Pub Date : 2021-10-18DOI: 10.1080/15401383.2021.1986186
S. Brisson, T. Davis, Tierra Sanders, Kaelin C. Young
ABSTRACT Research suggests that a therapy dog team may have a positive impact on medical students’ anxiety. However, no controlled studies have evaluated this intervention’s effect on their stress and anxiety before an exam. Twelve medical students participated in this study. Utilizing a repeated-measures design, each participant interacted with a therapy dog team before one exam and engaged in their regular pre-exam routine before another. Participants then recorded their level of perceived anxiety and had salivary cortisol levels measured. Results: Both conditions significantly decreased salivary cortisol levels from baseline. Additionally, perceived anxiety was significantly lower after interacting with the therapy dog team when compared to engaging in one’s regular pre-exam routine. This controlled study is the first to assess the impact of a therapy dog team on medical students’ exam stress and anxiety. Results support pre-exam interaction with a therapy dog team to reduce stress and anxiety.
{"title":"The Impact of a Therapy Dog Team on Medical Students’ Physiological Stress and Perceived Anxiety Prior to an Exam","authors":"S. Brisson, T. Davis, Tierra Sanders, Kaelin C. Young","doi":"10.1080/15401383.2021.1986186","DOIUrl":"https://doi.org/10.1080/15401383.2021.1986186","url":null,"abstract":"ABSTRACT Research suggests that a therapy dog team may have a positive impact on medical students’ anxiety. However, no controlled studies have evaluated this intervention’s effect on their stress and anxiety before an exam. Twelve medical students participated in this study. Utilizing a repeated-measures design, each participant interacted with a therapy dog team before one exam and engaged in their regular pre-exam routine before another. Participants then recorded their level of perceived anxiety and had salivary cortisol levels measured. Results: Both conditions significantly decreased salivary cortisol levels from baseline. Additionally, perceived anxiety was significantly lower after interacting with the therapy dog team when compared to engaging in one’s regular pre-exam routine. This controlled study is the first to assess the impact of a therapy dog team on medical students’ exam stress and anxiety. Results support pre-exam interaction with a therapy dog team to reduce stress and anxiety.","PeriodicalId":46212,"journal":{"name":"Journal of Creativity in Mental Health","volume":"18 1","pages":"302 - 316"},"PeriodicalIF":0.6,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49406070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-18DOI: 10.1080/15401383.2021.1983493
P. Prasath, Ajitha Chandrika Prasanna Kumaran, J. R. Spears, Kendra Jackson
ABSTRACT This content analysis provides an overview of articles specific to creativity in counselor education classrooms published in the American Counseling Association (ACA) journal for creativity – The Journal for Creativity in Mental Health (JCMH) between the years 2005 and 2020. In addition to the number of articles on this topic published during this time period, the study identifies other aspects such as authors and institutional affiliations; methodology; study locations, target populations, and sample characteristics; area of CACREP course offering; and creative teaching strategies and course assignments. Implications for the scholarship of creative teaching in counselor education are discussed. Recommendations are directed toward future research areas for counselor educators’ consideration in the JCMH.
{"title":"Creativity in the Classroom: A Content Analysis of the Journal of Creativity in Mental Health from 2005 to 2020","authors":"P. Prasath, Ajitha Chandrika Prasanna Kumaran, J. R. Spears, Kendra Jackson","doi":"10.1080/15401383.2021.1983493","DOIUrl":"https://doi.org/10.1080/15401383.2021.1983493","url":null,"abstract":"ABSTRACT This content analysis provides an overview of articles specific to creativity in counselor education classrooms published in the American Counseling Association (ACA) journal for creativity – The Journal for Creativity in Mental Health (JCMH) between the years 2005 and 2020. In addition to the number of articles on this topic published during this time period, the study identifies other aspects such as authors and institutional affiliations; methodology; study locations, target populations, and sample characteristics; area of CACREP course offering; and creative teaching strategies and course assignments. Implications for the scholarship of creative teaching in counselor education are discussed. Recommendations are directed toward future research areas for counselor educators’ consideration in the JCMH.","PeriodicalId":46212,"journal":{"name":"Journal of Creativity in Mental Health","volume":"18 1","pages":"402 - 423"},"PeriodicalIF":0.6,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47564651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-18DOI: 10.1080/15401383.2021.1989354
Yina Wang, Yuan-yuan Peng, L. A. Mitchell, Jiagivenname Hu, Pengkang Liu, Haipeng Tang
ABSTRACT Most Chinese pre-arrival training programs are focused on English language training without preparing students with psychological readiness to overcome potential adversities. This paper explores the effectiveness of an innovative six-week pre-arrival training program that integrated English training with resilience training through the lens of social constructionism. The program involved a mix of English proficiency training using stories with an underlying resilience theme coupled with further reinforcement of resilience skills through interactive narratives, bibliotherapy and art therapy. Thirty Chinese students who were enrolled in a joint venture training program between China and the U.K. were randomly divided into an experimental group and a control group. The result of the pretest and posttest comparison after students participated in the training program showed a significant improvement in the experimental group’s overall English skills and resilience, and a decrease in their anxiety, stress, and depression compared to the control group.
