This article explores the importance of adopting a more balanced approach to studying the impact of video games on young individuals. Historically, research has primarily focused on the negative consequences of playing video games, such as aggression and addiction. Less attention has been given to the potential positive effects. This particular article argues that video games can fulfill psychological needs, enhance intrinsic motivation and contribute to overall well-being. Furthermore, it emphasizes the beneficial impact of video games on problem-solving abilities, intergroup relations and physical activity. The authors, Paul J.C Adachi and Teena Willoughby propose that the application of self-determination theory (SDT) can serve as a valuable framework for understanding these positive outcomes. However, the article acknowledges the scarcity of research on different age groups and stresses the necessity for further studies to explore developmental variances in the influence of playing video games.
At RASS, approaching things from a holistic lens and taking all factors into account (both positive and negative) is integral.
Reference:
Adachi, P. & Willoughby, T. (2017). The link between playing video games and positive youth outcomes. Child Development Perspectives, 11(3), 202–206.
This journal article is based on a research study that measures a person’s stress levels before and after playing a game that was specifically designed to reduce stress. The game itself was developed in conjunction with the researchers of this project, using elements backed by evidence that are proven to reduce stress such as sounds, visuals, colours, difficulty level etc.
To measure the stress of individuals, researchers primarily relied on the Profile of Mood States (POMS) survey, and the POMS-2 survey, to take a measurement of stress. POMS assesses stress through rating statements from “Not at all” to “Extremely” relating to the six scales of Tension, Depression, Anger, Fatigue, Confusion, and Vigor. Cardiac coherence was also measured to detect stress.
In terms of the causes of stress, researchers state that there are a wide variety of reasons for people to experience both acute (short term) and long term stress, which can vary depending on country of origin as well as age group. Some countries are classified as “more stressful”, and children will obviously experience stress differently from adults. However, the physiological and psychological symptoms of stress affect all age groups the same way. The journal also mentions that COVID-19 was a significant factor in the amount of stress people were experiencing from 2020 to 2022, with quarantine being the most reported reason for stress.
Casual video games have over 200 million players globally and have a vast diversity in communities both for online and offline gaming. According to a report by the Casual Games Association in 2008, the most opened application on Windows XP was Solitaire, proving that games have always been used as a form of stress relief. Based on this evidence, the research team decided to design a video game that could significantly reduce the stress of an individual in a short amount of time. The game was created using the Unity Engine Development Tool and were designed to keep in mind textures, lightning, and colors typically used for releasing stress. There are no difficulty levels and it is not a competitive game, but it does have level variety through three different scenarios of infinite maps (think like a subway surfer or temple run kind of game).
Participants (whose average age was 23) took the POMS and POMS-2 surveys before and after playing the game. The results showed a significant decrease in reported stress symptoms, with the prior survey showing an 80% degree of stress in participants and the post survey showing only a 40% degree of stress. The article does acknowledge that there will always be multiple factors in reducing one’s stress that is greatly dependent on individuals, however they concluded that due to the specific design of the game they created for this research study, it made a significant difference in stress levels.
As a prevention worker and also a gamer myself, I believe that this research study supports the thoughts that I have had regarding the 5 Life Areas content we teach to our youth and how that could potentially be translated well into a video game format. Video games engage our brain’s learning centers in ways that help with memory more so than traditional sitting and listening, and can potentially create a less boring and less stressful environment for youth to learn about the life areas and harm reduction, especially as RASS begins to develop our gaming niche in the community.
Reference:
Ajmal, A., Aldabbas, H., Amin, R., Ibrar, S., Alouffi, B., & Gheisari, M. (2022). Stress-relieving video game and its effects: a POMS case study. Computational Intelligence & Neuroscience, 1–11.
A key strategic initiative in the Secondary Schools is with the Career-Life Education (CLE) classes. A central program in support of CLE students and teachers is our Life Areas Program. At RASS, we have holistically defined these 5 different Life Areas as the physical-mental-social-spiritual-environmental experience. These 5 Life Areas contribute to the human experience, and our understanding of how we relate to other people and the world around us. Health promotion addresses all of these 5 areas in an interconnected, dynamic way. We know that having healthier Life Areas provides a foundation for better adjustment and academic performance, reflected in more positive social behaviors and peer relationships, fewer conduct problems, less emotional distress, and improved grades and test scores.
A second connected Career-Life Education (CLE) program is our Peer 2 Peer (P2P) Program. P2P is a two-fold initiative. First, P2P aims to engage with students, working with CLE classes to create a curriculum-based presentation/project delivered/provided to students transitioning from Grade 7 (feeder schools) to Grade 8 (Secondary School). Second, P2P works with teachers and administrators to develop a common vision and common approach for a transition model for students.
P2P is a creative feeder school initiative based on a peer-to-peer delivery model. Secondary students in their CLE classes engage with grade 7 students, having select CLE volunteers visit a feeder school class of grade6/7s to build relationships and explore the feeder school students’ questions and concerns about high school life. Following, CLE classes work on creating public service style multimedia messages which respond to the concerns feeder school Elementary students have on entering Secondary School. Having piloted this program school over the last few years, our learnings/ feedback have emphasized the importance of intentional and enduring strategies to complement a separate evaluation process.
RASS aims to build teacher capacity, supporting the development of caring relationships between teachers and students. Such relationships are fundamental to achieving the goal of being a healthy school environment. Positive change occurs in the context of authentic relationships, when students feel school staff care and will be there for them unconditionally. Teachers also require the same concepts and resources as their students, including caring relationships with colleagues, positive beliefs, expectations, and trust on the part of administration.
In addition, teachers require ongoing opportunities to reflect, engage in dialogue, and make decisions together. RASS provides optional Professional Development to teacher/admin staff populations at request. Our workshop on Creating a Culture of Connectedness invites adult staff to consider their relationships with each other as coworkers, with their students, with themselves, and within their school environment. RASS is an essential support to communicate and equip school staff to form their school environments towards social and emotional health from the top-down (teachers/admin to students), as much as bottom-up (students to teachers/admin).
As laid out in A Pathway to Hope, the provincial roadmap for making mental health and addiction cares better for people in BC, Mental Health in Schools in one of the key priorities. One of the actions is to have evidence-based and culturally safe programs and supports that focus on prevention and health promotion activities. Our school prevention programs will proactively identify children and youth early who are experiencing social or emotional challenges and/or early signs of mental health and substance use challenges.