["What I don't Appreciate in Real Life": Online Role Playing Game Addiction of an Adolescent--Case Study]. / ¼Was ich am richtigen Leben nicht so schätze« Online-Rollenspielsucht eines Jugendlichen--Fallstudie.

The present article aims to provide an insight into the life story of a computer-game addicted adolescent. Here, the relationship between the symptom game addiction, the family as a reference framework, the game's characteristics, as well as the subjective emotional state of the adolescent are of particular interest. An emphasis is also laid on the psychodynamically approached question of the impact of infantile and current relationship experiences (both within a family environment as well as with peers) on personal development. Last, still within a psychodynamic framework, we hope to provide a better understanding of the role of online computer-game addiction in the process of experiences potentially dominated by conflicts.

Computer Game Play Reduces Intrusive Memories of Experimental Trauma via Reconsolidation-Update Mechanisms.

Memory of a traumatic event becomes consolidated within hours. Intrusive memories can then flash back repeatedly into the mind's eye and cause distress. We investigated whether reconsolidation-the process during which memories become malleable when recalled-can be blocked using a cognitive task and whether such an approach can reduce these unbidden intrusions. We predicted that reconsolidation of a reactivated visual memory of experimental trauma could be disrupted by engaging in a visuospatial task that would compete for visual working memory resources. We showed that intrusive memories were virtually abolished by playing the computer game Tetris following a memory-reactivation task 24 hr after initial exposure to experimental trauma. Furthermore, both memory reactivation and playing Tetris were required to reduce subsequent intrusions (Experiment 2), consistent with reconsolidation-update mechanisms. A simple, noninvasive cognitive-task procedure administered after emotional memory has already consolidated (i.e., > 24 hours after exposure to experimental trauma) may prevent the recurrence of intrusive memories of those emotional events.

Ludic content in multisensory stimulation environments: an exploratory study about practice in Portugal.

This article aims to document the use of multisensory stimulation environments and its related perceptions, concerning ludic content, play and the computer-mediated ludic activity, from the perspective of professionals organizing and delivering therapeutic activities in these spaces with children with developmental disabilities, in Portugal. Face-to-face open interviews with 12 professionals working in multisensory stimulation environments, selected by convenience criteria, were individually recorded, transcribed and submitted to content analysis. Three main themes emerged from the data: multisensory stimulation environments offer multiple possibilities for intervention, play is part of the intervention in multisensory environments and the computer-mediated ludic experience is perceived as useful for intervention. Data suggest that multisensory stimulation environments are used as versatile spaces, both considered and explored by the interviewed professionals in its ludic potential. This fact can renew the interest in multisensory environments, in particular for the area of play in Occupational Therapy, in which the use of the computer-mediated ludic experience is a recognized possibility. Limitations of this study are associated to the level of representativeness of the interviews in relation to the diverse universe of professionals using multisensory environments. The method for collecting data is also highly sensitive to the influence of the interviewer.