Continuing Education From Pax East

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For those of you who may not know, Pax East is a yearly convention here in Boston celebrating all things video game. This year I was so fortunate to have the opportunity to present there on “Rethinking Gaming Addiction.” If you are interested in seeing what the presentation was about, you can view the Prezi here:

 

 

For those with the stamina, you can find a video of the presentation here:

 

 

And if you want to just listen to it in MP3 form, you can do so here:

 

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Live At The Cooney Center: “Improving Our Aim: A Psychotherapist’s Take On Video Games & Violence”

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Learn More About Rethinking Video Games & Addiction Here!

 

In the midst of several projects, including the upcoming 2013 SXSW presentation, but wanted to give you a post in the meantime.  Here is the presentation on rethinking gaming addiction I did there last year.

[gigya ]

This can give you an idea of:

  1. The power of Prezi, even in its’ most stripped down version
  2. The visuals that accompanied the presentation you can listen to if you go here
  3. What my approach to technology and psychology is
  4. What my style is as a public speaker

Enjoy, and I will be posting again with bigger news soon!

Like this post?  I can rant in person too, check out the Press Kit for Public Speaking info?  And, for only $2.99 you can buy my book.  You can also  Subscribe to the Epic Newsletter!

 

4 Tips For Dealing With Video Game Violence For Parents

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Whenever there is an upsurge in moral panic around violence in the media, the focus becomes more polarizing than pragmatic.  Despite the overwhelming research (such as these articles) that shows weak if any links between video games and violence, media pundits whip up mental health providers and the parents they work with into a frenzy.  Feelings such as a passionate urge to protect children and adolescents are often to intense to be suspended to look at data.  In the midst of all this, moderate and practical ways to address the graphic content of some video games are overlooked in favor of heated philosophical debates.  So for those of you who are parents and/or work with them, here are a few tips and links on how to handle violence in video games:

1. Set console parental controls.  You can set your game consoles to only play games of a certain rating.  If you haven’t done so and are complaining about violence in video games, take some action here.  Here are the how-tos:

XBox Parental Controls

Playstation Parental Controls (Video from CNET

Wii Parental Controls

These are password-protected, and will allow you to set the ratings limits, which brings us to:

2. Know your ratings.  Although I have mixed feelings about the Entertainment Software Rating Board, it’s what we’ve got.  But the ESRB is only as useful if you familiarize yourself with it.  This means not only looking at what each rating means, but using the other resources they have, including mobile tools, setting controls, family discussion guides and other tips for safety.  The message here is that there is more to understanding and moderating access to your child’s gameplay than a rating system, including discussion of in-game content.

3. Make use of graphical content filters.  Many parents, educators and therapists don’t know that a growing number of games have options that can be set to filter out violent graphics, profanity, and alter the experience of game content to a more family-friendly level.  If your child wants a video game, have searching online to see if the game has a GCF be part of the process.  Not only will you be teaching them about consumer choice, but digital literacy as well.  Here are some popular games that have GCFs:

Call of Duty Black Ops 2

Gears of War 3

World of Warcraft

4. MOST IMPORTANT TIP: Parenting has no “settings.”  Parents and educators often want some expert to rely on–don’t try to “park it” that way.  Most games can be rented before you buy them from services like GameFly so you can test drive them.  That’s right, I’m suggesting you play the games yourself so you can make a personally informed decision.  At the very least you should be watching your child play them some of the time, not to be nosy, but because part of your role as a parent is to take an interest in their world.  If you can spend 2 hours going to their Little League game, you can spend an hour watching (if not playing) Borderlands 2.

If you’re an educator or therapist, you’re not off the hook either.  🙂 If you are going to offer opinions on video games and their content, make sure you are playing them.  Chances are you don’t say things like “reading Dickens is dangerous for young minds” if you have never read any of his work.  If you did, you’d probably be out at a book burning rather than reading this blog.  By the same token, don’t presume to opine about video games if you have done nothing to educate yourselves about them.  And please note that asking children about them is a place to start, but by no means sufficient for educating yourself.  If you are a play therapist, please start including 21st century play materials like video games in your repertoire.  And be sure to provide parents with the resources they need to help them make sense of this stuff, such as the resources this post gives you.

