Inhoud
Lecture 12...............................................................................................................................................3
Problematic digital gaming behavior and its relation to the psychological, social and physical health
of Finnish adolescents and young adults (Männikkö et al., 2015)......................................................3
Designing and Evaluating ‘In the Same Boat’, A Game of Embodied Synchronization for Enhancing
Social Play (Robinson, 2020)...............................................................................................................4
Don’t You Know That You’re Toxic: Normalization of Toxicity in Online Gaming (Beres et al. 2021)...4
Lecture 12 notes.................................................................................................................................7
Lecture 13 – Sports Risk & Safety...........................................................................................................9
Interpersonal violence against children in sport in the Netherlands and Belgium (Vertommen et al.,
2016)..................................................................................................................................................9
Severe interpersonal violence against children in sport: Associated mental health problems and
quality of life in adulthood (Vertommen, 2018)...............................................................................10
Sexual harassment and abuse in Dutch sports: A short review of early research and policy by the
NOC*NSF (pp. 123-128) (Moget, P)..................................................................................................12
Lecture 13 notes...............................................................................................................................13
Lecture 14 – Sexual offending and sexual offender rehabilitation........................................................15
Marshall and Barbaree's integrated theory of child sexual abuse: A Critique (Ward, 2002).............15
The good lives model and conceptual issues in offender rehabilitation (Ward & Brown, 2004).......19
Lecture 14 additional notes..............................................................................................................21
Lecture 15.............................................................................................................................................23
The Role of Rapport in Investigative Interviewing: A Review (Abbe & Brandon, 2013)....................23
Lecture 15 additional notes..............................................................................................................25
Lecture 16 – Psychology of Conflict......................................................................................................28
Understanding high-stakes conflicts (Giebels et al., 2016)................................................................28
Lecture 16 additional notes..............................................................................................................31
Lecture 17 – Conflict escalation and third party interventions.............................................................33
Social conflict: The emergence and consequences of struggle and negotiation (De Dreu, 2010).....33
The effectiveness of a mediation program in symmetrical versus asymmetrical neighbor-to-
neighbor conflicts (Ufkes et al., 2012)..............................................................................................35
Lecture 17 additional notes..............................................................................................................36
Lecture 18.............................................................................................................................................38
Do people trust too much or too little? (Fetchenhauer & Dunning, 2009).......................................38
Lying in Everyday Life (DePaulo et al., 1996).....................................................................................39
Lecture 18 additional notes..............................................................................................................41
Lecture 19 – Group processes and social categorization......................................................................41
, Attributions for the Negative Historical Actions of a Group (Doosje & Branscombe, 2003)..............41
Social Identity Theory and Self‐Categorization Theory (Trepte & Loy, 2017)....................................43
Lecture 19 additional notes..............................................................................................................47
Lecture 20 – Group processes in the safety domain.............................................................................49
Group Identification and Historical Memory (Sahdra & Ross, 2009).................................................49
Does group efficacy increase group identification? Resolving their paradoxical relationship (Van
Zomeren et al., 2010).......................................................................................................................50
How perspective-taking helps and hinders group-based guilt as a function of group identification
(Zebel et al., 2009)............................................................................................................................51
Lecture 20 additional notes..............................................................................................................52
Lecture 21 – Intergroup attitudes and recategorization intervention...................................................54
Implicit and Explicit Prejudice and Interracial Interaction (Dovidio et al., 2002)...............................54
A model of (often mixed) stereotype content: Competence and warmth respectively follow from
perceived status and competition (Fiske et al., 2002).......................................................................56
Recent advances in intergroup contact theory (Pettigrew et al., 2011)............................................60
Urban district identity as a common ingroup identity: The different role of ingroup prototypicality
for minority and majority groups (Ufkes et al., 2012).......................................................................62
Lecture 21 additional notes..............................................................................................................64
Lecture 22.............................................................................................................................................64
Exploring psychological mechanisms of collective action: Does relevance of group identity influence
how people cope with collective disadvantage? (Van Zomeren et al., 2008)....................................64
Included but Invisible? Subtle Bias, Common Identity, and the Darker Side of “We.” (Dovidio et al.,
2016)................................................................................................................................................66
Lecture 22 additional notes..............................................................................................................69
,Lecture 12
Problematic digital gaming behavior and its relation to the psychological,
social and physical health of Finnish adolescents and young adults
(Männikkö et al., 2015)
Goal: The aim of this study was to identify problematic gaming behaviour among Finnish adolescents and young
adults, and evaluate its connection to a variety of psychological, social, and physical health symptoms. Online
survey (self-reports).
