2020 Breakout Session - Newell et al.

2020 Breakout Session - Newell et al.

A Game-Based Approach to Cultural Competence Training Presenter Information

 

Title of Presentation: A Game-Based Approach to Cultural Competence Training Presenter Information

Presenters:

Sonia Dhaliwal University of Nevada Las Vegas

Jeff Newell University of Nevada Las Vegas

 

Abstract:
Effective training in cultural competence is imperative for professionals at every level of mental health treatment settings. In spite of the importance of developing cultural competence, many barriers exist in relation to diversity training and education (Sue, D.W. et al., 2007). This purpose of this oral presentation is to outline an interactive game-based training project at the University of Nevada, Las Vegas (UNLV) Counseling and Psychological Services (CAPS) that aims to increase cultural competence for client-based interactions in a mental health setting. There are several advantages to utilizing an interactive, game-based platform in order to deliver training in cultural competence. First, a growing body of empirical evidence suggests that video games can effectively train and educate players in a variety of health and wellness topics. Gamification and interactivity of educational and training content can increase the engagement and motivation of the user (e.g., Burke, 2014). As a result, game-based education has consistently shown an ability to engage users and lead to more enthusiastic learning. Secondly, it allows players to wrestle with difficult topics, such as white privilege, in a setting that allows for safe exploration. Known as “graceful failure”, mistakes in the context of a video game tend to have a minimally negative impact on players because they can simply “start over”. One of the more commonly cited barriers to training cultural competence is that trainees fear they will offend someone in the room. Graceful failure through a game may represent an ideal way to alleviate some of these fears for trainees. A final advantage is that video games are immensely popular and are typically accessible from anywhere. Since this will be designed for PCs, trainees will be able to access this training experience from anywhere. The game will have users watch several discussions take place between a therapist and a client who come from different cultural backgrounds. Users will navigate these discussions within a choose-your-own adventure style game where they play the role of the therapist and are asked to (a) identify microaggressions and/or microinvalidations that have taken place and (b) decide how the therapist should respond to these statements from a multiple choice option. The way the discussion unfolds depends on how the user chooses to respond. Feedback on answers will be provided throughout the discussion in popup boxes. At the end of the game a review and summary of learning objectives about cultural competence are presented and the user will respond to a number of prompting questions about how their culture and background might impact or influence their interactions with clients. This is meant to reinforce the lessons from the game as well as help the user process and articulate their individual experiences and possible areas of growth in this area. Attendees of the presentation will learn (a) core themes in cultural competence that are essential for trainees (b) the most common barriers to effective cultural competence training (c) different types of interactive media and (d) how interactive media and video game play can address many barriers to cultural competence training (Wong, G., et al., 2014).

 

Learning objectives:

  1.  Identify and define several different types of microaggressions
    POTENTIAL ANSWER: Verbal, behavioral, environmental, intentional/unintentional, etc.

  2. List the advantages of utilizing video games and interactive technology for learning and training purposes
    POTENTIAL ANSWER: User gets instant feedback on answers, interactivity of technology enhances engagement, can scaffold the approach to learning (i.e., ‘level up’), “fun” nature of video game play can increase engagement, self-determination theory (e.g., we are more likely to engage in activities that we enjoy), etc.

  3. Identify the main challenges to cultural competence training and articulate the ways in which a virtual environment may address such challenges.
    POTENTIAL ANSWER: Many students are afraid to discuss topic for fear of sounding ignorant or saying something offensive, video games and the concept of graceful failure allows players to “fail” in a low-stakes, virtual environment.

  4. List the domains of multicultural competence training and discuss which domain(s) is/are most appropriate for game-based training.
    POTENTIAL ANSWER: the domains = development of beliefs and attitudes, knowledge, skill, and advocacy (Sue, Arredondo & McDavis, 1992). Video game play is meant to target the competency areas of “knowledge” and “skills”.

Literature Area #1 – Importance of Cultural Competence Training


Cornish, J.A.E., Schreier, B.A., Nadkarni,, L.I., Metzger, L.H., & Rodolfa,, E.R. (2010). Handbook of multicultural counseling competencies. Hoboken, NJ: John Wiley & Sons.

Moleiro, C., Freire, J., Pinto, N., & Roberto, S. (2018) Integrating diversity into therapy processes: The role of individual and cultural diversity competences in promoting equality of care. Counselling and Psychotherapy Research, 18(2), 190–198.


Literature Area #2 – Barriers to Cultural Competence Training (Microaggressions)


Sue, D.W., Lin, A.I., Torino, G.C., Capodilupo, C.M., & Rivera, D.P. (2009) Racial Microaggressions and Difficult Dialogues on Race in the Classroom. Cultural Diversity and Ethnic Minority Psychology, Vol. 15, No. 2, 183– 190.

Sue, D.W., Capodilupo, C.M., Torino, G.C., Bucceri, J.M., Holder, A.M.B., Nadal, K.L., Esquilin, M. (2007) Racial Microaggressions in Everyday Life: Implications for Clinical Practice. American Psychologist, May-June 2007, Vol. 62, No. 4, 271–286.

Jones, J.M., Sander, J.B., & Booker, K.W. (2013) Multicultural Competency Building: Practical Solutions for Training and Evaluating Student Progress. Training and Education in Professional Psychology, Vol. 7, No. 1, 12–22.


Literature Area #3 – The Beneficial Effects of Video Game Play


Granic, I., Lobel, A., & Engels, R. C. (2014). The benefits of playing video games. American psychologist, 69(1), 66- 79.

Griffiths, M. D. (2002). The educational benefits of videogames. Education and health, 20(3), 47-51.

Thompson, D., Baranowski, T., Buday, R., Baranowski, J., Thompson, V., Jago, R., & Griffith, M. J. (2010). Serious video games for health: How behavioral science guided the development of a serious video game. Simulation & gaming, 41(4), 587-606.

Przybylski, A. K., Weinstein, N., Murayama, K., Lynch, M. F., & Ryan, R. M. (2012). The ideal self at play: The appeal of video games that let you be all you can be. Psychological science, 23(1), 69-76.