Game-based interventions: A qualitative exploration of strategies to develop social and emotional skills for teenagers with adverse childhood experiences.

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.