Case Study Location: Family Home

Author: Aija C

Subject: 9-Year-Old Child and Friend

Product Used: Happy Heads Game

Introduction

Engaging children in conversations about emotions and mental well-being can be challenging, especially when traditional approaches fall short. Aija Cirule faced this issue when attempting to introduce the Happy Heads game to her 9-year-old daughter, who initially showed little interest. However, the introduction of a social element—her daughter’s friend—proved to be a turning point in successfully engaging both children with the game. This case study explores the significance of storytelling and peer influence in encouraging emotional expression and empathy among children.

The Challenge

Aija’s attempts to introduce the Happy Heads game were initially unsuccessful. Despite the game’s intention to support emotional development, her daughter was not receptive to the idea of engaging in mental health-related activities. This reluctance is common in children who may not feel comfortable discussing their feelings directly, especially without the right context or motivation.

The situation changed when the child’s friend visited and showed an interest in the game. This provided an unexpected opportunity to reintroduce Happy Heads, using the friend’s enthusiasm as a social motivator.

Intervention: Happy Heads Through Storytelling

The reintroduction of the game started with storytelling, which served as an entry point to capture the children’s attention. As Aija began narrating the game’s story, both children became engaged and eager to participate in the interactive elements. The use of storytelling created a non-intimidating environment where emotional exploration was framed as an adventure, allowing the children to feel more at ease.

Storytelling in play is a powerful tool that stimulates curiosity and imagination while simultaneously addressing real-world concepts. In this case, it shifted the children’s focus from discussing personal emotions directly to helping the game’s characters—the “Beasties”—navigate their own emotions. This distancing technique made the children more comfortable with discussing feelings, as they could project their own experiences onto the characters.

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Observations

Several notable outcomes emerged as a result of playing the Happy Heads game with both children:

• Emotional Engagement through Social Play: The presence of the child’s friend acted as a positive social influence. The enthusiasm of one child motivated the other to engage, highlighting how peer dynamics can encourage participation in activities related to mental health.

• Empathy and Emotional Awareness: Throughout the game, both children demonstrated increased empathy. Aija’s daughter became visibly empathetic toward her friend after learning how she struggled emotionally at school. This empathy extended beyond the game and sparked a deeper conversation between the two children, fostering a more emotionally connected friendship.

• Facilitating Open Conversations: The game created a safe and structured platform for both children to open up about their feelings. The daughter’s friend shared her school-related anxieties, which she might not have expressed in a different setting. This openness allowed Aija to provide feedback to the child’s mother, offering valuable insight into her daughter’s emotional challenges.

• Parental Insight: From a parent’s perspective, Aija noted how the game also helped adults reflect on their own emotional states. By discussing the “Beasties” and their challenges, she could better relate to the children’s emotions and recognise the universality of feelings like brain fog and anxiety.

The Impact of Play and Storytelling

This case highlights the profound role that storytelling and social interaction can play in making mental health conversations more accessible to children. The Happy Heads game, when introduced in a playful and socially engaging way, created a safe space for emotional exploration without the direct pressure of self-disclosure. Children were able to express their feelings indirectly through the characters, making the process less intimidating and more relatable.

Key takeaways from this case include:

1. Storytelling as a Bridge to Emotional Expression: Framing the game as a story allowed the children to become emotionally invested in the characters, which in turn encouraged them to reflect on their own emotions in a more relaxed manner.

2. Social Influence in Engagement: The child’s friend played a crucial role in motivating participation, demonstrating that peer dynamics can be an effective tool in overcoming reluctance and hesitation, especially in activities focused on emotional well-being.

3. Encouraging Empathy and Emotional Dialogue: The game created a platform for empathy, enabling the children to understand and discuss each other’s feelings, which may not have occurred in typical day-to-day interactions.

The Happy Heads game successfully facilitated meaningful emotional conversations between Aija’s daughter and her friend, encouraging them to empathise with each other’s feelings and discuss their emotional challenges in a supportive environment. The power of storytelling and the presence of a social motivator were key factors in engaging the children and allowing them to explore their emotions in a light-hearted yet impactful way.

This case reinforces the value of integrating storytelling and social play into mental health support activities for children. The Happy Heads game offers a unique way for families to discuss emotions openly, helping both children and adults reflect on and understand their feelings in a safe, non-judgmental setting.

Recommendations:

Given the success observed in this case, it is recommended that families and caregivers incorporate the Happy Heads game into regular play sessions, especially in settings where children may be hesitant to engage in direct emotional discussions.

Storytelling and social engagement are powerful tools that can support children’s emotional development and create more open, empathetic family dynamics.

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