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Mental Health Professionals' Views on Gaming to Inform Game-Based Interventions: Qualitative Cross-Sectional Study.

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Mental health professionals (MHPs) view their own gaming positively but associate clients' gaming with problems. Education can bridge this gap by clarifying game-based interventions, improving adoption in mental health care.

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Area of Science:

  • Digital mental health interventions
  • Clinical psychology
  • Human-computer interaction

Background:

  • Mental health professionals (MHPs) play a key role in adopting new digital mental health technologies.
  • MHPs hold mixed views on game-based interventions and entertainment video games, influenced by perceptions of games as both harmful and beneficial.
  • Understanding these perceptions is crucial for the successful implementation of game-based interventions.

Purpose of the Study:

  • To investigate mental health professionals' (MHPs) perceptions of entertainment video games and gaming within clinical contexts.
  • To inform the integration of game-based digital mental health interventions into healthcare settings.

Main Methods:

  • Qualitative cross-sectional study combining three interview datasets (n=41) from Finnish MHPs.
  • Analysis using reflexive thematic analysis.
  • Two post hoc analyses using complementary qualitative questionnaire data (n=80).

Main Results:

  • MHPs exhibit a self-client attitude asymmetry, viewing their own gaming as recreational and clients' gaming as problematic.
  • Ambivalence exists regarding gaming as both adverse technology and meaningful culture.
  • MHPs consider clients' gaming within the broader life context and expect game-based interventions to be approachable and motivating, especially for younger or digitally adept clients.

Conclusions:

  • Limited research exists on MHPs' broader sense-making of gaming for intervention implementation.
  • Clinician education should differentiate game-based interventions from entertainment games, clarify clinical aims, and challenge narrow audience assumptions.
  • Addressing misconceptions and leveraging existing perceptions can improve clinician education and the adoption of game-based interventions in mental health care.