IDG = Internet Gaming Disorder.
Is included in DSM-5, but is not yet accepted as official condition because:
o Lacking evidence regarding etiology and course.
o No valid cut-off points/criteria to distinguish high involvement from problematic involvement.
In this paper ‘problematic behaviour’ is “a continuum state which can range from a normal to severe
condition”.
GAS (Gaming Addiction Scale) was used to assess gaming behaviour. It measured 7 criteria:
1. Salience
2. Tolerance
3. Mood modification
4. Withdrawal
5. Relapse
6. Conflict
7. Problems
Results:
More boys than girls reported gaming behaviour. Boys on average 2 hrs, girls 0,5 hrs.
16-18 years old gamed the most (average 146 minutes/day)
Social context of gaming is seen as important.
Conclusion:
Problematic gaming behaviour relates to:
o Psychological and health problems
Fatigue (!)
Sleep interference
Depression and anxiety symptom: more susceptible to gaming.
Increased problematic gaming symptoms are predicted by:
o Amount of weekly gaming
o Depression
o Lower sociability (Preference for online social interaction)
Lower sociability is related to lower satisfaction with life.
Night-time game playing had been found to be associated with likelihood of depression.
Pathological gaming relates to:
o Higher scores on ADHD, anxiety and depression.
o Diminished social competence, increased loneliness and lower self-esteem.
Problematic gaming did not lead to difference in physical activities, BMI and musculoskeletal ailments
(compared to normal gaming).
Problematic gaming can lead to neglect of sleep, hobbies and socializing. Physical activities could
‘protect’ people from gaming.
, Limitations of the study: Not able to draw any conclusions about causality connections because of the study’s
cross-sectional design.
Designing and Evaluating ‘In the Same Boat’, A Game of Embodied
Synchronization for Enhancing Social Play (Robinson, 2020)
Design and evaluation of game ITSB (In The Same Boat). Game intends to foster social closeness. In this paper,
the design and motivation of the game is presented.
Shared game experiences connect people remotely. More than half of frequent gamers report that video games
help them connect with their friends and family.
Two versions of the game:
1. Embodied controls (uses players’ physiological signals like breath rate, facial expressions)
2. Standard keyboard controls
Playing ITSB fostered the development of affiliation between the players. Although embodied controls were less
intuitive, people enjoyed them more.
The game includes three areas that leverage cooperation and interdependence (which is effective at fostering
social bonding):
1. Mirroring: Two players synchronizing their movements or expressions
o Coordinated actions leads to heightened sense of social closeness.
2. Embodied interaction: using bodily movements (facial expressions)
o Gestural excess: people find it fun to move the body and perform funny/silly gestures in front
of other players, above and beyond what is required to drive the programmed gameplay.
o Facial expressions used: joy, surprise, and disgust.
3. Interaction over a distance: use physiological input as intimate form of interaction.
Conclusion:
Keyboard control group performed better than embodied control group > embodied control was less
intuitive (and therefore more effort).
But: Embodied controls enjoyed playing more.
Affiliation scores were higher in keyboard condition.
o Possibly because difference in game performance: People who played embodied controls
performed worse in terms of game high scores.
Synchrony as a game mechanic increases closeness among players.
o Physical coordination literature suggests that strongest team function occurs when one
person takes the lead, and poor function happens when people fight over the lead.
As a first game to leverage physiological syncing over a distance, ITSB has the potential to help
geographically distributed friends, family, and partners to feel closer through playful interaction.
Don’t You Know That You’re Toxic: Normalization of Toxicity in Online
Gaming (Beres et al. 2021)
In this paper, frameworks of moral disengagement, online disinhibition, and aggression are used to question: in
what way are players rationalizing and justifying toxicity as acceptable behaviour, and which players are most at
risk of normalizing toxic behaviours in online games?
Beres et al. explore perceptions of toxicity and how they are predicted by player traits.
