Video games are a cultural phenomenon. From the commercial success of Pong in 1972 (Atari) to the unprecedented popularization of Fortnite in 2019, video games are a multi-billion dollar business. What was once considered a niche activity is now a global movement. From a reported $200 million dollar industry in 1978 to $137 billion dollar industry in 2018, the video game market has experienced considerable growth, particularly in comparison to other media markets. Today, video games continue to grow in popularity as an activity for children and adults across sectors: leisure, education, occupational skills training, and more.
At the most basic level, video games are playful, interactive spaces that require a user to actively participate in order to progress through the content. Video games are commonly played on personal computers, dedicated gaming consoles (e.g., Nintendo Switch, Sony Playstation, Microsoft Xbox) and handheld gaming platforms (e.g., Nintendo DS, Sony Vita). It is also now commonplace for video games to be played on non-traditional gaming machines, such as smartphones and smart watches.
However, there are also instances when our clients may over indulge in the virtual landscape and not pay attention to the important life factors currently at hand; may be having difficulties with another comorbid disorder, or be suffering from multiple etiologies requiring support from us as clinicians. That is why this training exists. To give the most up-to-date research and evidence-based information at your fingertips. Even better, you have lifetime access to the course so as it gets updated, you will get all of the free updates as well.
Enjoy and may this help you level up your knowledge and practice with video gamers!
~ Geek Therapeutics
Disability Accommodations
It is the responsibility of the Individual to contact Geek Therapeutics to request disability accommodations at Hello@geektherapeutics.com.
Geek Therapeutics is committed to helping each student reach his/her academic potential and to providing every student equal opportunity to participate in and engage with the course. In keeping with this commitment, effort has been made to develop accessible learning materials that provide equal access. Please contact Geek Therapeutics immediately if access to course materials is restricted due to a disability so the issue(s) can be resolved in a timely manner.
Learning Objectives for the Problematic Gaming Specialist Program
LO 1
Participants will demonstrate advanced proficiency in identifying the diagnostic criteria
and clinical considerations involved with the experience of a game-related disorder.
Through comprehensive analysis and case studies, participants will deepen their
understanding of the nuanced presentation and assessment of gaming disorders,
applying evidence-based diagnostic criteria and clinical guidelines to inform accurate
diagnosis and treatment planning.
LO 2
Participants will articulate a thorough understanding of problematic gaming and gaming
disorder, synthesizing current research and clinical perspectives to define and
differentiate these concepts. Through critical analysis and discussion, participants will
explore the distinguishing features and diagnostic criteria of gaming disorder, while also
examining the broader spectrum of problematic gaming behaviors within a
biopsychosocial framework.
LO 3
Participants will identify the neuroscience of addiction and gaming, and describe
evidence-informed biopsychosocial factors associated with gaming. Drawing on
neurobiological models of addiction and current research in the field of gaming
psychology, participants will deepen their understanding of the neural mechanisms
underlying gaming behaviors and addiction, as well as the complex interplay of
biological, psychological, and social factors contributing to problematic gaming.
LO 4
Participants will explain clinical factors and areas for convergence between gaming and
gambling disorder. Through interdisciplinary exploration and case vignettes, participants
will analyze the overlapping features and diagnostic criteria of gaming and gambling
disorders, while also examining the unique clinical considerations and treatment
approaches for each. Additionally, participants will explore potential areas of
convergence and divergence in assessment and treatment strategies for gaming and
gambling disorders within clinical practice.
LO 5
Participants will list and describe online social interactions, identifying different models
of human interaction within digital gaming environments. Through theoretical exploration
and practical examples, participants will deepen their understanding of the diverse
range of social interactions facilitated by online gaming platforms, including cooperative
play, competitive interactions, social networking, and virtual communities.
LO 6
Participants will list and contrast different genres of video games clearly and accurately,
drawing on their knowledge of game design, mechanics, and thematic elements.