Look anyone can have an opinion on video games and violence, but we need practical processes to help people be informed consumers.  This is one parenting issue that has practical, doable options, and is rated “O” for “Ongoing…”

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Avatars & The Curated Self

If I ever meet James Cameron, I hope I will remember to ask him if it was a coincidence that he chose to the make the aliens blue.  His movie, Avatar, garnered 3 Academy Awards for it’s epic tale of humanity’s encounter with the Na’Vi, largely through the creation of avatars, body forms that humans beam their consciousness into so they can mingle and fraternize with the locals.

The concept of the avatar comes originally from Hinduism, and refers to the concept of a God or Supreme Being deliberately descending to earth in a manifest form.  One of the most popular gods for doing this is Vishnu, also blue.  The concept of avatar in  Hinduism is more complicated than this, but the piece of it that pertains to this post is the general concept of the attempt of a supreme being to incarnate part of itself to enter the world.  There is an inherent diminution or derivative quality to it.

If you are more familiar with video games than Hinduism, you are probably more familiar with the concept of an avatar meaning the graphical representation of the player’s character in the game.  When we play Pac-Man, our avatar manifests in the video game as a little yellow circle with a mouth that races around gobbling dots.  Over the decades games and graphics have become capable of more sophisticated avatars ranging from the Viking-like Nords of Skyrim to the soldiers of Call Of Duty.  As these video game worlds proliferate, players descend into them with avatars of many shapes, sizes and species.  Some games, like Eve Online, allow you to customize the features of your avatar extensively; others allow you to pick from a limited number.  We are always diminished by the process of taking on an avatar.  Even if the powers an avatar has in the video game world are immense, it is derivative of the complexity of being human.

What is interesting is that most of us use avatars every day online, we just never realize it.  Video games are just one form of social media, and avatars abound in all of them.  The graphic may be as simple as our picture next to a blog post or comment, or a video on Youtube.  But in the 21st century most of us are digital citizens and use one form of avatar or another.  Some people in the world will only ever know us through our avatar in a video game or Second Life.  And yet we know something of each other.

I think more and more of us are becoming aware of the connection between the avatar and the curated self, the aspects of our psychological self we choose to represent online.  The curated self is the part of ourselves we have some ability to shape, by what we disclose, what graphics we choose, and how we respond to others.  Like an avatar, the curated self at its best is deliberate.  I say at its best, because although the curated self is in our care, we can also be careless with it.

Recently I posted a video of myself on my YouTube channel entitled “Should Therapists & Social Workers Post Videos Of Themselves On YouTube?”  In making the video I chose to wear a bike helmet, and by the end of the post was using the bike helmet as an example of the risks we take when we opt to attempt innovation of our curated self.  The video was designed to inspire critical discussion and thinking, and it did just that.  In some groups where it appeared people described the video and points it was illustrating as “brilliant.”  Other groups interpreted it as an instructional video on how to advertise your therapy practice and lambasted it.  There was a myriad of responses, and I’m sure even more from people who opted not to comment on it.  I received a number of likes of it, and a number of dislikes.

What I think is important and instructional here was how people began to comment through their avatars as if they were addressing the whole person I am rather than an avatar.  And they made incorrect assumptions ranging from my age to my motives.  The bike helmet and my posture on the video became the target for some incredible nastiness disguised as constructive criticism.  From the safety of their own avatars they hurled some invectives at who they thought I was and what they thought I was doing in front of an audience of other avatars who alternately joined in, were silent, emailed me privately to offer words of support, or publicly commented on what they saw.  The irony to me was that people began to demonstrate all of the roles we encounter in “cyberbullying,” which was part of what the video also touched on.  In a perhaps not surpising parallel process, we got to see and play out the sorts of dynamics that our patients and children experience all the time.