Players abstain from reporting toxic content because they view it as:
o Banter (“joking around”)
o Typical of games
o Acceptable toxicity
o Not my circus
Lecture 12...............................................................................................................................................3
Problematic digital gaming behavior and its relation to the psychological, social and physical health
of Finnish adolescents and young adults (Männikkö et al., 2015)......................................................3
Designing and Evaluating ‘In the Same Boat’, A Game of Embodied Synchronization for Enhancing
Social Play (Robinson, 2020)...............................................................................................................4
Don’t You Know That You’re Toxic: Normalization of Toxicity in Online Gaming (Beres et al. 2021)...4
Lecture 12 notes.................................................................................................................................7
Lecture 13 – Sports Risk & Safety...........................................................................................................9
Interpersonal violence against children in sport in the Netherlands and Belgium (Vertommen et al.,
2016)..................................................................................................................................................9
Severe interpersonal violence against children in sport: Associated mental health problems and
quality of life in adulthood (Vertommen, 2018)...............................................................................10
Sexual harassment and abuse in Dutch sports: A short review of early research and policy by the
NOC*NSF (pp. 123-128) (Moget, P)..................................................................................................12
Lecture 13 notes...............................................................................................................................13
Lecture 14 – Sexual offending and sexual offender rehabilitation........................................................15
Marshall and Barbaree's integrated theory of child sexual abuse: A Critique (Ward, 2002).............15
The good lives model and conceptual issues in offender rehabilitation (Ward & Brown, 2004).......19
Lecture 14 additional notes..............................................................................................................21
Lecture 15.............................................................................................................................................23
The Role of Rapport in Investigative Interviewing: A Review (Abbe & Brandon, 2013)....................23
Lecture 15 additional notes..............................................................................................................25
Lecture 16 – Psychology of Conflict......................................................................................................28
Understanding high-stakes conflicts (Giebels et al., 2016)................................................................28
Lecture 16 additional notes..............................................................................................................31
Lecture 17 – Conflict escalation and third party interventions.............................................................33
Social conflict: The emergence and consequences of struggle and negotiation (De Dreu, 2010).....33
The effectiveness of a mediation program in symmetrical versus asymmetrical neighbor-to-
neighbor conflicts (Ufkes et al., 2012)..............................................................................................35
Lecture 17 additional notes..............................................................................................................36
Lecture 18.............................................................................................................................................38
Do people trust too much or too little? (Fetchenhauer & Dunning, 2009).......................................38
Lying in Everyday Life (DePaulo et al., 1996).....................................................................................39
Lecture 18 additional notes..............................................................................................................41
Lecture 19 – Group processes and social categorization......................................................................41
, Attributions for the Negative Historical Actions of a Group (Doosje & Branscombe, 2003)..............41
Social Identity Theory and Self‐Categorization Theory (Trepte & Loy, 2017)....................................43
Lecture 19 additional notes..............................................................................................................47
Lecture 20 – Group processes in the safety domain.............................................................................49
Group Identification and Historical Memory (Sahdra & Ross, 2009).................................................49
Does group efficacy increase group identification? Resolving their paradoxical relationship (Van
Zomeren et al., 2010).......................................................................................................................50
How perspective-taking helps and hinders group-based guilt as a function of group identification
(Zebel et al., 2009)............................................................................................................................51
Lecture 20 additional notes..............................................................................................................52
Lecture 21 – Intergroup attitudes and recategorization intervention...................................................54
Implicit and Explicit Prejudice and Interracial Interaction (Dovidio et al., 2002)...............................54
A model of (often mixed) stereotype content: Competence and warmth respectively follow from
perceived status and competition (Fiske et al., 2002).......................................................................56
Recent advances in intergroup contact theory (Pettigrew et al., 2011)............................................60
Urban district identity as a common ingroup identity: The different role of ingroup prototypicality
for minority and majority groups (Ufkes et al., 2012).......................................................................62
Lecture 21 additional notes..............................................................................................................64
Lecture 22.............................................................................................................................................64
Exploring psychological mechanisms of collective action: Does relevance of group identity influence
how people cope with collective disadvantage? (Van Zomeren et al., 2008)....................................64
Included but Invisible? Subtle Bias, Common Identity, and the Darker Side of “We.” (Dovidio et al.,
2016)................................................................................................................................................66
Lecture 22 additional notes..............................................................................................................69
,Lecture 12
Problematic digital gaming behavior and its relation to the psychological,
social and physical health of Finnish adolescents and young adults
(Männikkö et al., 2015)
Goal: The aim of this study was to identify problematic gaming behaviour among Finnish adolescents and young
adults, and evaluate its connection to a variety of psychological, social, and physical health symptoms. Online
survey (self-reports).
