While some of these studies do report associations between earlier violent videogame play and later self-reported aggression ( Möller and Krahé, 2009 Anderson et al., 2010 Bucolo, 2011), or combined peer-and teacher-reported aggression ( Gentile and Gentile, 2008), others do not support long-term direct effects of violent videogames on self-reported physical aggression ( Shibuya et al., 2008 Lemmens et al., 2011). Many of these studies rely on self-reported measures of aggressive feelings or attitudes ( Shibuya et al., 2008 Möller and Krahé, 2009 Anderson et al., 2010 Lemmens et al., 2011), while other studies include self-reported counts of aggressive behaviors ( Shibuya et al., 2008 Bucolo, 2011), or combined teacher and peer ratings ( Gentile and Gentile, 2008). Various studies focus on longitudinal measures that attempt to demonstrate causal relationships between violent videogames and aggression. Increasingly, the impact of violent videogames is being considered from a more nuanced perspective with an understanding that publication bias and the emphasis on the use of laboratory measures of aggression may exaggerate relationships between videogame violence and aggression, and not accurately predict real life behavior ( Sherry, 2004, 2007 Ferguson, 2007 Kutner and Olson, 2008 Boyle et al., 2011). This research has provided insights into the ways that pre-existing characteristics may lead to some young people being vulnerable to negative impacts of videogames although further research is needed. Traditionally, much of the research on videogames has focused on the negative effects of playing such games, and in particular the effects of playing violent videogames. While the paper focuses on the potential positive effects of videogaming, within the literature there has been a long history of highlighting the negative effects of videogames, and this contribution is duly noted. This review of the state of play of research linking videogaming and flourishing, and the role of videogames and technology, considers the potential of videogames to enhance mental health and well-being. “Videogames”, within the context of this paper, refers to electronic/digital games played on personal computers, home consoles (e.g., Microsoft Xbox, Sony Playstation, Nintendo Wii), tablets (e.g., iPads), mobile devices (e.g., smart phones, handhelds like Nintendo 3DS), and the web (e.g., via facebook or other websites). ![]() Young people have increasing access to computers and videogames with gaming environments moving from predominantly solitary states to multi player environments. ![]() Responding to concerns about the well-being of young people and emerging evidence of positive impacts of videogames this paper explores the state of play of research linking videogame play and flourishing mental health. ![]() Mental disorders are universal and present in all people of all countries ( World Health Organisation, 2001) and it is imperative that society gains a better understanding, enabling and encouraging flourishing to be achieved ( Keyes, 2002 Seligman, 2011 Huppert and So, 2013). To flourish is more than the absence of disorder with flourishing conceived as the opposite of mental disorder rather than its mere absence ( Huppert and So, 2013). Flourishing mental health has been defined as a combination of feeling good and functioning effectively resulting in high levels of mental well-being.
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