiate the session.<br>
b. Provide a brief context of the organization(s) and the purpose of conducting the game.<br>
c. Introduce the game using the following steps:<br>
i. Set the context of the game by giving the participants a brief explanation on mental health and its landscape.<br>
ii. Explain what the participants will be doing through the game.<br>
iii. Mention that the game consists of two parts: briefing and gameplay.<br>
<br>
<b>Game Briefing</b><br>
a. The briefing starts with the facilitator giving a demo of the game. The demo is necessary since some of the participants might be first-time computer users. This is also to give the participants an idea of how to navigate through the game. The demo of the game consists of a fictional story which is not part of the actual game but has the same user interface as it. The facilitator will take the participants through the different kind of screens and navigate through the buttons, resources and other important aspects of the game.<br>
b. The demo is followed by the allotment of the participants to their respective tables where they will be playing the game.<br>
c. Once the participants are allotted their respective tables, the facilitator will follow the following structure through the session, –<br>
i. The first story will be navigated by every participant.<br>
ii. If the digital simulation game session is followed by a solutioning workshop, there will be a problem articulation exercise (refer next chapter) once the participants are done navigating through the first story. If not, the participants can proceed with the second story as soon as the first story is done.<br>
iii. Then, the second story will be navigated by the participants.<br>
iv. If the digital simulation game session is followed by a solutioning workshop, there will be a problem articulation exercise once the participants are done navigating through the second story as well. If not, the facilitator can proceed with the debrief session.<br>
<br>
<b>Gameplay</b><br>
The gameplay begins when the game setup is ready, and the players start their respective games at their allotted tables. The game consists of two stories – The first story navigates through a young adult’s journey who is experiencing difficulties in university and resorts to substance use. In this story the participants play as the young adult facing distress. The second story navigates the case of a recently wed woman who begins to exhibit symptoms of a severe mental health condition. The participants play as a caregiver of the person living with the mental illness who confronts complex nuances and social dynamics in the journey. The participants during the gameplay, navigate through these stories. This takes around 30-40 minutes.<br>
<br>
<b>Debriefing</b><br>
If the digital simulation game is followed by a solutioning workshop, (explained in detail in the next section) there will be no debrief to this tool. If the digital simulation game is conducted as a standalone session, the facilitator will have to conduct a debrief session with the participants once they complete navigating through both the stories. The questions that the facilitator can use as a guide to conduct the debrief session is as follows:

 Q1 What were the challenges faced by the participants while navigating through both the stories?
 Q2 What should be the role of the important actors (parents, friends, neighbours, institutions) with respect to providing support to people who are facing distress or mental health problems?

<b>Solutioning tool</b><br>
Solutioning tool uses the concept of a collaborative planning approach and enables participants to articulate pathways to provide access to care and support in their communities. As part our pilot, the solutioning tool was interlinked with the simulation, This can be delinked and restructured to other contexts without using the digital simulation game.<br>
<br>
The solutioning tool takes participants through a series of hands-on activities. This involves identification of challenges and support mechanisms as experienced during the digital simulation game, envisioning of a future in the mental health space and designing pathways to achieve the imagined future.<br>
<br>
<i><b>Role of Simulation in Solutioning Tool</b></i><br>
The simulation and solutioning tool can be part of the same workshop with panchayat officials (participants) if there is a lack of understanding of the mental health challenges faced by communities. Once the participants understand the challenges through the digital simulation game, in the solutioning tool, they would be working towards identifying interventions that they can implement to address those challenges.<br>
<br>
<b><i>Objective of the Solutioning Tool</i> </b><br>
The solutioning tool, serves as a crucial step in the participatory planning process, allowing for the translation of challenges into actionable interventions by panchayat members towards improvement of the mental health system.<br>
<br>
<b>Expected Outcomes</b><br>
By the end of the game session, players and organisers will:

 Panchayat members will articulate their role in addressing the challenges highlighted in the problem articulation workshop
 Brainstorm and articulate ideas that helps address the challenges.