Through detailed analysis and comparison, participants will develop a comprehensive
understanding of the unique characteristics and player experiences associated with
various video game genres, including action, adventure, role-playing, strategy,
simulation, and more.
LO 7
Participants will identify the four structural elements required to classify a digital activity
as a video game. Through systematic examination and classification, participants will
learn to differentiate video games from other forms of digital media by identifying
essential structural elements, including rules, goals, feedback systems, and player
agency. By applying this knowledge, participants will enhance their ability to assess and
analyze the interactive nature of digital activities within the context of gaming disorders
and problematic gaming behaviors.
LO 8
Participants will list five ways about the purpose of gaming, the impact it has on
wellbeing, and how this knowledge can be applied to working with clients. Through a
comprehensive review of research literature and case studies, participants will explore
the diverse motivations behind gaming behavior, the potential effects of gaming on
mental health and wellbeing, and strategies for integrating gaming-related interventions
into clinical practice to promote positive therapeutic outcomes.
LO 9
Participants will identify co-occurring mental health diagnoses to screen for during a
clinical intake to identify therapeutic goals. Drawing on their knowledge of
psychopathology and diagnostic assessment, participants will develop proficiency in
recognizing common mental health disorders that may co-occur with gaming disorders,
such as depression, anxiety, ADHD, and substance use disorders. Through case-based
discussion and clinical scenarios, participants will learn to prioritize therapeutic goals
and develop individualized treatment plans based on the unique needs of each client.
LO 10
Participants will identify the 10 player motivations as a concept which interacts with
player personality and reward mechanisms involved in gameplay. Building on
psychological theories of motivation and personality, participants will explore the diverse
motivations that drive individuals to engage in gaming activities, including achievement,
socialization, immersion, competition, and exploration. Through case studies and
empirical research, participants will deepen their understanding of how player
motivations intersect with personality traits and reward mechanisms to influence gaming
behavior and inform therapeutic interventions for gaming-related issues.
LO 11
Participants will describe the play and reward experiences of at least two different styles
of games currently on the market for consumption by game players. Through detailed
analysis and comparison, participants will explore the unique gameplay mechanics,
narrative structures, and reward systems inherent in different game genres, such as
role-playing games, first-person shooters, puzzle games, and multiplayer online battle
arenas. By examining the distinctive play experiences offered by each genre,
participants will gain insights into the diverse appeals and potential addictive qualities of
various types of video games.
LO 12
Participants will describe positive psychology as a working paradigm for engaging
problematic gaming. Drawing on principles of positive psychology and strengths-based
approaches, participants will explore strategies for promoting resilience, self-efficacy,
and psychological well-being among individuals struggling with problematic gaming
behaviors. Through case-based discussion and clinical examples, participants will learn
to apply positive psychology interventions to address underlying psychological needs
and enhance positive coping mechanisms in clients with gaming-related issues.
LO 13
Participants will identify two ways parasocial relationships form and are reinforced in the
play of common online video games. Through analysis of game mechanics, social
interaction features, and player behaviors, participants will explore how virtual
environments facilitate the development of parasocial relationships between players and
fictional characters, avatars, or other players. By understanding the dynamics of
parasocial relationships in gaming contexts, participants will gain insights into the social
and emotional motivations driving gaming behavior and potential implications for mental
health and well-being.
LO 14
Participants will discuss three ways in which socialization motivations combine to
enhance the positive experiences in gameplay. Through examination of social
interaction features, community-building mechanisms, and cooperative gameplay
dynamics, participants will explore how socialization motivations contribute to positive
gaming experiences, such as increased sense of belonging, social support, and
enjoyment. By understanding the role of socialization in gaming contexts, participants
will gain insights into the potential therapeutic benefits of social gaming interventions
and strategies for fostering positive social interactions among individuals with
gaming-related issues.
