Transition Living Lab
Location
London, Indonesia
Category
Service Design
Skills
Facilitation design, Scent Design, Environment and Education Design
Field
Transition for
Displaced Persons
An immersive 1.5 hour hands-on workshop that utilises fragrance as a medium for exploring hopeful futures with young displaced persons.
Brief
In response to the Transition Living Lab brief, this project aimed to design an inclusive, sensory workshop to teach designer/ maker skills (situated in the Catalyse phase of the Systemic Design framework) to displaced individuals, fostering resilience and foward-thinking through the creation of personalised fragrances.
Theory: Utopia as a Method
“[T]he point is not for utopia (unlike the tradition that calls for “the moral education” for humanity) to assign “true” or “just” goals to desire but rather to educate desire, to stimulate it, to awaken it - not to assign it a goal but to open a path for it:...Desire must be taught to desire, to desire better, to desire more, and above all to desire otherwise.” (M. Abensour, 1999, p.145)
Future-making through fragrance
MOTIVATION:
Opportunities to dream, to be entertained, to create and engage in imaginative activities are fundamental human rights.
Training opportunities for displaced persons are often centered on vocational or assimilation skills. While undoubtedly crucial for immediate needs, the overt focus on commercially “productive” skills can be a barrier in exploring human experiences that may foster new and hopeful future outlooks.
AIM:
Our workshop aims to expand and challenge the experiences available to displaced persons, fostering a changemaker mindset. Those who have faced traumatic displacement need creative ways to process their past. We provide this through the realm of scent—a sensory medium that offers a safe space for exploring and reframing defenses.
Scent has a direct connection to the limbic system, aligning with emotions and moods. Emotion generally refers to the immediate response to the anticipation or occurrence of stimuli. Emotions are thus relatively short lived and have a property called valence (Kontaris, East and Wilson, 2020). Our aim with using scent as a medium is to gently guide the trajectory of emotion or mood to positive valence (Pleasant as seen in the image below) between the mild to intense range during our workshop.
SECONDARY RESEARCH:
We aimed to co-create a sensory space where participants can communicate their experiences through scent-making. With the hope of leaving them inspired and equipped with a medium to engage with their communities if they chose to teach the skills. To achieve this we needed a thorough trauma-informed understanding of how scents could affect displaced persons. We conducted 2 case studies to document the impact of scent therapy:
We explored how scent influences mood using the Profile of Mood States (POMS) across six factors:
Tension-Anxiety
Anger-Hostility
Depression-Dejection
Fatigue-Inertia
Confusion-Bewilderment
Vigour-Activity
The first case concluded that In a study on scent and mood, both men and women in midlife reported improved mood ratings when incorporating cologne into their daily routines, highlighting the positive emotional impact of fragrance in everyday life (Schiffman et al., 1995b,c via Kontaris, East & Wilson, 2020).
Next, we studied cases of Scent-Triggered Panic Among Khmer Refugees.
A survey of Cambodian refugees at a psychiatric clinic identified several common panic-inducing scents, including car exhaust fumes, cigarette smoke, trash odors, gas stove fumes, and burning food. These smells triggered traumatic associations, ranging from the sulfuric stench of bombs to the odour of decaying corpses, leading to symptoms such as flashbacks, nausea, palpitations, and panic attacks.
To counter these triggers, therapeutic strategies included carrying a scent sniffer with positive associations, reinforcing pleasant olfactory experiences (such as mindful drinking of jasmine tea), and using multi-sensory mindfulness techniques to reframe responses (Drobnick, 2006).
One example is Sokha, who overcame scent-induced panic by using a Vicks inhaler, linking its menthol aroma to the visualization of a peaceful garden—effectively breaking the cycle of negative associations.
PRIMARY RESEARCH:
Based on these cases, we formulated 2 research questions for primary research:
This question was designed to encourage a future-oriented perspective while subtly embedding context to foster positive mental associations.
The questions were raised to a group of 8 people, 3 women and 5 men who were expatriates in London and had experience non-traumatic relocation.
07 respondents
found imagining and describing vthe scent to be easy
4/5 male respondents
found it easy to describe pleasing scents and felt no cultural barriers to framing the response
01 respondent
struggled to envision a scent, even with added context.
