Gaming Hypnosis: Are “Games for Health” oxymorons?

Gaming Hypnosis: Are “Games for Health” oxymorons?
Laurence I. Sugarman, Rochester Institute of Technology, Rochester, New York, USA
Kindertagung 2016, Heidelberg.

Part One: Getting Ready to Play
o Intros

What do you play?

How do you play?

What is the urge?
o Do you use interactive games and media in your clinical work with young
people?

Tracking Apps (diet, exercise)

Role-playing games (First person shooter)

Skill Games (Angry Birds, Lumosity)

Hybrids (Minecraft)

Biological sensors (FitBit, HeartMath)
o Can you share some examples of integrating games and media into your clinical
work?
o Are interactive games and media the evolution of Play Therapy?
o Some Key Questions

Is game based learning transferable?

If so, how?

Do components from evidence-based therapy work in games?

Does “gamifying” therapy increase its efficacy?
o Summary of Part One

Part Two: Gaming and Hypnosis
o What are games?
o What’s hypnosis?
o What if we look at game involvement through the lens of State-Related Learning
Memory and Behavior (Rossi, 1993)?
o Common and Shaky Ground
 Part Three: Exploring Common Ground
o Conversations on Clinical Gaming with Robert Rice.

Gaming competency: using games for competency and mastery

Including parents: to shift view, support child’s strengths in new ways.

Calibrating coping skills: using sensor-based media to calibrate/reinforce
self-regulatory abilities.

Videogames as metaphors: using game construction as lens for
daily life challenges.
o What I have been learning at RIT

DyFSS

ART in ASD

MindGamers

My Stress Control Game using HeartMath’s EmWave
o Solid ground for building


2
Games provide immersive structures

Gamifying therapy

Tracking Apps and Hybrids
Games allow integration of evidence-based therapeutic principles

Externalization

Narratives

Exposure & Response prevention

Calibration and tracking of autonomic regulation
Selected References
Hope, A. E. & Sugarman, L. I. (2015). Orienting Hypnosis. American Journal of Clinical Hypnosis,
57(3): 212–229.
Hunt, E. T., Hicks, D. M., Alvut, L. A., Hope, A. E., & Sugarman, L. I. (2016) Improving the
Graphical User Interface (GUI) for the Dynamic Feedback Signal Set (DyFSS): Increasing
Accessibility for the Neurodiverse. Retrieved
from http://scholarworks.rit.edu/eatc/Papers/papers_3/1/.
Hunt, E., Hicks, D., Hope, A. E., Garrison, B. L., Jacobs, S., & Sugarman, L. I. (2016) Introducing
and Illustrating Biofeedback to Young People with Autism Spectrum Disorder. Poster
presented at the 3rd annual Effective Access Technology Conference, Rochester, NY.
Retrieved from http://scholarworks.rit.edu/eatc/Papers/poster_3/9/.
Kuss, D. J. (2013). Internet gaming addiction: current perspectives. Psychology Research and
Behavior Management, 6: 125-137.
Landry, J. M., Alvut, L. M., Garrison, B. L., Hope, A. E. & Sugarman, L. I. (2017). Autonomic
regulation training: Using multimodal peripheral biofeedback in a higher education
setting. Journal of Applied Psychophysiology and Biofeedback (in press).
Mazurek, M. O., Shattuck, P. T. Wagner, M. & Cooper, B. P. (2012). Prevalence and correlates of
screen-based media use among youths with autism spectrum disorders. Journal of
Autism and Developmental Disorders 42(8): 1757-1767.
Sugarman, L. I., Garrison, B. L., & Hope, A. E. (2014). Self-Adjusting Biofeedback with a Dynamic
Feedback Signal Set (DyFSS) . http://scholarworks.rit.edu/eatc/Papers/Papers/9
Sugarman L. I., Garrison, B. L., Williford, K. L. (2013). Symptoms as Solutions: Hypnosis and
biofeedback for autonomic regulation in autism spectrum disorders. American Journal of
Clinical Hypnosis, 56(2): 152-173.
Contact:
Laurence I. Sugarman
Rochester Institute of Technology
180 Lomb Memorial Drive
Rochester, NY 14623-5603
Laurence.Sugarman@RIT.edu
https://www.rit.edu/healthsciences/psychophysiology/
P: (01) 585.721.1480
3
Rob$Rice,$Ph.D.,$LMHC$
Videogame6Based$Treatment$Plan$
Name:&______________________________________& &
$
Setting&
Characters&
Tools&Needed&
Level$1$(Insisting)$
&
&
&
&
1.&
&
2.&
&
3.&
&
4.&
1.&
&
2.&
&
3.&
&
4.&
&
5.&
Points&Won&For& 1&point&=&&
&
&
2&points&=&&
&
&
3&points&=&&
&
&
Level&Defeated& &
When&
&
&
&
&
&
&
&
Level$2$(Defying)$ Level$3$
(Celebrating)$
&
&
1.&
&
2.&
&
3.&
&
4.&
&
1.&
&
2.&
&
3.&
&
4.&
&
5.&
&
1&point&=&&
&
&
&
2&points&=&&
&
&
&
3&points&=&&
&
Copyright 2015, Robert H. Rice. All rights reserved.
4
DOB:________________&
1.&
&
2.&
&
3.&
&
4.&
&
1.&
&
2.&
&
3.&
&
4.&
&
5.&
&
1&point&=&&
&
&
&
2&points&=&&
&
&
&
3&points&=&&
Not&Applicable&
!
6
Xt r a St r essPo i n t s
!
1 _________
2 _________
3 _________
4 _________
5 _________
6 _________
7 _________
8 _________
9 _________
10 _ _ _ _ _ _ _ _
11 _ _ _ _ _ _ _ _
12 _ _ _ _ _ _ _ _
13 _ _ _ _ _ _ _ _
14 _ _ _ _ _ _ _ _
= ________
!
7
I am
ex c i t ed
when ...
5
2
3
8
3
4
3
2
SUCCESS
Z ONE
2
10
2
11
2
14
3
!
1
3
!
2
12
!
13
!
PRACT I CE
Z ONE
3
I am
an xi ous
when ...
G O!
3
I a m ex c i t ed
when ...
5
3
I am
an xi ous
when ...
3
2
9
Copyright 2014, Laurence I. Sugarman. All rights reserved.

Download Report