We need to remember that every avatar is a derivative of the person.  It is connected enough that we have attachments and responses to it.  We can feel proud or ashamed, hurt or healed through our avatars.  In fact, research from Nick Yee on “The Proteus Effect” has shown that playing a game with a powerful avatar for 90 seconds can give the player increased self-confidence that persists for up to 6 hours.  It stands to reason that if someone experiences their avatar as weak or socially unacceptable for a brief time there may be lasting effects as well.  Behind the guy in a bike helmet is someone else.  He may be a faculty member at Harvard, a sensitive fellow, a father, a student, a man who just lost his partner, a person with a criminal record, or any, all or none of these.  But he is always more than the derivative of his avatar.  We need to practice being mindful of this and model it as we train others to be digital citizens.  It is counterproductive to sound off on cyberbullying to our children or grandchildren, when they can Google us online and see us doing it ourselves.

We also need to help our patients, their families, and colleagues understand the active role we need to take in curating ourselves online.  We need to understand what may happen when we put certain things out there.  For therapists this includes the dilemma of putting out a curated self that resembles what kind of work you would do, while not disclosing or conveying more than you want the world to know.  The example I always use with students and consultees is how I talk about my family but never who they are in particular.  This is deliberate, because it is no big disclosure that I have a family, everyone on the planet has one of sorts with the possible exception of Dolly the cloned sheep.  But beyond that I curate a private self, and let folks project what they may.  If we put out comments describing patients or coleagues as “screwed up,” we are also curating ourself, I suggest poorly.  We need to be mindful that most groups we participate online in are open and searchable.  Many of my colleagues became therapists at least in part because they didn’t want to be known and thought the best defense was a good offense (“We’re here to talk about you, not me.”)  They’re used to sharing the gallows humor with the team, and think the same applies to online.  I’m with Rilke on this one:  “for here there is no place/that does not see you. You must change your life.”

To paraphrase Wittgenstein, “our self is everything that is the case,”  not just one avatar, blog, string of emails or video; not even the composite of all of them.  Nor is our curated self everything that is the case.  We’re more than our Facebook likes or our Twitter following.  Human beings are so much more, much more wondrous and tragic than the curated self.  We descend into the Internet and are diminished, but do bring some deliberate part of ourselves along.  We will only ever know hints and glimmers of ourselves and each other online.  As for the rest:

“Whereof one cannot speak, thereof one must be silent.” –Wittgenstein

 

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On The Importance Of Feeling Useless

Recently I was being trounced in a game of Call Of Duty 3:  Modern Warfare 3.  Not only was I having a difficult time understanding the lingo and mechanics of the game, the controls for this first person shooter were bewildering to me.  I found myself staring down at the controller more than at the screen.  Why couldn’t I remember what the A button did? Over the course of the week, I was also informed that Halo 4, Assassin’s Creed, and Paper Mario: Sticker Star are also here or on the horizon.

I wasn’t sure when I was going to find the time to try all of these.  I was already behind.  Skyrim had new DLC, Minecraft had different updates for both PC and the XBox 360 versions, and the Secret World and Guild Wars 2 had both been preempted by the latest World of Warcraft : Mists of Pandaria expansion.  And what about Salem?  I had gotten a beta key for that, didn’t that make me obligated to try a little more?  And I won’t even go into the iPad and iPhone games, but Baldur’s Gate was just 3 weeks away…

I write all this because I have found that readers and colleagues often assume that because gaming is an area of clinical practice and focus of mine, that I am up on all of the latest games.  If you have been imagining that I always know what every MMO gamer is talking about, or can jive with adolescents about the finer points of COD: MW3 (Call of Duty: Modern Warfare 3) and how it differs from Max Payne, you are in for a rude awakening.

