Applied games and mental health of youth. Rutger Engels

Transcriptie

1 Applied games and mental health of youth Rutger Engels

2 Isabela Granic Radboud University The Netherlands

3 F2F therapy

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6 1. Increasing engagement through play might lead to stronger learning effects and higher retention

7 2. Opportunity to trigger authentic negative emotions

8 3. Training machines

9 Right now Hardly any applied games for mental health (ADHD is an exception) Some applied games are boring and do not have the quality that kids are used to

10 A coating of sweet does not make the learning suddenly fun (Farber, 2014)

11 SPARX : 2 studies by developer (Merry et al., 2012) Our own RCT: Decrease in depressive symptoms (Poppelaars, et al. Beh Res & Therapy, 2016) But!! Youth indicate the game is boring, would not play it themselves and would not advise it to their peers

12 Strategy

13 Implement Research Outcome analysis Component analysis Process analysis Disseminate Video Game Development professional game developers Research on etiology of psychopathology scientists/acade mics Felt emotional experience clients/players Evidence-based clinical techniques clinicians/scient ists 13

14 Clinical guidelines Based on evidence-based treatments and prevention programs (meta-analysis, systematic reviews)

15 No empirical evidence = No funding for broad implementation

16 Examples

17 MINDLIGHT 17 Neurofeedback 3D video game for prevention and treatment of anxiety

18 EXPOSURE 18 ATTENTION BIAS MODIFICATION

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20 These kids felt REAL emotions

21 N o n - i n f e r i o r i t y R C T C o m p a r e M i n d L i g h t w i t h C B T C B T 1,00 0,98 0,96 0,94 0,92 0,90 0,88 0,86 0,84 0,82 0,80 0,78 0,76 0,74 0,72 0,70 0,68 0,66 0,64 0,62 0,60 21 N=750 children screened N= 170 selected for RCT Pre Post 3-month Schoneveld et al., Prev Science, 2018 Follow-up

22 DEEP 22 VR Biofeedback game Niki Smit Owen Harris

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27 Moving Stories

28 Mental Health Literacy knowledge and beliefs about mental disorders which aid their recognition, management or prevention (Jorm, et al, 1997). (a) knowledge of how to prevent mental disorders, (b) recognition of when a disorder is developing, (c) knowledge of help-seeking options and treatments available, (d) knowledge of effective self-help strategies for milder problems, and (e) first aid skills to support others who are developing a mental disorder or are in a mental health crisis (Jorm, 2012).

29 Targets Moving Stories knowledge and beliefs about mental disorders which aid their recognition, management or prevention (Jorm, et al, 1997). (a) knowledge of how to prevent mental disorders, (b) recognition of when a depressive disorder is developing, (c) knowledge of help-seeking options and treatments available, (d) knowledge of effective self-help strategies for milder problems, and (e) first aid skills to support others who are developing a depressive disorder or are in a mental health crisis (Jorm, 2012).

30 Stigma Education Contact Decreased stigma

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32 Experience for Youth Synchronized single player A whole class starts and finishes at the same time. Smartphone. 1st day: instruction of mentor (trained on mental health literacy) 1 week cycle (only on schooldays) active gameplay per morning (6-10am) 3-5 text messages from Lisa during the day 8th day: trained experience expert group session

33 Step 6 Randomized Controlled Trials Moving Stories RCT 1 Moving Stories vs control group (Anouk Tuijnman) RCT 2 Moving Stories as part of stepped depression program (Mandy Gijzen)

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35 DOJO (Gamedesk, LA) Bio-feedback game focusing on anxiety regulation Instructional video s and practise, and after that 3 rooms to practise skills (muscle relaxation, deep breathing, positive self-talk) Developed for adolescents

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37 Pilot RCT on comorbid anxious adolescents in a residential treatment center Design: experimental group (Dojo) and control (TAU) N=41 (80% boys). Response rate at 4m follow up: (87% youth; 66% mentors)

38 Clinical trail: Results Self-reported behavioral problems (SDQ): significant decline in symptoms at FU Mentor-reported SCAS and behavioral problems: significant decline in symptoms at FU Schuurmans et al., Games for Health Journal, 2015; Schuurmans et al., J Psychopath & Beh Assess, 2017

39 Unintentional beneficial effects of commercial games

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41 Next Steps

42 1. Tests 2. Implementation through partnerships

43 Applied gaming for youth with autism Lieke Wijnhoven PP: 121 children with diagnosed autism (8-16 jaar) Recruitment atggz Oost Brabant, De Bascule en Pluryn 58 children in exp group (Mindlight), 63 controls (Triple Town) 6 weekly sessions with therapist Primary outcome: SCAS-C/P &ADIS-P GGZ Oost Brabant

44 Ervaringen ouders Ik weet niet precies hoe het werkt, maar mijn kind is opeens veel minder angstig na het spelen van Mindlight Toen mijn kind vorige week bang was, zei ik tegen hem Denk aan je lampje!. Dat werkte goed! Mijn kind vindt het eindelijk weer eens leuk om naar de GGZ te komen, omdat hij weet dat hij mag gamen Mijn kind durft weer alleen naar de wc en is niet meer bang in het donker na het spelen van Mindlight GGZ Oost Brabant

45 Ervaringen therapeut In het begin was het erg lastig om met hem de game te spelen, omdat hij zo bang was voor de monsters in het spel. Maar door steeds een stapje verder te gaan met de exposure in de game zag ik hem per week groeien. En nu hoor ik ook van ouders terug dat zijn angst thuis is afgenomen. Een erg mooie behandelervaring! GGZ Oost Brabant

46 Thank you