GBL for Psychological Intervention Related Skills: What Challenges? What Paths?

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dc.contributor.authorSousa, Carla Patrícia Gonçalves e
dc.contributor.authorFonseca, Micaela
dc.contributor.authorMansuklal, Shivani Atul
dc.contributor.authorCarvalho, Jéssica
dc.contributor.authorSilva, Diogo
dc.contributor.authorNeves, Pedro Pinto
dc.contributor.authorLuz, Filipe Costa
dc.contributor.authorSalvador, Ágata
dc.contributor.authorCosta, Leonor Pereira da
dc.contributor.authorOliveira, Jorge
dc.contributor.authorGamito, Pedro
dc.contributor.institutionHEI-LAB (FCT) - Digital Laboratories for Environments and Human Interactions
dc.date.issued2021
dc.descriptionEuropean Conference on Games Based Learning
dc.description.abstractIn recent research, games have become an important reference with regards to learning skills with certain characteristics, as well as in promoting contemporary literacies. Games have similarly become highly relevant in the promotion of psychological well-being and mental health. Even considering this role in promoting learning in general, soft skills, motivation, cooperation, empathy, among others, in the field of psychological intervention, the potential of games has been much more applied to patients than to the psychologists and their professional development. The present study aims at mapping the intersection between psychological intervention related skills learning and game-based pedagogical strategies. For such purpose, a Systematic Literature Review was conducted through some of the most relevant scientific databases. The obtained sample was further selected following the PRISMA guidelines with screening and eligibility processes based on inclusion criteria, defined considering the research’s aim. Non-peer reviewed research and studies aimed at other pedagogical approaches, such as gamification, were excluded from the final sample. Papers were categorized, coded, and analysed through statistical procedures and content analysis techniques. The results contextualize games as effective and feasible tools in the professional development of psychologists and psychology graduates, simultaneously highlighting the scarcity of resources in this field and the need for more experimental and quasi experimental approaches to foster evidence-based pedagogical choices. Keywords: GBL, Psychology, Psychology Learning, Psychology Students, Mental Health Professionals, Therapistsen
dc.description.statusNon peer reviewed
dc.formatapplication/pdf
dc.identifier.citationSousa , C P G E , Fonseca , M , Mansuklal , S A , Carvalho , J , Silva , D , Neves , P P , Luz , F C , Salvador , Á , Costa , L P D , Oliveira , J & Gamito , P 2021 , ' GBL for Psychological Intervention Related Skills: What Challenges? What Paths? ' , Default journal .
dc.identifier.issn1646-3730
dc.language.isoeng
dc.publisherEdições Universitárias Lusófonas
dc.relation.ispartofDefault journal
dc.rightsopenAccess
dc.subjectPSICOLOGIA
dc.subjectESTUDANTES UNIVERSITÁRIOS
dc.subjectPROFISSIONAIS DE SAÚDE
dc.subjectAPRENDIZAGEM
dc.subjectPSYCHOLOGY
dc.subjectCOLLEGE STUDENTS
dc.subjectHEALTH CARE PROFESSIONALS
dc.subjectLEARNING
dc.titleGBL for Psychological Intervention Related Skills: What Challenges? What Paths?en

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