I can relate to every therapist who has sat with a patient and said no repeatedly to “Do you know about” questions involving video games.  I can relate to every colleague with thumbs of lead who plays with (against) their patients on XBox.  I too struggle against the countertransference urge to display my “hipness.”  And boy am I tempted sometimes to throw up my hands and say I am so over the latest thing.

But I don’t throw up my hands because I recognize that it is a defense against feeling useless.  Who wants to feel slow, clumsy, behind the times?  Feeling useless coincides with feeling powerless, devoid of meaning or hope, and isolation.  For me, that feeling of uselessness is touching the water’s bottom:  It’s where I kick off.  Uselessness is almost always the feeling that precedes determination for me and the moment when I am closest to getting going again.  Here are just a few reasons why feeling useless can be important:

1.  Feeling useless reminds me of how my patients often feel.  Regardless of age, gender or walk of life, I have sat with people who experience feelings of utter uselessness.  Most kids feel useless in school at one point or another.  Adults tend to embrace amnesia when it comes to remembering how dumb education can make you feel before you feel smart.  They have forgotten what it was like to be called last for the kickball team, or draw and erase and draw until your paper ripped.  And the population of Baby Boomers can feel useless as they sense the impatiences of their younger colleagues in the workplace:  You talk too slow, drive too slow, and why don’t you just retire?  Meanwhile, younger adults send out resume after resume and spend more hours in sweatpants as they feel that they and their education are both useless.  Parents send their children off to college and experience the empty nest, or send them off to war and experience a more terrifying version of uselessness.  We need to remember how it feels to be useless if we are going to stay empathically attuned to our patients.

2. To recognize that you are feeling useless is to begin to wake up.  At least it can be, because the sense of being useless is completely irrational.  There is nobody, not one person on the planet who has nothing to give of themselves.  There is no such thing as a useless person, it is a cognitive distortion.  And the minute we recognize that distortion we can begin to use our observing ego to ask ourselves “who is this who is telling me I am useless?”  Whoever it is, the media, a parent, an old tape running in our head, or all of the above, it is just wrong.  And that’s ok, because we’ve been wrong before, and now that we know it we can begin to gently guide our thinking back to a more rational place.  If this sounds like meditation, that’s probably because it is.

3.  To feel useless is only a feeling.  Sure feelings are important, and a powerful part of human experience.  But they are only one part of human experience.  Thinking and behavior are two other parts.  We can use feeling useless to motivate ourselves.  We can use it as a barometer for our overall mental health.  We can also use it as a defense to stay stuck, or to attempt to elicit pity from others.  There are all sorts of ways we can use a feeling, and they aren’t all necessarily, well, useful.  Or we can just sit still for a bit, because being just a feeling, feeling useless will float by and be replaced by another feeling, and another and another…

So if you are a therapist, and you notice yourself feeling useless, you are one step closer to coming to your senses.  You can become more mindful of how unpleasant the feeling is, and mindful of how your patient may feel when they experience it.  You can remember it is only a feeling, and become curious about it and why it is coming up.  And you can consciously decide how to use it or cope with it, rather than unconsciously act out in response to it.

To return to my video game example, here’s how I used it.  I noticed the feeling and said to myself, “That’s how my patients experience themselves sometimes.”  From there I went on to think, “That’s how the therapists I consult with about technology experience themselves sometimes.”  Interesting information, and it helped me pause a moment more.  And when I sat with it more it occurred to me that there was some symbolic content that had come up in a session recently that I’d overlooked.  And then it occurred to me to write this blog, and as I wrote the first paragraph I remembered how video games are a form of social media, and how my friend Susan Giurleo often reminds me that we don’t need to be on every single platform of it to be technically savvy.  From that stream of consciousness, and more importantly, from my feeling of uselessness, came this post.  And I have no doubt that at least a few of my colleagues will find it useful, which totally debunks the useless Mike theory.

What about you?  What has elicited a feeling of uselessness for you lately?  What is that feeling about, and what are you going to do with it?