LO 15
Participants will connect two cultural or identity-bound connections players experience
through video games and explore how these interactions enhance the person’s sense of
belongingness and life satisfaction. Through examination of cultural representation,
identity expression, and community dynamics within gaming communities, participants
will analyze how video games serve as platforms for cultural exchange, identity
exploration, and social connection. By understanding the role of cultural and
identity-bound connections in gaming contexts, participants will gain insights into the
potential psychological benefits of belongingness and life satisfaction for individuals with
gaming-related issues.
LO 16
Participants will identify specific strategies for applying counselor approaches to game
motivation understandings in a clinical setting. Drawing on principles of counseling
psychology and motivational interviewing, participants will explore strategies for
engaging clients in reflective exploration of their gaming motivations, values, and goals.
Through case-based discussion and clinical examples, participants will learn to
integrate client-centered approaches and motivational enhancement techniques into
therapeutic interventions for gaming-related issues, fostering collaboration,
self-awareness, and behavioral change.
LO 17
Participants will identify three existing implications from research on applying counseling
theory and intervention processes to players of playing multiple types of online video
games. Through critical analysis of empirical research and theoretical frameworks,
participants will explore the potential applications of counseling theory and intervention
processes to individuals engaging in diverse types of online video games. By
understanding the unique characteristics and psychological needs of players across
different gaming contexts, participants will gain insights into the development of tailored
counseling approaches and evidence-based interventions for addressing
gaming-related issues in clinical practice.
LO 18
Participants will explain the dual-factor model of mental health, articulate the key
elements of the acronym letters of the PERMA model (Positive emotion, Engagement,
Relationships, Meaning, Accomplishment), and apply gaming to a strength and
weakness profile through RPG trait development (e.g., Dark Souls). Through a
comprehensive review of positive psychology principles and role-playing game
mechanics, participants will explore how video games can facilitate character
development, skill acquisition, and personal growth. By applying the PERMA model to
gaming experiences, participants will gain insights into how gaming can promote mental
health and well-being through the cultivation of positive emotions, engagement, social
connections, meaning-making, and achievement.
LO 19
Participants will discuss the importance of well-being-focused interventions as it relates
to therapeutic efficacy. Drawing on research evidence and clinical practice guidelines,
participants will explore the role of well-being-focused interventions in enhancing
therapeutic outcomes and promoting long-term recovery for individuals with
gaming-related issues. Through case-based discussion and clinical examples,
participants will learn to integrate well-being-focused approaches, such as
mindfulness-based interventions, positive psychology techniques, and strengths-based
assessments, into their therapeutic repertoire to address underlying psychological
needs and promote holistic well-being.
LO 20
Participants will identify evidence-based ways that video games can increase positive
emotions, life engagement, and personal relationships. Through analysis of empirical
research and theoretical frameworks, participants will explore the potential benefits of
video games for promoting positive psychological outcomes, including increased
happiness, satisfaction, and social connectedness. By examining the mechanisms
underlying these effects, participants will gain insights into how specific game features,
gameplay mechanics, and social interactions contribute to enhancing well-being and
fostering resilience in players.
LO 21
Participants will analyze Jungian and archetypal clinical case studies for transformative
content played, the video gamer’s identity, and clinical applicability. Through in-depth
examination of clinical case studies and theoretical frameworks rooted in Jungian
psychology and archetypal theory, participants will explore the symbolic meanings,
narrative themes, and psychological dynamics present in video game experiences. By
applying Jungian and archetypal perspectives to gaming contexts, participants will gain
insights into the potential for video games to serve as vehicles for personal growth,
self-discovery, and therapeutic transformation. Through case-based discussion and
clinical examples, participants will learn to integrate Jungian and archetypal principles
into their therapeutic practice, facilitating deeper exploration of clients’ gaming
experiences and their implications for psychological well-being and personal
development.
