Gaming Hypnosis: Are “Games for Health” oxymorons?

Gaming Hypnosis: Are “Games for Health” oxymorons?
Laurence I. Sugarman, Rochester Institute of Technology, Rochester, New York, USA
Kindertagung 2016, Heidelberg.

Part One: Getting Ready to Play
o Intros

What do you play?

How do you play?

What is the urge?
o Do you use interactive games and media in your clinical work with young
people?

Tracking Apps (diet, exercise)

Role-playing games (First person shooter)

Skill Games (Angry Birds, Lumosity)

Hybrids (Minecraft)

Biological sensors (FitBit, HeartMath)
o Can you share some examples of integrating games and media into your clinical
work?
o Are interactive games and media the evolution of Play Therapy?
o Some Key Questions

Is game based learning transferable?

If so, how?

Do components from evidence-based therapy work in games?

Does “gamifying” therapy increase its efficacy?
o Summary of Part One

Part Two: Gaming and Hypnosis
o What are games?
o What’s hypnosis?
o What if we look at game involvement through the lens of State-Related Learning
Memory and Behavior (Rossi, 1993)?
o Common and Shaky Ground
 Part Three: Exploring Common Ground
o Conversations on Clinical Gaming with Robert Rice.

Gaming competency: using games for competency and mastery

Including parents: to shift view, support child’s strengths in new ways.

Calibrating coping skills: using sensor-based media to calibrate/reinforce
self-regulatory abilities.

Videogames as metaphors: using game construction as lens for
daily life challenges.
o What I have been learning at RIT

DyFSS

ART in ASD

MindGamers

My Stress Control Game using HeartMath’s EmWave
o Solid ground for building


2
Games provide immersive structures

Gamifying therapy

Tracking Apps and Hybrids
Games allow integration of evidence-based therapeutic principles

Externalization

Narratives

Exposure & Response prevention

Calibration and tracking of autonomic regulation
Selected References
Hope, A. E. & Sugarman, L. I. (2015). Orienting Hypnosis. American Journal of Clinical Hypnosis,
57(3): 212–229.
Hunt, E. T., Hicks, D. M., Alvut, L. A., Hope, A. E., & Sugarman, L. I. (2016) Improving the
Graphical User Interface (GUI) for the Dynamic Feedback Signal Set (DyFSS): Increasing
Accessibility for the Neurodiverse. Retrieved
from http://scholarworks.rit.edu/eatc/Papers/papers_3/1/.
Hunt, E., Hicks, D., Hope, A. E., Garrison, B. L., Jacobs, S., & Sugarman, L. I. (2016) Introducing
and Illustrating Biofeedback to Young People with Autism Spectrum Disorder. Poster
presented at the 3rd annual Effective Access Technology Conference, Rochester, NY.
Retrieved from http://scholarworks.rit.edu/eatc/Papers/poster_3/9/.
Kuss, D. J. (2013). Internet gaming addiction: current perspectives. Psychology Research and
Behavior Management, 6: 125-137.
Landry, J. M., Alvut, L. M., Garrison, B. L., Hope, A. E. & Sugarman, L. I. (2017). Autonomic
regulation training: Using multimodal peripheral biofeedback in a higher education
setting. Journal of Applied Psychophysiology and Biofeedback (in press).
Mazurek, M. O., Shattuck, P. T. Wagner, M. & Cooper, B. P. (2012). Prevalence and correlates of
screen-based media use among youths with autism spectrum disorders. Journal of
Autism and Developmental Disorders 42(8): 1757-1767.
Sugarman, L. I., Garrison, B. L., & Hope, A. E. (2014). Self-Adjusting Biofeedback with a Dynamic
Feedback Signal Set (DyFSS) . http://scholarworks.rit.edu/eatc/Papers/Papers/9
Sugarman L. I., Garrison, B. L., Williford, K. L. (2013). Symptoms as Solutions: Hypnosis and
biofeedback for autonomic regulation in autism spectrum disorders. American Journal of
Clinical Hypnosis, 56(2): 152-173.
Contact:
Laurence I. Sugarman
Rochester Institute of Technology
180 Lomb Memorial Drive
Rochester, NY 14623-5603
[email protected]
https://www.rit.edu/healthsciences/psychophysiology/
P: (01) 585.721.1480
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