Peer-reviewed article
Game-based interventions: A qualitative exploration of strategies to develop social and emotional skills for teenagers with adverse childhood experiences.
Baney L, Greene A, Sherwood-Laughlin C, Crawford B ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study explored how game-based interventions could help teenagers who have experienced adverse childhood experiences (ACEs) develop social and emotional skills. Researchers interviewed 15 mental health professionals about strategies that could be built into therapeutic board games. The findings identified three key approaches: using scenarios and discussion prompts to address thinking patterns, incorporating guided practice to build skills through doing, and promoting healthy relationships as a social norm. The study suggests that well-designed therapeutic games can support teenagers who have experienced trauma.
Key points
- Social and emotional skill development is needed for teenagers with ACEs to counteract negative impacts on their well-being
- Scenario-based and discussion prompts can address personal and cognitive factors
- Guided practice and enactive mastery help develop behavioural skills
- Promoting healthy relationships as a social norm addresses environmental factors
- Therapeutic games can be structured according to social cognitive theory principles
Limitations
This study captures expert opinion from mental health professionals but does not test whether an actual game-based intervention works or evaluate outcomes with teenagers. The countries where the research was conducted are not specified in the document.
Abstract
Background Adverse childhood experiences (ACEs) are a form of childhood trauma that can negatively impact children's development and health throughout their life span. Experiencing any ACE as a child could jeopardise the optimal development and health of children, particularly negatively affecting their social and emotional well-being. Literature regarding childhood trauma frequently indicates the need for more interventions. Objective This study aims to explore strategies that promote social and emotional skill development, which can be incorporated into a therapeutic board game. Methods Semi-structured interviews were conducted with 15 mental health professionals experienced in working with youth and ACEs. The interview guide was based on the social cognitive theory as a conceptual framework, as it has been proven effective in interventions focusing on increasing knowledge of health topics and teaching and developing skills. Reflexive thematic analysis was used. Results Results are presented in three themes, including (i) personal and cognitive factors: using both scenario-based and discussion prompts, (ii) behaviour factors: incorporating guided practice and enactive mastery, and (iii) environmental factors: promoting healthy relationships as a social norm. These findings suggest that therapeutic games can be developed and structured to effectively address the needs of those who have experienced ACEs. Conclusion Future studies should prioritise the creation of innovative therapeutic approaches that are tailored to the unique needs of teenagers with ACEs, to provide support and skills development.