IDG = Internet Gaming Disorder.
Is included in DSM-5, but is not yet accepted as official condition because:
o Lacking evidence regarding etiology and course.
o No valid cut-off points/criteria to distinguish high involvement from problematic involvement.
In this paper ‘problematic behaviour’ is “a continuum state which can range from a normal to severe
condition”.
GAS (Gaming Addiction Scale) was used to assess gaming behaviour. It measured 7 criteria:
1. Salience
2. Tolerance
3. Mood modification
4. Withdrawal
5. Relapse
6. Conflict
7. Problems
Results:
More boys than girls reported gaming behaviour. Boys on average 2 hrs, girls 0,5 hrs.
16-18 years old gamed the most (average 146 minutes/day)
Social context of gaming is seen as important.
Conclusion:
Problematic gaming behaviour relates to:
o Psychological and health problems
Fatigue (!)
Sleep interference
Depression and anxiety symptom: more susceptible to gaming.
Increased problematic gaming symptoms are predicted by:
o Amount of weekly gaming
o Depression
o Lower sociability (Preference for online social interaction)
Lower sociability is related to lower satisfaction with life.
Night-time game playing had been found to be associated with likelihood of depression.
Pathological gaming relates to:
o Higher scores on ADHD, anxiety and depression.
o Diminished social competence, increased loneliness and lower self-esteem.
Problematic gaming did not lead to difference in physical activities, BMI and musculoskeletal ailments
(compared to normal gaming).
Problematic gaming can lead to neglect of sleep, hobbies and socializing. Physical activities could
‘protect’ people from gaming.
, Limitations of the study: Not able to draw any conclusions about causality connections because of the study’s
cross-sectional design.
Designing and Evaluating ‘In the Same Boat’, A Game of Embodied
Synchronization for Enhancing Social Play (Robinson, 2020)
Design and evaluation of game ITSB (In The Same Boat). Game intends to foster social closeness. In this paper,
the design and motivation of the game is presented.
Shared game experiences connect people remotely. More than half of frequent gamers report that video games
help them connect with their friends and family.
Two versions of the game:
1. Embodied controls (uses players’ physiological signals like breath rate, facial expressions)
2. Standard keyboard controls
Playing ITSB fostered the development of affiliation between the players. Although embodied controls were less
intuitive, people enjoyed them more.
The game includes three areas that leverage cooperation and interdependence (which is effective at fostering
social bonding):
1. Mirroring: Two players synchronizing their movements or expressions
o Coordinated actions leads to heightened sense of social closeness.
2. Embodied interaction: using bodily movements (facial expressions)
o Gestural excess: people find it fun to move the body and perform funny/silly gestures in front
of other players, above and beyond what is required to drive the programmed gameplay.
o Facial expressions used: joy, surprise, and disgust.
3. Interaction over a distance: use physiological input as intimate form of interaction.
Conclusion:
Keyboard control group performed better than embodied control group > embodied control was less
intuitive (and therefore more effort).
But: Embodied controls enjoyed playing more.
Affiliation scores were higher in keyboard condition.
o Possibly because difference in game performance: People who played embodied controls
performed worse in terms of game high scores.
Synchrony as a game mechanic increases closeness among players.
o Physical coordination literature suggests that strongest team function occurs when one
person takes the lead, and poor function happens when people fight over the lead.
As a first game to leverage physiological syncing over a distance, ITSB has the potential to help
geographically distributed friends, family, and partners to feel closer through playful interaction.
Don’t You Know That You’re Toxic: Normalization of Toxicity in Online
Gaming (Beres et al. 2021)
In this paper, frameworks of moral disengagement, online disinhibition, and aggression are used to question: in
what way are players rationalizing and justifying toxicity as acceptable behaviour, and which players are most at
risk of normalizing toxic behaviours in online games?
Beres et al. explore perceptions of toxicity and how they are predicted by player traits.
Players abstain from reporting toxic content because they view it as:
o Banter (“joking around”)
o Typical of games
o Acceptable toxicity
o Not my circus
