Child psychologist and adjunct professor Dr. Drew Messer believes that social skills, like any worthwhile ability, take practice and exercise to improve.
And what better practice than jumping on turtle shells and defeating dungeon bosses?
Messer runs a program that utilizes video games to teach children diagnosed with social disorders such as Attention Deficit Disorder (ADD), Autism and anxiety how to better interact with each other.
"Kids need the tools to deal with social situations," Messer said. "We want to get them to be able to walk into a room setting and know what to do."
He finds that using video games in the therapeutic process engages children in ways not typically seen in traditional therapy.
"Bringing video games into the session brought kids out of their shell a little," he explained. "Video games create a natural setting," which allows the treatment to "translate more into their lives."
That means the kids are more likely to carry newly discovered social skills and behaviors into situations outside the program.
"We really do see differences from week to week, even within one session," Messer said.
Psychology and sociology double majors Mike Schwinger, a senior, and Maya Hu, a junior, are assisting Messer with the program.
Schwinger explained how a point system in the program exists as a mode of "behavior modification." At the beginning of each session, the group reviews the rules, rewards and response costs.
"The point system is a tangible way for kids to get their feedback," Schwinger said. "It works amazingly well."
Good behaviors such as sitting still, cooperating, helping others, listening, and offering praise are rewarded with points. The points are then used to pick which games the kids play.
Losing points or sitting out for a turn punishes the bad behaviors like disrespecting others, using inappropriate language or disobeying staff or a parent.
For older kids, in middle and high school who have already mastered behaviors such as using an indoor voice and sitting still, the therapy is much more subtle. The focus is on communication and team working skills.
"Kids have these systems at home but they're playing alone, there's no person to person interaction," Messer said. "We're trying to bring people together to play games."
Messer says that a goal of the program is to make the kids more likely to have friends over to play video games, rather than being isolated.
"It's a shame that there's this conception of video games as being bad. It depends on how you use them," he said. "If we teach our kids responsible use of video games, they can be good."
Messer says that it is a parent's job to supervise their kids, teach them healthy video game and Internet use in settings that promote psychological wellness. The program works on modifying how the kids experience their emotions, as well as regulate and express them.
"Parents, make a rule: If you want to play, get someone to play with you," Messer said.
One parent, Dave, said he was thrilled to be spending time with his kids in an electronic setting.
"The interaction is good for the kids, good for me!" he said while playing the Nintendo Wii with his daughter.
Messer theorizes that work in three-dimensional environments helps strengthen the hippocampus, a piece of the brain that largely affects memory. Gaming uses the hippocampus similarly to the way an exercising body uses the muscles.
"It's a testable hypothesis, if three dimensional games involved that much of the brain, just imagine what the Wii will do!" Messer said.
Messer has also used video games in working with patients with more severe mental illnesses at the Buffalo Psychiatric Center. Messer is optimistic about future technological advances in video games.
"New games and technology offer hope," he said. "That's what treating mental illness is about, hope and recovery."
Photo: Courtesy of Laron Fomby
