Video games have been used in psychotherapy with children and adolescents as an engaging tool when traditional therapy has failed. Several studies found that using video games facilitated a quicker therapeutic relationship and higher engagement compared to traditional therapy. However, concerns remain regarding video game content interfering with therapy processes and public attitudes potentially limiting their use. Further large-scale research is still needed to fully understand the impact of video games in psychotherapy.
Video games have been used in psychotherapy with children and adolescents as an engaging tool when traditional therapy has failed. Several studies found that using video games facilitated a quicker therapeutic relationship and higher engagement compared to traditional therapy. However, concerns remain regarding video game content interfering with therapy processes and public attitudes potentially limiting their use. Further large-scale research is still needed to fully understand the impact of video games in psychotherapy.
Video games have been used in psychotherapy with children and adolescents as an engaging tool when traditional therapy has failed. Several studies found that using video games facilitated a quicker therapeutic relationship and higher engagement compared to traditional therapy. However, concerns remain regarding video game content interfering with therapy processes and public attitudes potentially limiting their use. Further large-scale research is still needed to fully understand the impact of video games in psychotherapy.
IN PSYCHOTHERAPY Although few in number, these reports
concurred that a therapeutic disorder who had failed therapy several relationship emerged more quickly times before. The author observed that when video games were used, in learning to use a computer as a contrast with traditional therapy with psychotherapy tool was more difficult children. However, the absence of and slow than anticipated, yet the randomized controlled designs cautions computer it self served as a meeting the degree to which such inferences can ground for child and therapist, be made. regardless of the available programs. Later, authors started to focus on how Finally, other authors have used video games influence further stages of commercially available video games to psychotherapy. These included the provide a safe and highly motivating evaluation of cognitive skills opportunity to deal with aggressive (visuospatial skills, executive urges of adolescents at a residential functions, etc.), frustration tolerance, treatment center who had failed several and affective regulation of a child previous therapy interventions. during video game play. Observing a Participants played these games during child’s play style and content choice both individual and group may offer significant clues to psychotherapy sessions. Authors intrapsychic conflicts and may provide reported that the adolescents with material needed to elaborate on those conduct disorder were noted to be more conflicts. A case series from Europe readily engaged and likely to reach their noted the usefulness of video games in therapeutic goals (Favelle, 1995). The evaluating many cognitive skills of two noted improvement in engagement may boys and two girls between 7 and 14 be understandable from a relational years of age. Therapists offered these point: Engagement of a patient with children the option to play video games conduct disorder in treatment is crucial from a predetermined list that was and often requires a multimodal prepared with the child’s age and area approach that addresses multiple foci of conflict in mind. The last quarter of and extends over long duration. each session was reserved for reflection Treatment resistance and failure may and talk. Although no diagnostic pose dire consequences, increasing risk information was shared in the report, of future criminal offense and the author concluded that style and recidivism (Steiner, 1997). Therefore, choice of video game play by the child using video games as a tool in correlated with real-life issues noted at psychotherapy of an adolescent with baseline, and that children with conduct disorder could facilitate the affective dysregulation issues tended to needed engagement in treatment that is play the video game aggressively, difficult to achieve through traditional repeating nonfunctional attempts approaches. without any meaningful furthering of the game’s plot. Familiarity with game video games in psychotherapy helped content enhanced the therapist’s ability young patients become more to observe any correlation of choice of cooperative and enthusiastic about video game and play style with treatment in the therapist’s office. intrapsychic conflict (Koch-Mohr, Although these studies are small in 1998). scale, and large treatment outcome studies remain lacking, it is possible that video games may provide effective Other authors from Europe described opportunities for therapy with children, the relationship of style and choice of particularly when traditional therapy game play to intrapsychic conflicts approaches have failed. Yet, concerns central to the therapeutic process. about certain inherent aspects of video Bertolini and Nissim (2002) reported in games may limit their use. A detail the emergence of transference consideration of these barriers and and countertransference experiences concerns is due when exploring this during psychoanalytic psychotherapy toy’s value in with two children ages 8 and 13 years. psychotherapy. Both children had been in psychoanalytic psychotherapy for 2 Concerns About Use of Video Games years with insufficient progress until in Psychotherapy the authors welcomed the handheld video games these children brought to Several barriers to the use of video therapy sessions. The authors observed games in psychotherapy are noted in the representation of the children’s the literature and can be clustered in internal world by the video game three groups: (a) content of video content and by the way the children games and style of play they require, (b) played the games and related to the attitudes toward video games, and (c) therapist. They also observed that video access to video games. game content and play stimulated the development of the children’s Concerns about video game content or imagination and aspirations by the style of play they require are manifesting in dreams. The emergence centered around two aspects of video of transference and countertransference games that may limit their use in was replicated in another case series psychotherapy (Zelnick, 2005). First, where the therapist offered video games video games offer an evocative medium and computer as objects of play in that may interfere with abstract psychodynamic psychotherapy of representation. Most games now are children (Zelnick, 2005). graphically ingenious; scenes are accompanied by melody and sound. While these reports on video game use Three-dimensional representations of in psychotherapy adopted different highly complex fantasy situations are styles of play and engagement, they all replicated and sports or daily life scenes arrived at a uniform conclusion: Use of are reproduced with extreme realism. These scenes often are designed to these games in their offices. The evoke specific emotions such as common fear, excitement, and humor (Bertolini & Nissim, 2002). This evocation of numerous different emotions and the fast-paced game style that most video games present may absorb the child and therapist, and potentially interfere with the therapy process. Furthermore, playing these games often allows an easy identification with the characters portrayed and may govern free association, a vital element of dynamic psychotherapy in particular. Finally, the positioning of the therapist and the patient side-by-side may preclude direct engagement between the two. The need for social interaction during therapy may fade into the background, and this may unintentionally facilitate a child’s defensive and unproductive use of therapy (Zelnick, 2005). All of these factors are significant, and in following with previous literature, an inclusive approach accommodating and accounting for these factors is possible. For example, fast pace of play may lead to a similar faster expression of intense affect, especially if the game content or protagonist is noted to be relevant to the child’s conflict in real life. Likewise, sitting together in front of a screen may make it easier for a child or adolescent to express difficult affect when eye contact is not mandated. These factors may lead to resistance, transference and countertransference to be elaborated differently in comparison to traditional games or toys.