 

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Taking An Interest

 

This week I was at the dentist, and the appointment probably took twice as long as it was supposed to.  This was because as I was waiting in the dentist chair, I was playing Denki Blocks on my iPhone when the assstant came in.  She found the game interesting, and confessed to me that she didn’t know how to download games on her new iPhone.  And as I was explaining how to do that, the dentist came in and he talked about how his children weren’t allowed to play games on the iPhone because they discouraged socializing.  So then of course I explained that there was research that suggested very differently.  He listened quietly and I said, “maybe I shouldn’t be arguing with someone who is about to put a drill in my mouth.”

“No, no,” he said.  “It’s just that I’m thinking about what you said, and I haven’t thought about it that way before.”  All three of us had an ongoing conversation between all the stages of filling a cavitiy, about smartphones, digital literacy, gaming.  And at the end of it I noted how clearly this is a topic for our times if all of us can be talking and listening intently about it for such a long period of time.

In college, one of my creative writing teachers once said, “What interests you is interesting.”  I think there is a lot of truth in this in general, and specifically when it comes to psychotherapy and running a business.  I feel extremely fortunate to be in a portfolio career that allows me to pursue my interests and take an interest in the psyche and society.  Not everybody has an easy or clear path to this in our society.  Some self-help gurus make it sound like all you need is a burning interest to become the happy and successful, which is absolutely not true.  There are millions of talented people out there that start off with less privilege and opportunity, and more stressors due to race, gender, poverty, or living in an ableist culture.  But what I do think my professor was on to was the idea that often what interests you can be a strong motivator to yourself and exciting to others.

A supervisee and I recently were discussing the possible meanings and messages that could be conveyed in leaving a voicemail for a patient.  After discussing this for 30 minutes, I interjected by saying, “Can I just take a step back and point out what a weird profession we’re in that we can spend so much time talking about this?”  We both laughed at this, and it was true, but the time had gone by so fast because we were mutually interested in the subject.

Enthusiasm, in its original meaning, was taken from the Greek enthousiasmos, which came from enthousiazein, to be possessed from within by a spirit or god.  That sense of a powerful force from within that can fill one with energy and ideas and lose track of time is at work in all of the stories above.  It is not the only ingredient to having a successful business, but I believe it is an essential one.  We need to be able to geek out about what we do, to go on at length about it.  Hopefully we can do so in an engaging way, but we need to be able to lose a bit of self-consciousness to be able to focus properly on our patients, our work, and our business.

Frequently I consult with therapists who come to me because they want to grow their practice.  A few of them say that, but what they really mean is that they want to make more money and work less.  That is not in itself a bad thing, but for some it is an attempt at compromise.  For they have grown tired or disinterested in what they are doing.  They feel trapped in their work, not interested in it.  They are afraid that they are too old to change, or don’t have anything else they can do.  Some dream about a time they’ll retire and write a novel.  But for now they are consigned to sit silently and voicelessly in their office.  They grow bored and resentful of their patients, who if they are lucky, escape.  This vicious cycle can go on for years.

The same holds for supervision.  I have heard from a lot of supervisees about supervisions where it’s all about the paperwork, or the liability, or the billable hours.  I’ve heard supervisors lament how they don’t have time to focus on talking about the dynamics of therapies, as if that was “extra” stuff!  My experience is that these comments are voiced midway or at the end of a progression towards burnout.  First the supervisor feels overwhelmed by the “musts” of paperwork and filing 51As, and then the supervision shifts to only being about those.  Next, the supervision gets defined as merely being about that, so that the supervisee sees the supervisor rushing down the hall or on the phone, pausing to ask, “Anything we need to talk about?”  If there is no crisis the student feels pressured and becomes trained to say no, there isn’t.  And now that supervision is only about crises and paperwork, it becomes something everyone wants to avoid because it is boring, lifeless.  There is no enthusiasm.