Male respondents
tended to choose outdoor scents or scenarios
One male respondent
easily envisioned the scent but avoided poetic descriptions, as men in his culture were discouraged from expressing such sentiments. Instead of describing it as “a rose on the side of the road,” he humorously chose manure, to break the ice
Female respondents
tended to choose scents and scenarios within the home
Insights from the vox pop survey confirmed that the format and core questioning approach were cross-culturally effective. However, to foster deeper participant engagement, we identified the need to contextualize prompts through tailored warm-up activities. Additionally, cultural scent associations must be acknowledged, ensuring that selected scents evoke positive valence and resonate meaningfully across diverse backgrounds.
WORKSHOP 00:
Carl Rogers and others have developed the theory of facilitative learning. The basic premise of this theory is that learning will occur by the educator acting as a facilitator, that is by establishing an atmosphere in which learners feel comfortable to explore new ideas without feeling scared of what others might think (Laird, 1985, pg.121).
To learn facilitation skills for scent-making, we attended a workshop at London Refinery
The workshop, set in a bright, welcoming space, brought together diverse participants around a shared table. Each had a personal tray with materials, instructions, and a floral arrangement. Beyond scent-making, it offered a unique chance to engage with and observe people from different cultures and gender orientations in action.
TEST WORKSHOP 01:
We leveraged the opportunity from a Facilitation lecture in Design Leadership to design and run a scent-making workshop for the entire MA Design Management class. The opportunity allowed us to test the workshop flow and practice our facilitation skills under Leslie Crombie's skilled guidance.
Service Design Approach
To ensure a seamless participant experience, we focused on:
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Workshop Structure: Designed activities, group interactions, and a joint scent board
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Communication & Onboarding: Created a presentation, consent details, intro, and allergy disclaimer, and sent pre-workshop emails
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Facilitation & Engagement: Practiced facilitation, structured Miro activities, curated a playlist, and set up an inviting space with flowers
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Operational Readiness: Ordered supplies, arranged group trays, and ensured an early setup
Workshop Execution & Insights
Our classmates were highly engaged, with two volunteers assisting in floral arrangements and setup. The scent board activity was a highlight, and participants eagerly experimented with crafting signature scents. While the session ran over time and we couldn’t collect formal feedback, post-session responses were overwhelmingly positive, with many sharing their enthusiasm and learnings afterward.
Key Takeaways
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High engagement indicated strong interest in sensory learning
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Time constraints highlighted the need for better session pacing
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The absence of structured feedback reinforced the importance of post-workshop evaluation strategies
DESIGN CRIT & FEEDBACK
During the design crit we were joined by design experts who had a experience in working with vulnerable people including leaders of the Refugee Transition Network, expert service designers and post-doctoral researchers in Transition Design.
SAFEGUARDING
In response to the feedback and to ensure we were prepared with risk mitigation, we conducted 2 safeguarding interviews.
Mrs. Tharakarani S
PSYCHOLOGIST
Mrs. Sreekumar obtained her MA in Psychology, specialising in Counselling Psychology and Psychology of Crime, from the University of Kerala, India, in 1985. With 24 years of comprehensive experience, including 22 years in Abu Dhabi, she is a highly skilled, empathetic, solution-focused, and people-centred mental health professional.
Mrs. Anjali Pathiyath
HEAD LIBRARIAN
Ms. Pathiyath has worked with displaced children and vulnerable pupils for five years. Ms Pathiyath’s role extends beyond academic responsibilities to encompass social care, mentoring, and support. Over half of her students are recent refugees, asylum seekers, or from low-income households.
The interviews led us to prioritize participant comfort by starting with a disclaimer, ensuring all participation is voluntary, and maintaining an empathetic stance.
If a participant became emotional, we would avoid intrusive questions and inform organizers rather than handling it alone.
Scent descriptions would be carefully framed to prevent unintentional suggestion.
To foster engagement, we would use open-ended questions, validate responses, and leverage natural competitiveness, especially among younger participants.
We would be mindful of cultural sensitivities, such as correct name pronunciation and varying familiarity with scents.
We would also provide a designated break area for participants who may need time to recover.
Risk Assessment
Based on the various inputs from experts and secondary research, we created a risk assessment and mitigation strategy
Physical Sensitivities
A workshop disclaimer addressed allergies and medical concerns, reassuring participants they could step out at any time
Spills
Fragrance oils were centrally placed on a wide table, with individual trays lined with parchment to prevent spills. Cleaning supplies were prepared, and participants were instructed to store valuables and jackets separately to avoid staining.
Language and
framing bias
The language was tailored to be inclusive and gender-neutral, with labels for preferred names and pronouns. Prompts avoided assumptions or intrusive questions, ensuring a welcoming environment.
