大流行病中的复原力游戏;探索在线棋盘游戏在识别资源方面的作用。

Imogen Maresch, Hanna Kampman
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引用次数: 0

摘要

在当前 "科维德-19 "事件和世界范围内社会疏远的氛围下,精神健康的损失已被广泛报道,预计负面影响将持续到封锁之后。面对未知的未来和持续的挑战,恢复能力既是当务之急,也是必要之举。随着人们呼吁通过数字方式进行干预,帮助受大流行病影响的人们,本研究探讨了如何通过玩以积极心理学为基础的在线棋盘游戏来帮助人们认识抗灾资源。16 名来自不同国家的参与者以 3-4 人为一组进行游戏,通过焦点小组收集的定性数据使用主题分析法进行了分析。参与者主要通过反思和回忆以前的策略和成功经验,描述了资源的扩展情况。本研究确定了四个主题,认为它们以螺旋式上升的顺序促进了这一过程:游戏机制(释放)、心理安全(反思)、有意义的对话(记忆)和先前经验的锚定(重复使用)。重要的是,本研究表明,心理安全可能通过在线环境得到了加强,参与者认为在线环境使他们能够不受干扰或抑制地参与其中。此外,游戏后的反思虽然不是最初干预的一部分,但在意义建构和将所学知识迁移到现实生活中起到了至关重要的作用。建议今后对在线环境如何不仅促进而且增强干预措施进行研究。最后,本研究呼吁进一步研究游戏性积极心理学干预措施的影响,并建议将 "严肃游戏" 发展为 "严肃积极游戏"。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Playing for Resilience in a Pandemic; Exploring the Role of an Online Board Game in Recognising Resources.

Playing for Resilience in a Pandemic; Exploring the Role of an Online Board Game in Recognising Resources.

Playing for Resilience in a Pandemic; Exploring the Role of an Online Board Game in Recognising Resources.

Playing for Resilience in a Pandemic; Exploring the Role of an Online Board Game in Recognising Resources.

In the current climate of Covid-19 and world-wide social distancing, the mental health toll has been widely reported, with an expectation that the negative impact will last beyond the lockdowns. Facing the prospect of an unknown future and continuing challenges, resilience is both topical and necessary. With a call for digitally delivered interventions to help people affected by the pandemic, this study explores how playing an online positive psychology-informed board game supported people to recognise resources for resilience. Sixteen multi-national participants played in groups of 3-4 and qualitative data, collected via focus groups, was analysed using Thematic Analysis. Participants described a broadening of resources, primarily through reflecting on and remembering prior strategies and successes. Four themes are identified which, it is suggested, facilitated this in a sequential, upward spiral; the game mechanisms (release), psychological safety (reflect), meaningful conversations (remember) and anchoring of prior experiences (reuse). Critically, this study suggests that psychological safety may have been amplified by the online environment, which participants suggested enabled them to engage without interruption or inhibition. Additionally, whilst not part of the original intervention, the post-game reflection played an essential role in meaning-making and transferring learning into real-life. Future research into how online environments might not just facilitate but augment interventions is recommended. Finally, this study calls for further research into the impact of playful positive psychology interventions, suggesting a potential development of 'serious play' towards 'seriously positive play'.

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