{"title":"Integration of Resilience Training and English Training through a Lens of Social Constructionism","authors":"Yina Wang, Yuan-yuan Peng, L. A. Mitchell, Jiagivenname Hu, Pengkang Liu, Haipeng Tang","doi":"10.1080/15401383.2021.1989354","DOIUrl":"https://doi.org/10.1080/15401383.2021.1989354","url":null,"abstract":"ABSTRACT Most Chinese pre-arrival training programs are focused on English language training without preparing students with psychological readiness to overcome potential adversities. This paper explores the effectiveness of an innovative six-week pre-arrival training program that integrated English training with resilience training through the lens of social constructionism. The program involved a mix of English proficiency training using stories with an underlying resilience theme coupled with further reinforcement of resilience skills through interactive narratives, bibliotherapy and art therapy. Thirty Chinese students who were enrolled in a joint venture training program between China and the U.K. were randomly divided into an experimental group and a control group. The result of the pretest and posttest comparison after students participated in the training program showed a significant improvement in the experimental group’s overall English skills and resilience, and a decrease in their anxiety, stress, and depression compared to the control group.","PeriodicalId":46212,"journal":{"name":"Journal of Creativity in Mental Health","volume":"18 1","pages":"349 - 366"},"PeriodicalIF":0.6,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45412774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-18DOI: 10.1080/15401383.2021.1987366
Tiffany L. Otting, C. Chandler
ABSTRACT This study investigated if and how HART constructs manifested in animal-assisted therapy in counseling (AAT-C). Using a constructivist, grounded-theory approach the following HART constructs were examined: relational moments, significant human-animal relational moments, human-animal relational processing, and human-animal relational therapeutic impact. From the iterative process of multiphasic coding and constant comparison it was determined that there was consistency between HART and counselor-client participants’ experiences of AAT-C.
{"title":"Credibility of Human-Animal Relational Theory","authors":"Tiffany L. Otting, C. Chandler","doi":"10.1080/15401383.2021.1987366","DOIUrl":"https://doi.org/10.1080/15401383.2021.1987366","url":null,"abstract":"ABSTRACT This study investigated if and how HART constructs manifested in animal-assisted therapy in counseling (AAT-C). Using a constructivist, grounded-theory approach the following HART constructs were examined: relational moments, significant human-animal relational moments, human-animal relational processing, and human-animal relational therapeutic impact. From the iterative process of multiphasic coding and constant comparison it was determined that there was consistency between HART and counselor-client participants’ experiences of AAT-C.","PeriodicalId":46212,"journal":{"name":"Journal of Creativity in Mental Health","volume":"18 1","pages":"317 - 331"},"PeriodicalIF":0.6,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44566955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-17DOI: 10.1080/15401383.2021.1963902
Ayano Oishi
ABSTRACT Positive expressive writing may improve willingness to engage in expressive writing. An individual, three-day, homework-style experiment was conducted with 42 Japanese undergraduate students who completed a writing task about their feelings regarding a stressful experience. Participants were assigned sequentially to positive, negative, or standard prompt groups. ANOVAs were performed to compare students’ willingness to engage in expressive writing across groups and revealed a relative increase in the positive prompt group’s willingness from baseline to follow-up. In that group, students’ willingness significantly increased from pre-session to post-session. The positive prompt helped maintain higher levels of continued expressive writing and promoted participants’ willingness to engage in expressive writing, causing fewer interruptions during writing sessions. Expressive writing may be an early stress intervention strategy.