General public attitudes toward video
games also may lead therapists to avoid MASALAH KHUSUS: tindak pidana dan residivisme di masa PSIKOTERAPI VIDEO GAMES depan (Steiner, 1997). Oleh karena itu, menggunakan video game sebagai alat Gangguan yang pernah gagal beberapa dalam psikoterapi remaja dengan kali terapi sebelumnya. Penulis gangguan perilaku dapat memfasilitasi mengamati bahwa belajar keterlibatan yang dibutuhkan dalam menggunakan komputer sebagai alat perawatan yang sulit dicapai melalui psikoterapi lebih sulit dan lamban pendekatan tradisional. daripada yang diantisipasi, namun komputer itu sendiri berfungsi sebagai Meski jumlahnya sedikit, laporan ini tempat pertemuan bagi anak dan sependapat bahwa hubungan terapi, terlepas dari program yang ada. terapeutik muncul lebih cepat saat video game digunakan, berbeda Akhirnya, penulis lain telah dengan terapi tradisional dengan anak- menggunakan permainan video yang anak. Namun, tidak adanya rancangan tersedia secara komersial untuk terkontrol secara acak memberikan kesempatan yang aman memperingatkan tingkat di mana dan bermotivasi tinggi untuk kesimpulan tersebut dapat dilakukan. menghadapi dorongan agresif remaja di pusat perawatan di perumahan yang Belakangan, penulis mulai fokus pada telah gagal dalam beberapa intervensi bagaimana permainan video terapi sebelumnya. Peserta memainkan mempengaruhi tahap psikoterapi lebih permainan ini selama sesi psikoterapi lanjut. Ini termasuk evaluasi individu dan kelompok. Penulis keterampilan kognitif (kemampuan melaporkan bahwa remaja dengan visuospatial, fungsi eksekutif, dll.), gangguan perilaku diketahui lebih Toleransi frustrasi, dan pengaturan mudah terlibat dan kemungkinan afektif anak saat bermain video game. mencapai tujuan terapeutik mereka Mengamati gaya bermain anak dan (Favelle, 1995). Peningkatan pilihan konten mungkin menawarkan keterlibatan yang diketahui dapat petunjuk penting untuk konflik dipahami dari titik relasional: intrapsikik dan mungkin memberi Keterlibatan pasien dengan gangguan bahan yang dibutuhkan untuk perilaku dalam perawatan sangat menguraikan konflik tersebut. Sebuah penting dan seringkali memerlukan seri kasus dari Eropa mencatat pendekatan multimodal yang kegunaan video game dalam membahas banyak fokus dan berlanjut mengevaluasi banyak keterampilan dalam durasi yang lama. Perlakuan dan kognitif dua anak laki-laki dan dua kegagalan pengobatan dapat perempuan berusia antara 7 dan 14 menimbulkan konsekuensi yang tahun. Terapis menawarkan anak-anak mengerikan, meningkatkan risiko ini pilihan untuk bermain video game dari daftar yang telah ditentukan anak ini ke sesi terapi. Para penulis sebelumnya yang telah dipersiapkan mengamati representasi dunia internal dengan usia dan area konflik anak- anak-anak dengan konten video game anak. Kuartal terakhir setiap sesi dan cara anak-anak memainkan disediakan untuk refleksi dan permainan dan berhubungan dengan pembicaraan. Meskipun tidak ada terapis. Mereka juga mengamati informasi diagnostik yang dibagikan bahwa konten dan permainan video dalam laporan tersebut, penulis game merangsang pengembangan menyimpulkan bahwa gaya dan pilihan imajinasi dan aspirasi anak-anak permainan video game oleh anak dengan mewujudkan mimpi. berkorelasi dengan masalah kehidupan Munculnya transferensi dan nyata yang dicatat pada awal, dan countertransference direplikasi dalam bahwa anak-anak dengan masalah rangkaian kasus lain dimana terapis disregulasi yang cenderung cenderung menawarkan permainan video dan memainkan permainan video secara komputer sebagai objek permainan agresif, mengulangi Upaya dalam psikoterapi psikodinamik anak- nonfungsional tanpa ada gunanya anak (Zelnick, 2005). melanjutkan plot permainan. Sementara laporan tentang Keakraban dengan konten game penggunaan video game dalam meningkatkan kemampuan