LO 22
Participants will describe facts and clinical features of gaming disorder, including
cognitive, emotional, temperament, and personality correlates related to the impacts of
trauma. Through comprehensive analysis and discussion, participants will explore the
intersection of gaming disorder and trauma, identifying key factors that influence
individuals’ experiences and responses. By examining the effects of trauma on gaming
behavior, participants will gain insights into how trauma-informed approaches can
enhance understanding and treatment planning for clients with gaming-related issues.
LO 23
Participants will identify the biological, physiological, social, and environmental issues
and beliefs associated with gaming and trauma. Through a holistic examination of
gaming and trauma, participants will explore how these two aspects interact to influence
clients’ mental health and overall well-being. By evaluating the various domains affected
by gaming and trauma, participants will develop a comprehensive understanding of the
challenges and opportunities for intervention in this complex area of clinical practice.
LO 24
Participants will assess the effectiveness of a universal trauma-informed approach and
the inclusion of evidence-based treatments. Through critical analysis of empirical
research and clinical case studies, participants will evaluate the benefits and limitations
of adopting a trauma-informed framework in treating gaming-related issues. By
exploring evidence-based treatments, participants will develop skills in integrating
trauma-informed care into their therapeutic practice, enhancing the quality of care and
outcomes for clients experiencing gaming disorders and related trauma.
LO 25
Participants will demonstrate the effectiveness of a universal trauma-informed approach
with gaming disorder. Through clinical application and case study analysis, participants
will explore how trauma-informed care can be effectively integrated into the assessment
and treatment of gaming disorders. By evaluating therapeutic outcomes and client
experiences, participants will gain insights into best practices for adopting a
trauma-informed approach to address the complex needs of clients with gaming-related
issues.
LO 26
Participants will describe the foundations of mindfulness in different therapeutic models
and how it can assist in managing symptoms and presentations of problematic gaming.
Through a review of evidence-based mindfulness practices across various therapeutic
modalities, participants will explore the potential benefits of mindfulness for enhancing
self-regulation, emotional awareness, and cognitive flexibility in clients struggling with
problematic gaming behaviors.
LO 27
Participants will prepare mindfulness techniques that can assist both clinicians and
clients in building rapport, attention, insight, and awareness. Through guided practice
and case-based discussion, participants will develop practical skills in implementing
mindfulness exercises and strategies within clinical settings. By fostering a therapeutic
environment of presence and attunement, participants will learn to support clients in
developing greater self-awareness and emotional regulation.
LO 28
Participants will create a plan on how to therapeutically work with video gamers within
clinical practice. Through case conceptualization and treatment planning, participants
will integrate their knowledge of gaming behavior, therapeutic models, and
client-centered approaches to formulate effective interventions. By designing tailored
treatment plans that address clients’ specific gaming-related needs and challenges,
participants will enhance their clinical efficacy and promote positive therapeutic
outcomes for video gamers
Continuing Education Credits
Psychologists: Geek Therapeutics is approved by the American Psychological Association to sponsor continuing education for psychologists. Geek Therapeutics maintains responsibility for this program and its content.
Counselors: Geek Therapeutics has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 7042. Programs that do not qualify for NBCC credit are clearly identified. Geek Therapeutics is solely responsible for all aspects of the programs.
Social Workers: Geek Therapeutics, #1769, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB)Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. Geek Therapeutics maintains responsibility for this course. ACE provider approval period: 05/19/2022 – 05/19/2025. Social workers completing this course receive 1 continuing education credits.
Play Therapists: Geek Therapeutics has been approved by APT as an Approved Continuing Education Provider, No. 21-649. Programs that do not qualify for APT credit are clearly identified. Geek Therapeutics is solely responsible for all aspects of the programs.
Other Professions: This activity qualifies for the specified number of hours of instructional content as required by many licensing boards and professional organizations. Save your course outline and certificate of completion, and contact your board or organization for specific requirements. Completion of the course(s) with a post-test score of 80% or better is required to receive continuing education credit; there is no partial credit.