{"title":"Positive Expressive Writing as a Stress Management Strategy for Japanese Students: Willingness to Engage in Expressive Writing","authors":"Ayano Oishi","doi":"10.1080/15401383.2021.1963902","DOIUrl":"https://doi.org/10.1080/15401383.2021.1963902","url":null,"abstract":"ABSTRACT Positive expressive writing may improve willingness to engage in expressive writing. An individual, three-day, homework-style experiment was conducted with 42 Japanese undergraduate students who completed a writing task about their feelings regarding a stressful experience. Participants were assigned sequentially to positive, negative, or standard prompt groups. ANOVAs were performed to compare students’ willingness to engage in expressive writing across groups and revealed a relative increase in the positive prompt group’s willingness from baseline to follow-up. In that group, students’ willingness significantly increased from pre-session to post-session. The positive prompt helped maintain higher levels of continued expressive writing and promoted participants’ willingness to engage in expressive writing, causing fewer interruptions during writing sessions. Expressive writing may be an early stress intervention strategy.","PeriodicalId":46212,"journal":{"name":"Journal of Creativity in Mental Health","volume":"18 1","pages":"164 - 177"},"PeriodicalIF":0.6,"publicationDate":"2021-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45630974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-16DOI: 10.1080/15401383.2021.1989353
Sarah Zoghbi, P. Roberts, M. Pollock, LeAnne Steen
ABSTRACT Individuals whose career is within creative arts have higher rates of mental health diagnoses as compared to other professionals. We discuss the development of a novel program, the results of a quasi-experimental pilot survey of participants, and implications for practice and future research. Care for Creatives (CFC) operated from 2018 to 2020 to address community mental health of creative arts professionals. CFC collected pilot survey data from participants and included weekly drop-in social mixers featuring various healing service stations. The event paired with a structured open group featuring activities in yoga, somatic activities, and movement (MOV), expressive arts modalities (EA), and meditative relaxation practices (MED) with facilitated reflective sharing. Pre and post session data were collected from a convenience sample (n = 224). Results were statistically significant for positive change in all domains measured: subjective wellbeing (SWB), gratitude (GT), hope (HP), and social connection (SC). Results indicate that CFC successfully improved mental health indicators.
{"title":"Activity Groups as Mental Health Interventions for Creative Arts Professionals","authors":"Sarah Zoghbi, P. Roberts, M. Pollock, LeAnne Steen","doi":"10.1080/15401383.2021.1989353","DOIUrl":"https://doi.org/10.1080/15401383.2021.1989353","url":null,"abstract":"ABSTRACT Individuals whose career is within creative arts have higher rates of mental health diagnoses as compared to other professionals. We discuss the development of a novel program, the results of a quasi-experimental pilot survey of participants, and implications for practice and future research. Care for Creatives (CFC) operated from 2018 to 2020 to address community mental health of creative arts professionals. CFC collected pilot survey data from participants and included weekly drop-in social mixers featuring various healing service stations. The event paired with a structured open group featuring activities in yoga, somatic activities, and movement (MOV), expressive arts modalities (EA), and meditative relaxation practices (MED) with facilitated reflective sharing. Pre and post session data were collected from a convenience sample (n = 224). Results were statistically significant for positive change in all domains measured: subjective wellbeing (SWB), gratitude (GT), hope (HP), and social connection (SC). Results indicate that CFC successfully improved mental health indicators.","PeriodicalId":46212,"journal":{"name":"Journal of Creativity in Mental Health","volume":"18 1","pages":"332 - 348"},"PeriodicalIF":0.6,"publicationDate":"2021-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44312191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-30DOI: 10.1080/15401383.2021.1970070
Stephanie T. Burns
ABSTRACT A purposive sample of 560 counselor education students from 12 CACREP-accredited programs completed the Guilt and Shame Proneness Scale (GASP), an emotional and behavioral assessment of shame and guilt. Results indicated that participants were unlikely to withdraw from others and unlikely to behave in immoral, non-empathic, and socially irresponsible ways. However, students in this study may struggle with low self-esteem, high levels of anxiety, perfectionism, and fear of failure when experiencing shame. Students in this study experiencing guilt were likely to behave ethically, empathically, and use socially responsible behaviors. Counselor education students of different genders, races, ages, and counseling specialties experienced shame and guilt in similar ways. Several recommendations are made to help train counselor education students to understand how shame and guilt can impact counseling outcomes.
