THERAGAMES : USING THERAPEUTIC GAMES

The classroom

The games can be used in many different settings: in classrooms; with targetted groups of children; and therapeutically with individual children. At a classroom level, the games can be used to reinforce and support the teaching of socio-emotional skills in classroom lessons. By teaching the class how to play the games it is possible to teach the social or emotional skills embedded in the games. Pinning the boards to a magnetic board (or using products like 'Bluetac'), allows the games to be played as a whole class with teams taking turns to have a go. Most children are able to play these games by themselves after instruction, with minimal supervision. Parents, teacher's aides and older peers can also play the games with groups of children as a way of teaching and practicing anger management, dealing with teasing and friendships. By playing the games with children, adults learn a repertoire of skills and scripts to suggest to children, or use themselves. By teaching, we learn. The games can also be played as part of a playground program where a passive games area is set up for students. Peer leaders are able to act as game leaders in these settings.

Targetted groups

Social skills deficits that are not too serious often respond to extra guided practice. Children with temper problems or who are involved in teasing or have difficulty making and keeping friends usually benefit from inclusion in a therapeutic games program. Leaders could be psychologists, teachers, specialist behaviour teachers or teacher's aides. Specific games are used to target particular skills. Playing the games at lunchtime as part of a whole school response to playground problems is an effective strategy for selected children. With direct instruction, modelling and guided practice, most children will adopt at least some of the emotional management strategies presented to them. Most children identified to be at risk of social and emotional failure will respond to the intense, small group attention received while playing a course of games with a skilled game leader. By playing therapeutic games with a skilled game leader, children in need of further intervention can be identified.

Therapeutic games may also be used with small groups of children (4 or 5) who have significant social difficulties. In this setting, it is useful to seed the group with a child who has well developed social skills to act as a peer model. At this level of intervention, clinical observations are made and hypotheses formulated about the children's difficulties. If appropriate skills have not been gained after a period of instruction and guided practice, then other interventions should be attempted. Having played the games, one can confidently presume that the child has been exposed to prosocial skills in an intensive and motivating manner. Further investigation of medical problems, mental health disorders, family dynamics or child protection issues may be required. Children who bully or are extremely disruptive or violent are not appropriate for this level of intervention but may benefit from the therapeutic / clinical level described below.

Clinical level