From logic of competition to conflict: understanding the dynamics of EU-Russia relations

To understand the gradual worsening of EU–Russia relations in the decade preceding the Ukraine crisis, it is essential to understand the dynamics of their interaction. This article divides EU–Russia relations into three stages on the basis of changing intergroup dynamics: asymmetrical cooperation (1992–2003), pragmatic but increasing competition (2004–2013) and conflict (2013–present). It draws on the concept of ‘attributional bias’ to explain the escalating logic of competition during the second stage. The EU and Russia started to attribute each other negative geopolitical intentions up to the point where these images became so dominant that they interpreted each other’s behaviour almost exclusively in terms of these images, rather than on the basis of their actual behaviour. With the Ukraine crisis, EU–Russia relations changed from competition over institutional arrangements in the neighbourhood and over normative hegemony to conflict over direct control

What role can videogames play in the COVID-19 pandemic?

Video games are often thought of as trite activities for younger generations. However, research in game studies over the last few decades have revealed that games can be valuable tools for growth and connection, particularly among older generations. Exploring the ways digital games can be used as tools for connection has gained increased attention in recent months with global quarantines as a result of COVID-19. This article reviews the research that has examined the utility of digital games for older adults, focusing specifically on the ways in which games can be tools for social connectedness and psychological healing for older adults and intergenerationally. Special focus will be placed on the role games can play for post-traumatic stress among first responders

The treatment of Internet Gaming Disorder: a brief overview of the PIPATIC program

Over the last decade, there has been an increase in children and adolescents accessing psychology services regarding problematic use of online videogames. Consequently, providing effective treatment is essential. The present paper describes the design process of a manualized PIPATIC (Programa Individualizado Psicoterapéutico para la Adicción a las Tecnologías de la información y la comunicación) intervention program for 12- to 18-year-old adolescents with Internet Gaming Disorder. The design and application of the PIPATIC program integrates several areas of intervention structured into six modules: psychoeducational, treatment as usual, intrapersonal, interpersonal, family intervention, and development of a new lifestyle. The program’s goals are to reduce the addiction symptoms related to online videogames and to improve the well-being of adolescents. Preliminary findings suggest positive and encouraging effects