I would suggest this is ultimately a setup for malpractice.  Supervisees trust supervisors who seem interested in them.  Over and over I have heard that supervisees have a hard time connecting or trusting supervisors who are “just business,” or cheerleaders.  Yes, supervisees don’t want a supervisor who lets them talk for an hour and then says, “sounds like you handled that well.”  This bears saying, because sometimes we unconsciously or consciously try to substitute affirmation for engagement and interest.  If you’re a supervisor, don’t do it, because your supervisees can smell it a mile away.  If you’re vacant, they know it.  If you are filled with the spirit of interest, they know that as well.

I’ve had colleagues tell me how clever I am to have found the niche I have, which drives me crazy frankly.  I didn’t choose to focus on technology, gaming and social media in therapy because I saw a vacuum.  I was just lucky that there was one.  I chose these areas of specialty because I am a total geek about them.  I could play or talk about video games for hours.  I can’t talk about Twitter or Google+ without getting animated.  I see their influence everywhere, read vociferously about them on my “free” time.  I wrote a book about it which I charge $2.99 for.  When asked to teach a class on clinical practice I declined, and said, “No, but I’ll write a syllabus and teach a class for social work and technology.”  Any of you who have taught at the graduate level know that teaching from a pre-existing syllabus is easier and less time-consuming than writing and proposing a pilot course.  But I was enthusiastic about the topic, which fueled my work ethic.  And this has set up a virtuous cycle, where I get more recommendations for reading or TED Talks than I can handle, and referrals to work with those patients.

I’d be lying if I said I didn’t hope someday to become famous or rich, but it is more likely that I will make a decent living and have a modest reputation.  Because as I said there are thousands, no millions of people out there who have talents and interests to share with the world.  I’m just grateful I got lucky enough to be one of the ones who got the chance to do it.

Like this post? There’s more where that came from, for only $2.99 you can buy my book. I can rant in person too, check out the Press Kit for Public Speaking info.  Subscribe to the Epic Newsletter!

 

Bio Breaks

 

If you’re a therapist looking to join a group of innovative colleagues for supervision, you may want to take advantage of this.  Like this post? There’s more where that came from, for only $2.99 you can buy my book. I can rant in person too, check out the Press Kit for Public Speaking info.  Subscribe to the Epic Newsletter!

What Back to School Could Mean

This past week, over 70 million students from Pre-K to PhD went back to school in the United States.  Of those, an estimated 1 million students are homeless, an all-time high.  And this past week, many of us went back to school ourselves to teach these folks.  Maybe you have a adjunct position, or maybe you are supervising an intern, or maybe you are a school counselor or work at a university health service.

It has never seemed more urgent to me then now that we help people get the educations they desire and work toward.  Our country has been struggling immensely over the past several years with fiscal crashes, growing gaps between the upper, middle and working classes, and the sense of hopelessness and pessimism that accompany them.  When 1 million children are homeless in one of the 10 richest countries in the world, there is a lot of change needed.

Education should be fueled by optimism even though it always begins in failure.  By that I mean that we start off by not knowing stuff, and hoping to change that.  If we all knew how to read, write and think critically innately, we’d never need to go to school.  We begin not-knowing, but, and this is what is amazing, hard-wired to learn things.  We are wired to attach to caregivers, acquire language, and make meaning of the world.  And we all have the ability to have ideas.

Recently there has been a lot of useful commentary on how we need to get better at failing, in order to be able to innovate.  That is true, and it is only half the story.  To be able to innovate, we need to be willing to risk and tolerate failure, true.  But just as importantly, we need to allow for the possibility that we could contribute something important and transformative to the world as well.

Recently I was talking with a group of my graduate students, and I asked them to be honest with me and raise their hand if they thought they could get an A in my class.  I was heartened to see that 3/4 of class raised their hands.  Then I said, “Now raise your hand if you believe that you could have an idea in this class that could change the world.”

