Introduction Gaming Disorder (GD) was added to the recent publication of the International Classification of Diseases (ICD-11) by the World Health Organization. This aligns with recommendations of the fifth edition of the Diagnostic Statistical Manual for Mental Disorders (DSM-5), issued by the American Psychiatric Association. Accordingly, further relevant research has been invited. The interplay between preference for online social game genres, the degree of online Flow (or immersive pleasure ) experienced, and the gamer's biological gender were examined here as contributing factors of IGD. Method A normative sample of adult internet gamers was collected online ( N = 237, Age = 18–59, Males = 157; 66%; Females = 80; 34%). Participants completed the nine-item Internet Gaming Disorder Scale-Short Form (IGDS-SF9), the Online Flow Questionnaire (OFQ), and also self-reported demographics and internet/gaming behaviours. Results Mediation and moderated mediation analyses indicated that the level of online Flow experienced considerably mediated the association between the preference for social games genres and the intensity of IGD behaviours across both biological genders. Conclusions Results suggest that the level of online Flow experienced constitutes a risk factor in relation to the development of IGD. Furthermore, games which mandate social interaction with others present to be conducive to online Flow, and thus enhancing IGD risk irrespective of the biological gender of the gamer. Implications and limitations of the study are discussed.

Research on self-practice/self-reflection (SP/SR) programmes in training cognitive behavioural therapy (CBT) have shown promising outcomes over the past decade. To date, the SP/SR framework research has generally focused on entire programmes and has rarely assessed the utility of specific exercises as teaching tools. This study aimed to determine the utility of an exposure intervention known as a shame attack in helping to facilitate CBT training in a clinical psychology programe when delivered in a SP/SR framework. It also sought to examine the potential for the exercise to be used as a form of competency-based assessment. Forty-one student trainees engaged in self-directed shame attack exercises and provided written reflections on their experiences. The reflections were then studied via thematic analysis. The results indicate that the exercise provides an avenue for competency-based assessment of trainee therapists’ conceptual knowledge, formulation skills and intervention planning. It also promoted learning outcomes relating to a ‘deeper’ and more nuanced appreciation of CBT theory and practice. The shame attack exercise provided for personal development and the opportunity to experience typical client challenges with engaging in exposure interventions, which have the potential for enhancing empathy and cognitive behavioural skills. Key learning aims (1) To understand the usefulness of a shame attack exercise for training within a SP/SR framework. (2) To examine the potential for using SP/SR as a form of competency-based training. (3) To demonstrate the benefits of experiential learning through SP/SR in training CBT.

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