GBL for Psychological Intervention Related Skills: What Challenges? What Paths?
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , , , , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10437/12511 |
Resumo: | In 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, Therapists |
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GBL for Psychological Intervention Related Skills: What Challenges? What Paths?PSICOLOGIAESTUDANTES UNIVERSITÁRIOSPROFISSIONAIS DE SAÚDEAPRENDIZAGEMPSYCHOLOGYCOLLEGE STUDENTSHEALTH CARE PROFESSIONALSLEARNINGIn 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, TherapistsAcademic Conferences International Ltd.2022-01-24T16:39:49Z2021-01-01T00:00:00Z2021info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10437/12511engSousa, Carla Patrícia Gonçalves eFonseca, MicaelaMansuklal, Shivani AtulCarvalho, JéssicaSilva, DiogoNeves, Pedro PintoLuz, Filipe CostaSalvador, ÁgataCosta, Leonor Pereira daOliveira, JorgeGamito, Pedroinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-03-09T14:09:59Zoai:recil.ensinolusofona.pt:10437/12511Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:16:52.185795Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
GBL for Psychological Intervention Related Skills: What Challenges? What Paths? |
title |
GBL for Psychological Intervention Related Skills: What Challenges? What Paths? |
spellingShingle |
GBL for Psychological Intervention Related Skills: What Challenges? What Paths? Sousa, Carla Patrícia Gonçalves e PSICOLOGIA ESTUDANTES UNIVERSITÁRIOS PROFISSIONAIS DE SAÚDE APRENDIZAGEM PSYCHOLOGY COLLEGE STUDENTS HEALTH CARE PROFESSIONALS LEARNING |
title_short |
GBL for Psychological Intervention Related Skills: What Challenges? What Paths? |
title_full |
GBL for Psychological Intervention Related Skills: What Challenges? What Paths? |
title_fullStr |
GBL for Psychological Intervention Related Skills: What Challenges? What Paths? |
title_full_unstemmed |
GBL for Psychological Intervention Related Skills: What Challenges? What Paths? |
title_sort |
GBL for Psychological Intervention Related Skills: What Challenges? What Paths? |
author |
Sousa, Carla Patrícia Gonçalves e |
author_facet |
Sousa, Carla Patrícia Gonçalves e Fonseca, Micaela Mansuklal, Shivani Atul Carvalho, Jéssica Silva, Diogo Neves, Pedro Pinto Luz, Filipe Costa Salvador, Ágata Costa, Leonor Pereira da Oliveira, Jorge Gamito, Pedro |
author_role |
author |
author2 |
Fonseca, Micaela Mansuklal, Shivani Atul Carvalho, Jéssica Silva, Diogo Neves, Pedro Pinto Luz, Filipe Costa Salvador, Ágata Costa, Leonor Pereira da Oliveira, Jorge Gamito, Pedro |
author2_role |
author author author author author author author author author author |
dc.contributor.author.fl_str_mv |
Sousa, Carla Patrícia Gonçalves e Fonseca, Micaela Mansuklal, Shivani Atul Carvalho, Jéssica Silva, Diogo Neves, Pedro Pinto Luz, Filipe Costa Salvador, Ágata Costa, Leonor Pereira da Oliveira, Jorge Gamito, Pedro |
dc.subject.por.fl_str_mv |
PSICOLOGIA ESTUDANTES UNIVERSITÁRIOS PROFISSIONAIS DE SAÚDE APRENDIZAGEM PSYCHOLOGY COLLEGE STUDENTS HEALTH CARE PROFESSIONALS LEARNING |
topic |
PSICOLOGIA ESTUDANTES UNIVERSITÁRIOS PROFISSIONAIS DE SAÚDE APRENDIZAGEM PSYCHOLOGY COLLEGE STUDENTS HEALTH CARE PROFESSIONALS LEARNING |
description |
In 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, Therapists |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-01-01T00:00:00Z 2021 2022-01-24T16:39:49Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10437/12511 |
url |
http://hdl.handle.net/10437/12511 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
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info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Academic Conferences International Ltd. |
publisher.none.fl_str_mv |
Academic Conferences International Ltd. |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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