<b>Workshop Duration</b><br>
The workshop session, including the debriefing, typically lasts around 120 - 150 minutes.<br>
<br>
<b>Roles</b><br>
The solutioning tool should have a minimum of 8 participants and a maximum of 20 participants, split into groups of 4 each. The participants will work through the challenges faced by the people with lived experiences, visualising the solutions through a set of worksheets to help them articulate their thoughts in a systematic form as they work in the group with the other participants.<br>
<br>
It is recommended to have at least one facilitator present during the workshop to guide participants on how to use the chart and address any queries they may have. Other facilitators can help in distributing the assets and assisting the main facilitator.<br>
<br>
<b>Workshop Assets</b><br>
The solutioning tool assets and required quantities are as follows: [see PDF playbook for checklist]<br>
<br>
<b>Notes for Facilitator</b><br>
a. Establishing the workshop context and structure at the outset, including group formation. Instil a sense of ownership within each team, emphasise their collaborative engagement throughout the workshop.<br>
b. Form groups of a maximum of 4 participants (minimum 3). This size encourages balance of engagement and collaboration in group activities.<br>
c. Divide the group without bias using a fair method. For instance, participants can stand in a circle and start counting numbers from 1-4. Choose 1 person to start, they will say the number 1 aloud. The person next to them in the circle will say 2, followed by the next person saying 3 and so on until all participants have a number. All the people who said 1 will be part of the same group, all those who said 2 will be part of group 2 and so on.<br>
d. Assist groups that may have difficulty understanding the objectives of the worksheets, by clarifying and providing specific pointers or tips.<br>
e. Avoid using players’ names during the game to preserve anonymity if someone requests to do so.<br>
f. Be sensitive to topics such as mental health, gender, caste, class, and age-related issues during interactions.<br>
g. Maintain a non-judgmental attitude towards participants.<br>
h. Additionally, the facilitator may allow a 10–15 minute break for participants if necessary. Given that the total workshop time is up to 120 minutes. The facilitator should gauge the participants’ engagement and decide when to take a break based on their reading of the situation.<br>
<br>
<i><b>Consent of Participants</b></i><br>
Before the workshop, when reaching out to the participants, inform them of the context of the workshop, the objectives, what will they experience, how is their data going to be used, etc.<br>
<br>
<b>Workshop Setup</b><br>
Before the participants arrive, set up the workshop assets at the designated locations. Ensure the location has electricity as well as chairs and tables on which the participants can engage with the worksheets. Depending on the space, furniture and number of participants, the setup could take around 20-25 minutes.<br>
<br>
<b>Introduction</b><br>
a. Greet the participants warmly and conduct an icebreaker to get them introduced.<br>
b. Introduce your organisation(s) and the purpose of conducting the workshop.<br>
c. Introduce the workshop using the following steps:<br>
i. Set the context of the workshop by giving the participants a brief explanation on mental health, systemic challenges and its landscape.<br>
ii. Explain what the participants will be doing through the workshop.<br>
<br>
<b>Workshop format<br>
<br>
<i>Activity sheet 1</i></b><br>
Problem Articulation (15-20 mins)<br>
In the first activity, participants articulate and identify support/challenges related to the scenario presented in the digital simulation game. They must group these support/ challenges according to actor groups – (1) family, (2) friends and community members, (3) government and non-governmental institutions. Facilitators can offer guidance and support as needed during this phase.<br>
<br>
<i><b>Activity sheet 1</b></i><br>
Marking challenges where participants can intervene (5-10min)<br>
After articulating the problems, the participants mark the challenges in which they can intervene by using stickers. For example, during our pilot, the panchayat members identified challenges where they can play a role.<br>
<br>
<i><b>Activity Sheet 2</b></i><br>
Newspaper of the future (15-20 mins)<br>
In this activity, each participant group selects a specific problem from the activity sheet 1. They are given a format in which they must develop a future vision for the problems they have identified. The objective of this activity is for the group to envision how these problems will get addressed, who will be involved in addressing them and what will be the outcomes. The exact year of the future is dependent on the group. Creativity and innovative thinking are encouraged throughout this activity. Facilitators can offer guidance and support as needed during this phase.<br>
<br>
<i><b>Activity Sheet 3</b></i><br>
Pathways: What are the steps needed to achieve a selected future (15-20 mins)<br>
In this activity participants brainstorm and map pathways to achieve the future envisioned in activity 2, newspaper of the future. Prompts cards can be given as supporting material to help them ideate on possible pathways. Facilitators can offer guidance and support as needed during this phase.<br>
<br>
<i><b>Activity Sheet 4</b></i><br>
Challenges in achieving pathways (15-20 mins)<br>
Activity Sheet 4, titled “Challenges in achieving pathways,” prompts participants to identify and discuss potential barriers, under the following themes - barriers due to funding, barriers due to personnel, and barriers due to lack of coordination with other departments. Facilitators can offer guidance and support as needed during this phase.<br>
<br>
<b>Debriefing</b><br>
The workshop concludes with a debrief session lasting around 30 minutes. Each group presents their newspaper of the future and key insights, fostering a collective understanding of the diverse perspectives and solutions generated. Participants share reflections and takeaways from both the simulation and solutioning activities.<br>
<br>
<b>Workshop Asset Description<br>
<br>
<i>Activity sheet 1 Problem Articulation</i></b><br>
The problem articulation sheet is meant to help the participants to articulate and identify support/challenges related to the scenario presented in the digital simulation game or from their existing knowledge and understanding.

 Size and specifications: A1 (59.4 x 84.1 cm)
 Setup: This is the first sheet that should be given to the participants groups.
 Design considerations: The design of the problem articulation should be simple and have distinct spaces for each actor. Ensure the sheet is large enough for 4-5 people to work on it together.

<i><b>Activity Sheet 2 Newspaper of the Future</b></i><br>
The objective of this sheet is for the group to envision how these problems will be solved, who will be involved in solving them and what will happen.

 Size and specifications: A1 (59.4 x 84.1 cm)
 Setup: This is the second sheet that should be given to the participants groups.
 Design considerations: The design of the Newspaper of the Future should look like a blank newspaper layout and have distinct spaces for each headline box. Ensure the sheet is large enough for 4-5 people to work on it together.

<i><b>Activity Sheet 3 Pathways</b></i><br>
In this sheet the participants must mark pathways to reach these goals with a focus on how they can play a part and what are their roles.

 Size and specifications: A1 (59.4 x 84.1 cm)
 Setup: This is the third sheet that should be given to the participants groups.
 Design considerations: Ensure the sheet is large enough for 4-5 people to work on it together

<i><b>Activity Sheet 4 Funds, Functionaries, Departments</b></i><br>
The objective of this sheet is for the participants to understand challenges to achieve their goals. 

 Size and specifications: A1 (59.4 x 84.1 cm)
 Setup: This is the last sheet that should be given to the participants groups.
 Design considerations: The design of the problem articulation should be simple and have distinct spaces for each actor. Ensure the sheet is large enough for 4-5 people to work on it together.

<i><b>Prompt Cards</b></i><br>
These are small cards which are given as a supplement along with activity sheet 3 to help participants relate their role to address the challenges.

 Size and specifications: A5 (29.7 x 42 cm)
 Setup: Should be given along with activity sheet 3.
 Design considerations: The design of the prompt sheet should be short concise points that are easy to consume. Ensure that the card is not crowded with too much text.