One student raised their hand.  It was a poignant moment for me, and I suspect many of them.

What has happened to our educational system and values that we teach people to expect they can get an A, but not come up with an idea that can change the world?

I do not fault the students at ALL for this, because I think they have been taught this pessimism by our system.  SATs and standardized tests are the ways we grant access to more educational privilege in the U.S., but numbers don’t allow for the reality that everyone has the ability to ideate, to come up with a new thought that could change the world in small and large ways.  And students are given or not given financial support based on numbers, which at best only indicate potential, the potential in many ways to know what has already been known, rather than the ability to discover the unknown.  These numbers become a driving concern to parents and children, to teachers and students 0f all ages.

Many of the students you are working with are starting the year feeling defeated already.  I remember a talk I gave a while back to students on academic probation at a community college, in the last chance class they had to pass in order to continue.  Every one of them played and enjoyed some sort of video game, and I asked them why they were willing to try and fail repeatedly with video games when they were having such reluctance to try and fail at school?

One student raised his hand and answered, “because with a video game, I might win.”

What a damning indictment of the educational environment we are shaping people’s hearts and minds in.  And yet, by the end of that class every one of the students had spoken, had put forth an idea of their own which brought us as a group further.

Recently, I have been playing a new MMO called Guild Wars 2 and I am finding it very timely for the back to school season.  Although I have played WoW for years and have leveled characters up to 85 there, suddenly I find myself thrown into a new world.  There is a completely unexplored map, a new economy to master, the game mechanics and character classes just different enough to make my keyboard skills rusty.  I didn’t have a clue what was going on until I hit level 5 or 6, when suddenly I began to “get it.”  The big question I have for you is, what kept me going to level 5?

I suspect the answer is that video games like GW2 create an optimistic world, where the possibility of success and creating something new is a distinct one.  I kept trying in places where I got stuck because I knew both that failure was a possibility but so was success.  I also had the opportunity to play the beta version, where we were always being asked by the game designers for our impressions and ideas.  Many of these ideas have been incorporated into the later iterations of games like GW2, WoW, and Minecraft.  These ideas have literally changed the worlds of these games.

What if we looked at our classrooms and studies more like a beta test?  What if we allowed for the possibility that each of us, any of us, could have an idea that changes the world?  What kind of learning and character building would that environment produce?

I highly doubt that if aliens were to visit our planet thousands of years from now that they would be impressed with anyone’s GPA.  I doubt that they’d sift through the ashes of a civilization to see its test results.  They might note the high levels of anxiety and rhetoric in the 21st century speeches on education reform though.

If you are a student reading this I hope you will take this to heart:  I believe that you are capable of coming up with an idea that could change the world.  If you are a teacher I hope you’ll fight to keep your classroom a laboratory of innovation or a beta test rather than crank out widgets of standardized educational achievement.  If you are a therapist I hope you will help support your patients and their families to maintain a sense of their capability and optimism.  If you are a parent I hope you will remember that your children’s willingness to take risks and find interests in the world may not always match your own or the status quo and that that is a good thing.

Someone, many someones, somewhere, many somewheres out there, a world-changing idea is about to happen.  Let’s not miss it.

 

If you’re a therapist looking to join a group of innovative colleagues for supervision, you may want to take advantage of this.  Like this post? There’s more where that came from, for only $2.99 you can buy my book. I can rant in person too, check out the Press Kit for Public Speaking info.  Subscribe to the Epic Newsletter!

21st Century (Psycho)education

Whether you’re a psychotherapist, an educator or a parent, sooner or later you will be involved in the facilitation of growth through learning.  The bad news is that most of us were educated in the 20th century, when education was largely modeled on the 19th century.  The view of literacy then was narrower, standardized and often monolithic.  The good news is that technology today can help us invigorate learning as never before, often by using the mechanics or design of video games and social media.