{"title":"Raising Awareness of the Impact of Guilt and Shame on Counselor Education Students","authors":"Stephanie T. Burns","doi":"10.1080/15401383.2021.1970070","DOIUrl":"https://doi.org/10.1080/15401383.2021.1970070","url":null,"abstract":"ABSTRACT A purposive sample of 560 counselor education students from 12 CACREP-accredited programs completed the Guilt and Shame Proneness Scale (GASP), an emotional and behavioral assessment of shame and guilt. Results indicated that participants were unlikely to withdraw from others and unlikely to behave in immoral, non-empathic, and socially irresponsible ways. However, students in this study may struggle with low self-esteem, high levels of anxiety, perfectionism, and fear of failure when experiencing shame. Students in this study experiencing guilt were likely to behave ethically, empathically, and use socially responsible behaviors. Counselor education students of different genders, races, ages, and counseling specialties experienced shame and guilt in similar ways. Several recommendations are made to help train counselor education students to understand how shame and guilt can impact counseling outcomes.","PeriodicalId":46212,"journal":{"name":"Journal of Creativity in Mental Health","volume":"18 1","pages":"178 - 196"},"PeriodicalIF":0.6,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43431079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-29DOI: 10.1080/15401383.2021.1972067
Jordan Esfeld, Kathryn Pennings, Annie Rooney, S. Robinson
ABSTRACT As adjunctive therapy, yoga is commonly integrated into addiction treatment. However, conventional yoga practice does not intentionally address the underlying trauma that many with addictive use disorders have experienced. Considering the growing body of evidence highlighting the significant role trauma plays in the development and exacerbation of substance use disorders, it is imperative that treatment approaches address trauma and addiction symptoms simultaneously. In this article, the authors explore the interplay of trauma and addictive use disorders, discuss how yoga is currently being implemented in addiction treatment, define trauma-informed yoga, and highlight the need for addiction treatment to be trauma-informed. Finally, we present a conceptual guide for incorporating and implementing trauma-informed yoga into addiction treatment.
{"title":"Integrating Trauma-Informed Yoga into Addiction Treatment","authors":"Jordan Esfeld, Kathryn Pennings, Annie Rooney, S. Robinson","doi":"10.1080/15401383.2021.1972067","DOIUrl":"https://doi.org/10.1080/15401383.2021.1972067","url":null,"abstract":"ABSTRACT As adjunctive therapy, yoga is commonly integrated into addiction treatment. However, conventional yoga practice does not intentionally address the underlying trauma that many with addictive use disorders have experienced. Considering the growing body of evidence highlighting the significant role trauma plays in the development and exacerbation of substance use disorders, it is imperative that treatment approaches address trauma and addiction symptoms simultaneously. In this article, the authors explore the interplay of trauma and addictive use disorders, discuss how yoga is currently being implemented in addiction treatment, define trauma-informed yoga, and highlight the need for addiction treatment to be trauma-informed. Finally, we present a conceptual guide for incorporating and implementing trauma-informed yoga into addiction treatment.","PeriodicalId":46212,"journal":{"name":"Journal of Creativity in Mental Health","volume":"18 1","pages":"209 - 218"},"PeriodicalIF":0.6,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43993832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-29DOI: 10.1080/15401383.2021.1970676
Helen S. Lupton-Smith, Courtney B. Walters, Erik Messinger, Samantha J. Simon, Angie Smith
ABSTRACT The Supervision House is introduced as a tool for use in group supervision of masters-level counselors-in-training and novice counselors in the field. Impactful group supervision is a vital forum for counselor development and requires structural elements to maintain group cohesion and enable the sharing of peer experiences and concerns. The Supervision House provides structure in group supervision that helps the counselor reflect on factors that impact them and share strategies that address the developmental tasks of the supervision process. In this article, the rationale for the development of the Supervision House is offered, as well as suggestions on how to implement it in group supervision. Research results from this study highlighting student feedback on the technique are discussed as well as implications for further use in counselor education and supervision of counselors-in-training in their work settings.