Trauma-informed perspectives
The workshop ambience was intentionally designed to feel distinct from stressful environments. Only non-toxic, natural fragrance oils commonly encountered in daily life were used to minimise unexpected triggers.
Cultural Sensitivity & Participant Positionality
Cultural considerations were prioritized by allowing time for translations, inviting participants to share perspectives, and validating diverse inputs.
Emotional Distress Support
Participants were informed of exit-strategies at the beginning of. the session. A designated break area was available, and participants were informed they could step out at any time. Facilitators were advised to notify organisers if needed rather than handling distress alone.
Final Workshop and feedback
The final workshop at Revoke received overwhelmingly positive feedback. Participants, all young individuals from diverse cultural backgrounds, deeply engaged with the sensory experience. Despite language barriers, one non-English-speaking participant actively participated with the help of a peer translator, demonstrating the universal accessibility of scent as a communication tool.
Top Left: Promo Image (illustrated by me), Right: Test Workshop (with International students) , Bottom Left: Revoke workshop with displaced persons
What Worked Well?
Content
Participants naturally connected scent exploration to the Explore phase of the Systemic Design Framework, especially in selecting "loved" scents to envision positive futures
Tools
Take-home brochures on scent-making and structured prompt cards helped participants frame their creative process.
Ambience
A transformational space with flowers and music helped participants step out of routine and immerse in the experience
Facilitation
A light, conversational approach encouraged openness. A facilitator acknowledging nervousness made participants more comfortable, and one-on-one guidance ensured deeper engagement.
Areas for Improvement
Content Clarity & Intention Setting
Some technical language in the framework was difficult to grasp, and a few participants became fixated on scent theory, requiring extra encouragement to experiment.
Reflections & Documentation
Limited time for sharing due to venue constraints left incomplete session notes, requiring an immediate debrief to capture insights.
Ambience
Both facilitators initially stood on one side of the room, making it harder to engage participants in the opposite corner—though space constraints and an injured facilitator limited movement.
Pacing & time accommodations
One participant needed extra time for perfume-making, cutting into reflection time. A scheduled break would have been beneficial.
Emotional Impact & Feedback
Challenges
One participant was emotional in the beginning. Though the facilitators both checked-in, and he confirmed being okay to continue, the session was emotional for him.
Mood
“Somebody asked what made me smile today. I think this is what made me smile”
Imagination and
forward-thinking
“I will not forget this for a long time. Makes you think and be creative because there is no smell for the sun but you can imagine it”
Future-Making
“You spend your time thinking about the past but today we thought about the future and it gave us hope”
Mood
“I am so glad I came today"
"Best part of the day"
Imagination and
forward-thinking
“It brought us back to earth, the smells unite us. Because we are making things for which we plant a seed now”
Ambience
At the start, “Everything smells good in here”
Designer/ Maker skills
“Opened the door to a new interest.. It’s very entrepreneurial. It’s very empowering.”
Hope & Intention
“After this I am recreating my scent collection again”
Key Learnings
Co-Creation & Just Cause as a North Star
Navigating the complexities of facilitating for a vulnerable population required conviction and adaptability. Despite expert critiques on the feasibility of a safe and inclusive environment using fragrance, we anchored our work in Sinek’s “Just Cause” framework, ensuring decisions aligned with an affirmative, inclusive, and service-oriented vision. Prioritizing safeguarding—such as sourcing alcohol-free fragrances for religious inclusivity—demonstrated our commitment to cultural sensitivity in design.
Adaptive Facilitation & Resilience in Uncertainty
Working with external partners, spatial constraints, and vulnerable participants required an agile mindset and the ability to navigate impromptu challenges. Balancing systemic design goals with real-time facilitation needs, we learned that maintaining a positive frame in unpredictable scenarios was critical.
Inclusive Experience & Participant Engagement
While some participants initially struggled with technical language or became overly attached to scent theory, they were able to intuitively connect sensory exploration to systemic design. Sensory storytelling proved universally accessible, as seen when a non-English-speaking participant engaged fully through scent-based communication.
This underscores the power of sensory, and non-verbal design methods, that are often overlooked in inclusive facilitation.
Growth Mindset & Learning Through Experimentation
The project was approached with a mastery-oriented mindset (Dweck & Leggett, 1988), embracing uncertainty as a learning opportunity. Iterative testing, real-time adjustments, and post-workshop reflections helped refine both facilitation techniques and service design methodologies.
Feedback from participants affirmed the transformative potential of the workshop, reinforcing our belief in design as a tool for behavioral and social change.