Before we press on, it is time to choose your own adventure!  I encourage you to ask yourself and answer this question: Is education inevitably like a daily spoonful of cod liver oil?  That is, do I believe that it is something that is routine, unavoidably unpleasant the people need to just suck it up and deal with?

If you answered yes, click here to stop reading this post and go to Mordor, where you can play a free MUD with other denizens of gloom and doom.

If you answered no, read on to find some examples of how simple game mechanics can revolutionize a curriculum.

1. Game Patches

Game patches are supplementary, downloadable game content that patches into existing games to either fix bugs or introduce new content into existing games.  One example was the famous Burning Crusade from World of Warcraft, which added another world of play, new races to create characters as, flying, and many new quests to challenge players.  More recently, Minecraft added patches to include jungles (1.2,) fixed multiple crashes (1.2.4,) and made cats more impatient and eager to sit on things (1.2.5.)  Much of the patch content comes from user experience comments, and players often know and eagerly await for patches for weeks in advance of their arrival.

Introducing content into classroom settings can benefit from this approach.  First off, polling students during subject matter about what aspects of what they are learning would they like to know more about?  What ways can learning or behavioral problems be debugged?  For example, elementary school teachers can hype up the class before rolling out Grade 3.5, at the halfway mark of the year, and include in this patch a total restructure of seating plans, allowing new class configurations and addressing problems in a way that starts to be both expected and exciting.

In terms of curriculum, from kindergarten to college, most educators have some lesson plan, and previewing content of upcoming lessons can generate interest and engagement.  This can range from creating a funny trailer on YouTube with teasers for the next lesson, to releasing hints about upcoming problems and subject matter.  This can include contests to name upcoming characters, for example the characters involved in mathematical word problems, or residents of new areas about to be unlocked and explored in geography.

In school-based and outpatient therapy groups, where is often a psychoeducation component, group leaders can initiate a countdown before patching new content or welcoming new group members into the group.  For process-oriented groups, members can be invited to debug and modify the design of the group to deal with challenges or conflicts in the group.  I remember a really interesting version of this that a colleague of mine went through in her internship.  We were at an outpatient mental health clinic, and although it was not languaged as a patch, her co-leader had her join the group for the first several weeks as a participant-observer.  She attended the first 4 groups without speaking, and as week five approached there was much discussion and projection from other members about what she would say when she finally spoke.  She was in essence the new content “patched” into the existing group, which introduced change, and new transference while maintaining some group stability and continuity.

2. Talent Trees

If we can just get beyond the tendency towards and linear thinking in curriculum, I am convinced that this intervention could be extremely effective.  First, for those of you who are unfamiliar with the idea of a talent tree, here’s an example:

 

In many games, players have some choices about how to specialize in the area of talents.  As they progress through levels, they acquire talent points to spend on unlocking different talents.  So if an educator can be flexible in the order of learning certain topics, students can choose to specialize in learning something first or second.  Let’s take Literature, would you like to be an Arcane Satirist, Epic Voyager, or specialize in Bloodmagic Murder.  If you want to progress through the first talent tree, you will need to read and complete assignments involving Gulliver’s Travels, the second, The Odyssey, and the third MacBeth.

If you are doing psychotherapy we already have a version of this, it’s called DBT.  In it people focus on unlocking talent points in the trees of mindfulness, interpersonal effectiveness, emotion regulation and distress tolerance.  Which does the patient feel that they would benefit from working on first?  Which do you recommend?  For adolescents especially, this can make the difference between engaging in treatment and just another boring worksheet.

Other ways to use talent trees effectively can include:  Helping gamer couples unlock skills to better communicate or improve their sex lives; helping parents focus on and prioritize specific behaviors to work on with their children; a template for an emergent adult’s first career search; and systematic desensitization of a phobia.

These are just two ways that we can use both the technology and concepts behind it effect change therapeutically and educationally.  Can you think of others?

 

Like this post? There’s more where that came from, for only $2.99 you can buy my book. I can rant in person too, check out the Press Kit for Public Speaking info.
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