Tara Chandler

Purpose- The aim of this paper is to collate and discuss a number of key issues regarding the development, deployment and monitoring of games designed for therapeutic purposes.Design/methodology/approach- The authors collate a number of core areas for consideration and offer suggestions regarding the challenges facing the field of therapeutic gaming.Findings- In this paper, four major areas of interest are presented: ensuring and communicating therapeutic game effectiveness; data-security and management; effective game design; and barriers to therapeutic game uptake and engagement. Present implications of these issues are discussed and suggestions are provided for further research and to help move the field toward establishing consensus regarding standards of practice.Originality/value- This paper represents, to best of the authors' knowledge, the first of its kind in the field of therapeutic games to collate and address the core issues facing the development, deployment and growth of this potentially valuable medium.

Online learning is negatively associated with student connectedness. Due to the COVID-19 pandemic, Higher Education (HE) institutions have pivoted to blended and online learning. Subsequently, HE institutions have seen a shift in student connectedness resulting in loneliness, isolation, social and psychological distance. Consequently, it is essential for teacher practitioners to respond with innovative digital learning resources that aim to develop student connectedness. The current systematic review aimed to explore the research question: what are the characteristics of effective digital teaching resources when the aim of the resource is to build student connectedness? This systematic literature review was conducted in line with published guidance for undertaking reviews (Centre for Reviews and Dissemination, 2009). Successively, 17 papers met the inclusion criteria and were analysed using a thematic synthesis approach. Results identified five key themes that are important when designing digital resources to build connectedness: usability; teacher interaction; immediacy; synchronicity; and community. The findings of this research are expected to provide a template to assist teacher practitioners in creating innovative digital resources that facilitate connectedness.

Purpose: Traditional school bullying is complex and overlapping, hence research suggests there is a varied definition of the term (Canty, Stubbe, Steers & Collings, 2016). The current study investigated the potential effects of the term bullying on adolescent experiences of bullying. Additionally, the study examined bully, victim, bully-victim, and bystander identity as a moderating factor of experience of the term.
Design/methodology/approach: Research appears to seldom offer adolescents the opportunity to discuss bullying using qualitative methods within naturalistic environments. Therefore, the current study adopted a phenomenological framework for adolescents to share their experiences. Data comprised recordings of semistructured interviews and focus groups with adolescents (n = 20) in high-school settings.
Findings: The current study supported the notion that adolescents perceive a varied use of the term bullying in schools. The sample experience a varied understanding of bullying in which they explain: 1) increases exposure to bullying, 2) impacts social perception of bullying, 3) reduces trust in anti-bullying intervention, 4) reduces coping self-efficacy amongst victims of bullying, and 5) impacts negatively on friendships.
Originality/value: Findings suggest a knowledge deficit in transferring information about school bullying from experts to non-experts. The sample indicated that a varied use of the term bullying has negative impact on their social and emotional functioning particularly; in managing distress and maintaining relationships.
Additionally, inconsistent understanding of the term was said to increase the frequency of bullying, perception of bullying, and trust in intervention amongst the sample. Limitations of the research, recommendations for practice and intervention are briefly discussed.