{"title":"The Supervision House: A Developmental Tool for Counselor Supervision","authors":"Helen S. Lupton-Smith, Courtney B. Walters, Erik Messinger, Samantha J. Simon, Angie Smith","doi":"10.1080/15401383.2021.1970676","DOIUrl":"https://doi.org/10.1080/15401383.2021.1970676","url":null,"abstract":"ABSTRACT The Supervision House is introduced as a tool for use in group supervision of masters-level counselors-in-training and novice counselors in the field. Impactful group supervision is a vital forum for counselor development and requires structural elements to maintain group cohesion and enable the sharing of peer experiences and concerns. The Supervision House provides structure in group supervision that helps the counselor reflect on factors that impact them and share strategies that address the developmental tasks of the supervision process. In this article, the rationale for the development of the Supervision House is offered, as well as suggestions on how to implement it in group supervision. Research results from this study highlighting student feedback on the technique are discussed as well as implications for further use in counselor education and supervision of counselors-in-training in their work settings.","PeriodicalId":46212,"journal":{"name":"Journal of Creativity in Mental Health","volume":"18 1","pages":"197 - 208"},"PeriodicalIF":0.6,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48975108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-10DOI: 10.1080/15401383.2021.1987367
S. Henrich, R. Worthington
ABSTRACT With an increasing public interest in the roleplaying game ‘Dungeons & Dragons’ (D&D) comes the claim it holds psychological benefits. While the therapeutic roleplay is empirically well established, the evidence surrounding D&D is unclear. The current study aims to summarize the literature pertaining to this topic and present possible avenues for the implementation of D&D in psychological interventions. A Rapid Evidence Assessment (REA) was conducted following the standards by the Center for Evidence-Based Management. Relevant search strings were entered into seven databases (e.g., PsycArticles, PsycInfo, Child Development & Adolescent Studies). Only papers published in the English language till September 2020 were considered and their quality appraised. The thematic analysis of 13 studies yielded four themes: No unified personality type of D&D players, stakeholders’ attitude about D&D, lack of maladaptive coping associated with D&D, and potential psychological benefits of D&D. The results appear promising, but preliminary. Practical implications are contextualized with the wider literature.
随着公众对角色扮演游戏“龙与地下城”(D&D)的兴趣日益浓厚，人们声称它具有心理上的好处。虽然治疗性角色扮演在经验上得到了很好的确立，但围绕龙与地下城的证据尚不清楚。本研究旨在总结与此主题相关的文献，并提出在心理干预中实施龙与地下城的可能途径。根据循证管理中心的标准进行了快速证据评估(REA)。相关的搜索字符串被输入到七个数据库中(如:PsycArticles, PsycInfo, Child Development & Adolescent Studies)。仅考虑2020年9月之前以英语发表的论文并对其质量进行评估。13项研究的主题分析产生了4个主题:《龙与地下城》玩家没有统一的人格类型，利益相关者对《龙与地下城》的态度，缺乏与《龙与地下城》相关的适应不良应对，以及《龙与地下城》的潜在心理益处。结果看起来很有希望，但只是初步的。实际影响与更广泛的文献背景。
{"title":"Let Your Clients Fight Dragons: A Rapid Evidence Assessment regarding the Therapeutic Utility of ‘Dungeons & Dragons’","authors":"S. Henrich, R. Worthington","doi":"10.1080/15401383.2021.1987367","DOIUrl":"https://doi.org/10.1080/15401383.2021.1987367","url":null,"abstract":"ABSTRACT With an increasing public interest in the roleplaying game ‘Dungeons & Dragons’ (D&D) comes the claim it holds psychological benefits. While the therapeutic roleplay is empirically well established, the evidence surrounding D&D is unclear. The current study aims to summarize the literature pertaining to this topic and present possible avenues for the implementation of D&D in psychological interventions. A Rapid Evidence Assessment (REA) was conducted following the standards by the Center for Evidence-Based Management. Relevant search strings were entered into seven databases (e.g., PsycArticles, PsycInfo, Child Development & Adolescent Studies). Only papers published in the English language till September 2020 were considered and their quality appraised. The thematic analysis of 13 studies yielded four themes: No unified personality type of D&D players, stakeholders’ attitude about D&D, lack of maladaptive coping associated with D&D, and potential psychological benefits of D&D. The results appear promising, but preliminary. Practical implications are contextualized with the wider literature.","PeriodicalId":46212,"journal":{"name":"Journal of Creativity in Mental Health","volume":"18 1","pages":"383 - 401"},"PeriodicalIF":0.6,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48737874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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