terapis psikoterapi mengadopsi gaya bermain untuk mengamati korelasi pilihan dan pertunangan yang berbeda, mereka permainan video dan gaya bermain semua sampai pada kesimpulan yang dengan konflik intrapsikik (Koch- seragam: Penggunaan video game Mohr, 1998). dalam psikoterapi membantu pasien Penulis lain dari Eropa muda menjadi lebih kooperatif dan menggambarkan hubungan gaya dan antusias dalam perawatan di kantor pilihan permainan dengan konflik terapis. Meskipun penelitian ini kecil intrapsikik yang penting bagi proses dalam skala, dan penelitian hasil terapeutik. Bertolini dan Nissim pengobatan yang besar masih kurang, (2002) melaporkan secara rinci ada kemungkinan video game dapat kemunculan pengalaman transferensi memberikan kesempatan efektif untuk dan countertransferensi terapi dengan anak-anak, terutama bila Selama psikoterapi psikoanalitik pendekatan terapi tradisional telah dengan dua anak usia 8 dan 13 tahun. gagal. Namun, kekhawatiran tentang Kedua anak tersebut telah menjalani aspek permainan video tertentu yang psikoterapi psikoanal selama 2 tahun melekat dapat membatasi dengan kemajuan yang tidak memadai penggunaannya. Pertimbangan sampai penulis menyambut baik video hambatan dan kekhawatiran ini karena game genggam yang dibawa anak- saat menjajaki nilai mainan ini tersebut dan Psikoterapi terapis, dan berpotensi mengganggu proses terapi. Selain itu, bermain game Paikoterapi Kekhawatiran Tentang ini sering memungkinkan identifikasi Penggunaan Video Game di mudah dengan karakter yang Indonesia digambarkan dan dapat mengatur Beberapa hambatan penggunaan video asosiasi bebas, elemen penting dari game dalam psikoterapi dicatat dalam psikoterapi dinamis pada khususnya. literatur dan dapat dikelompokkan Akhirnya, posisi terapis dan pasien dalam tiga kelompok: (a) isi berdampingan mungkin menghalangi permainan video dan gaya permainan keterlibatan langsung antara keduanya. yang mereka butuhkan, (b) sikap Kebutuhan akan interaksi sosial terhadap permainan video, dan (c) selama terapi dapat memudar ke latar akses ke video games belakang, dan ini mungkin secara tidak sengaja memfasilitasi penggunaan Kekhawatiran tentang konten video terapi defensif dan penggunaan anak game atau gaya permainan yang secara tidak produktif (Zelnick, 2005). mereka butuhkan berpusat di seputar Semua faktor ini signifikan, dan dua aspek permainan video yang mengikuti literatur sebelumnya, mungkin membatasi penggunaannya pendekatan inklusif mengakomodasi dalam psikoterapi (Zelnick, 2005). dan menghitung faktor-faktor ini Pertama, permainan video dimungkinkan. Misalnya, kecepatan menawarkan media menggugah yang bermain yang cepat dapat dapat mengganggu representasi menyebabkan ekspresi pengaruh yang abstrak. Sebagian besar permainan lebih cepat, terutama jika konten game sekarang grafisnya cerdik; atau protagonis dicatat relevan dengan Pemandangan diiringi melodi dan konflik anak dalam kehidupan nyata. suara. Representasi tiga dimensi dari Demikian juga, duduk bersama di situasi fantasi yang sangat kompleks depan layar mungkin akan direplikasi dan olah raga atau adegan memudahkan anak atau remaja untuk kehidupan sehari-hari direproduksi mengungkapkan pengaruh yang sulit dengan realisme ekstrim. Adegan ini saat kontak mata tidak diamanatkan. sering dirancang untuk Faktor-faktor ini dapat menyebabkan membangkitkan emosi tertentu seperti resistensi, transferensi dan ketakutan, kegembiraan, dan humor countertransference untuk dijabarkan (Bertolini & Nissim, 2002). Ini secara berbeda dibandingkan dengan membangkitkan banyak emosi yang permainan tradisional atau mainan. berbeda dan gaya permainan yang serba cepat sehingga kebanyakan Sikap masyarakat umum terhadap video game hadir dapat menyerap anak permainan video juga dapat menyebabkan terapis menghindari permainan ini di kantor mereka.Yang umum