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.

Purpose Self-efficacy is the bridge between theoretical knowledge of counselling and practical application of effective techniques (Akinlolu and Chukwudi, 2019). Furthermore, risk-assessment and management are fundamental components of counselling training and self-efficacy in these areas is central to ethical practice. Gamification represents an opportunity to increase motivation encouraging users to engage with serious content via an entertaining medium. This study aims to present two studies concerning an outline of the development process and an initial evaluation of “Perspective: Counselling Simulator”, a gamified training tool for developing and enhancing self-efficacy in risk-assessment skills in trainee counselling students in the UK. Design/methodology/approach This paper presents the development and initial user-evaluation of “Perspective”, as well as an initial evaluation of the game’s capacity to deliver risk-assessment education in a group of UK-based trainee counsellors to British Association for Counselling and Psychology (BACP) standards. Findings Firstly, mid-development assessment of a prototype-version of the game produced a good system usability score and positive user-feedback, while identifying areas for further improvement. Secondly, data relating to an initial evaluation of the efficacy of the game suggest that the game in its current form is significantly improved in terms of system usability and produces descriptive, albeit not statistically significant improvements to self-reported self-efficacy. Additional feedback was provided by users and further development and evaluation is planned. Originality/Value This paper represents, to the best of the authors’ knowledge, the first of its kind in developing and evaluating a gamified tool with accessibility and scalability for teaching and consolidating risk-assessment skills of UK counselling students in-line with BACP standards.