Journal of Psychiatry

Abstract

LEGO based Intervention for Improving Wellbeing

Stephen Garvey, Patricia Bluteau and Diane Phimister

LEGO® is often used as an exploratory tool, utilised in
teaching where it can facilitate deep learning through
interactive activities, which enhance student-learning
experience (Frick et al. 2013). Drawing on the growing
evidence base around LEGO® SERIOUS PLAY®
methodology (McCusker 2014) and previous experience of
offering workshops based on the principals of LEGO® A-GOGO
(Richards et al. 2017) this paper aims to challenge
traditional support mechanisms and promote a new innovative
method of communication. The paper aims to display how the
use of LEGO® can empower individuals to discuss difficult or
challenging thoughts or emotions in a safe non-threatening way.
The papers findings are based on workshop experiences that
have been met with positive evaluation from participants
(Garvey 2018).
Drawing on the experience of utilising the use of LEGO® to
create a protocol for engendering wellbeing in individuals. The
proposed protocol aims to provide the building blocks to
successfully running a workshop using LEGO® as conduit to
stimulate discussion and increase confidence in articulating a
participants own experiences of wellbeing in a safe nonthreatening
environment. The paper aim to provide advice and
guidance to support other institutions to take on board this
innovative approach.