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Plus
Social skills development based on the
Lottery draw machine
£34.00+VAT=£39.95
LifeBall is a team social learning games based on a ball machine similar to the national lottery. Instead of numbers however, the LifeBall machine throws out balls in eight different colours.
Information Plus, 3 Hill of Heddle, Finstown, Orkney, KW17 2LH; 01856 761334;Fax 01856 761149; informationplus@compuserve.com
Each colour pertains to a different area of social behaviour such as "thinking skills", "forward planning", "emotions" or "relationship" and presents players with a behavioural dilemma relating to that social skill.
Professionals using the game can also customise the content to only include dilemmas relating to certain contexts of behaviour such as "bullying", "offending" or "race and diversity". Each dilemma has three choices and the outcome of each choice has an effect on four "Life Indexes" - "health", "wealth", "relationships" and "self-esteem". When any life index sinks to zero that player loses a turn to recover and the winner is the first player to get all 4 indexes to teh targets set in the opening phase of the game. Just like life of course, players also have to cope random unforeseen events which also have an effect on their life indexes.
LifeBall contains 8 social skills area, 8 behavioural topic areas per skill (64 dilemmas in all) and 20 random events. All text content is spoken and included on CD in Adobe Acrobat format.
LifeBall comes in 4 versions:
This interactive CD-ROM is a useful tool for social workers or carers to tackle some difficult real social issues and dilemmas that face all teenagers. (It is aimed at 14-year olds and upwards.) It is easy to follow, even if you are not totally confident with computers. The CD-ROM is a game based on the Lotto ball machine with the different coloured ball representing questions on subjects such as drugs, alcohol or sexual behaviour. The game can be played in groups of one to four players. It is multiple choice with a good range of answer choices. There are opportunities for further discussion and for young people to think again about the decisions they have made. I did not find it patronising and would consider it a useful prompt for adults to discuss issues that otherwise may be avoided until a crisis actually happens. The examples given are situations young people are likely to come across again and again. Its most positive aspect is as a tool for listening to young people and generating discussion - far more effective than simply "wagging the finger".
David Caseby, Residential
Child Care Service Manager:
Foster Care Issue 113 May - June 2003 (Published by the Fostering Network)