Board games in therapeutic practice: cases with adolescents and families

Board games are not just entertainment, but a language for discussing important topics. And like any language, they require careful study and meaningful use.

The aim of this article is to show how board games can be included in the therapeutic process, to demonstrate their effectiveness through real-life cases of work with adolescents and families, and to offer recommendations to professionals on how to integrate them into their practice. We will analyze specific cases in which games have become an important part of the change process and we will discuss the limitations and ethical aspects of the playful approach.

In recent decades, psychotherapy has incorporated creative and playful resources as a complement to traditional strategies. One element that has been gaining increasing relevance in this context is the use of board games. These games, originally designed for entertainment, have proven to be powerful tools for facilitating emotional expression, strengthening bonds and developing social skills in various populations, especially among adolescents and families. Together with the team at Jugabet Casino, we will look at its specific use with adolescents at a critical stage of development, as well as in working with families, where relationship dynamics can benefit significantly from a playful approach.

Theoretical Foundations of the Use of Board Games in Therapy

The use of games in therapeutic contexts is based on psychological theories that value action and symbolization as ways of accessing the individual's inner world. From developmental psychology to systemic therapy, numerous approaches have highlighted the role of play as a means of communication and transformation. Jean Piaget and Donald Winnicott, for example, emphasize the importance of play in the elaboration of emotional experiences and the construction of the self, a view that is now extended to the context of structured games, such as board games.

Board games allow for the creation of symbolic spaces where patterns of relationships, impulses, fears, and desires are expressed. For therapists, observing how an adolescent makes decisions, negotiates rules, or deals with frustrations during a game can be as revealing as a direct conversation. Similarly, for families, play offers an opportunity to intervene in real-time interactive dynamics, facilitating a richer understanding of relationships. In this way, the theoretical foundation allows us to understand play not as a distraction, but as a legitimate means of clinical intervention.

Board Games as an Intervention Tool with Adolescents

Adolescents, who are often resistant to traditional verbal interventions, find in board games an indirect and less intimidating form of expression. The implicit narrative of games allows emotions and internal conflicts to be projected onto characters, decisions and strategies without the young person feeling judged. In addition, the competitive or cooperative nature of some games can highlight issues such as self-esteem, tolerance for frustration and relationships with authority.

In individual or group sessions, board games act as bridges of communication between the therapist and the adolescent. The professional can intervene subtly, observing behaviors, offering feedback or modifying certain dynamics according to the therapeutic objectives. For example, role-playing or strategy games promote perspective-taking, while games of chance can work on tolerance to uncertainty. In this sense, play is not an end in itself, but rather a structured context where relevant content for the therapeutic process emerges.

Therapeutic Applications in Family Contexts

In therapeutic work with families, board games provide a neutral platform for parents and children to interact in a space free from everyday conflicts. This type of shared activity allows observation of how roles are distributed, how rules are applied, and what kind of communication occurs between members. Games often allow repressed emotions or latent dynamics to emerge that do not happen in direct conversations.

Furthermore, games promote the co-creation of meanings and the strengthening of bonds through shared pleasure. In contexts of tension or emotional distance, a playful session can be the first step towards rebuilding dialogue. The therapist can intervene with clear objectives, such as improving communication, fostering empathy or promoting healthier conflict resolution. The playful environment, due to its non-threatening nature, facilitates the exposure of each family member to their true selves, revealing key aspects for diagnosis and intervention.

Case Studies and Clinical Experiences

In recent years, numerous cases have been documented in which board games have been decisive in therapeutic progress. In the case of a teenager with symptoms of social withdrawal, the incorporation of the game "Dixit" allowed him to explore his inner world through metaphorical images. The young man began to verbalize emotions that he had previously been unable to express, and his engagement in therapy improved significantly. Similarly, in a highly conflictive family, the use of the game "Emotional Jenga" facilitated conversations that were previously impossible without them turning into arguments.

These clinical experiences confirm that the use of games is not a passing fad, but a valid strategy that should be applied with therapeutic intent. Therapists who incorporate this type of tool require clinical sensitivity to read the dynamics of the game and adapt it to the needs of each patient or family system. In many cases, the game becomes a kind of mirror that reflects clear images of the emotional and relational state of the participants, allowing for more precise and empathetic intervention.

Challenges and Ethical Considerations in the Therapeutic Use of Games

Despite their benefits, the use of board games in therapeutic settings is not without its challenges. One of the main risks is that the game may be perceived as a form of escape or entertainment with no clinical value. Therefore, it is essential that the therapist maintains a clear position regarding the therapeutic objectives and knows how to integrate playful experiences into the overall structure of the process. Another relevant aspect is the choice of the appropriate game, considering the age, characteristics of the patient and the phase of the therapeutic process.

From an ethical point of view, aspects such as informed consent, confidentiality and the cultural suitability of the games used must also be considered. Not all games are appropriate for all contexts, and it is the therapist's responsibility to avoid impositions or interpretations that may generate discomfort. Furthermore, it is essential to maintain a reflective attitude regarding the role of games in the therapeutic relationship: they should facilitate clinical work, not replace or distort it. Ethical use also implies ongoing training and professional supervision to ensure the responsible use of these tools.

Conclusion

Board games represent a powerful and versatile tool in contemporary therapeutic practice. Their ability to generate symbolic scenarios, encourage active participation and reveal complex emotional dynamics makes them important allies in working with adolescents and families. In addition to their recreational function, play becomes a space for encounter, exploration and transformation when guided by a trained professional who is aware of the clinical value of the experience.
In a world where traditional forms of intervention face limitations, therapeutic creativity becomes essential. The incorporation of board games not only enriches sessions, but also opens doors to more human, accessible and meaningful forms of connection. For this practice to be effective, a solid theoretical basis, a clear intention and constant ethical reflection are necessary. Only in this way can we ensure that play is not a mere distraction, but a legitimate path to well-being and psychological change.