BACKGROUND: Adverse childhood experiences (ACEs) are a form of childhood trauma that can negatively impact children's development and health throughout their life span. Experiencing any ACE as a child could jeopardise the optimal development and health of children, particularly negatively affecting their social and emotional well-being. Literature regarding childhood trauma frequently indicates the need for more interventions. OBJECTIVE: This study aims to explore strategies that promote social and emotional skill development, which can be incorporated into a therapeutic board game. METHODS: Semi-structured interviews were conducted with 15 mental health professionals experienced in working with youth and ACEs. The interview guide was based on the social cognitive theory as a conceptual framework, as it has been proven effective in interventions focusing on increasing knowledge of health topics and teaching and developing skills. Reflexive thematic analysis was used. RESULTS: Results are presented in three themes, including (i) personal and cognitive factors: using both scenario-based and discussion prompts, (ii) behaviour factors: incorporating guided practice and enactive mastery, and (iii) environmental factors: promoting healthy relationships as a social norm. These findings suggest that therapeutic games can be developed and structured to effectively address the needs of those who have experienced ACEs. CONCLUSION: Future studies should prioritise the creation of innovative therapeutic approaches that are tailored to the unique needs of teenagers with ACEs, to provide support and skills development.
Baney et al. (Wed,) studied this question.