Pop culture and social insertion: How can play in adolescence and adulthood be “therapeutic”?
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In this study we explore how participation in tabletop role-playing games (TTRPGs) fosters experiences of social insertion in adolescence and adulthood. We conducted semi-directed interviews with nine participants who identified themselves as having used such practices to overcome difficult and challenging life experiences. We look at how participants interpreted their play experiences, described by some as “therapeutic.” Through TTRPGs, players were able to explore and better understand aspects of themselves, explore new interactions, and “test” new ways of expressing themselves. Additionally, participants were able to develop their interpersonal skills by participating in such practices, namely because of the roleplaying element. Participants stated that these practices and their therapeutic qualities also had positive effects on their lives outside of the game, helping them to enter and engage in various social situations that they previously felt excluded from, or hesitant to participate in. We argue that social interventions could invest in these types of cultural practices, embedded in popular culture, to encourage and facilitate participation of adolescents and adults in mental health services.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it