WED-083 - Gamified Community Behavioral Health Education Intervention for Disordered Eating Among Sexual and Gender Diverse People

Brief Abstract Summary: Explore how a gamified community health education module can help community members support SGD people navigating disordered eating challenges: Clinically-informed, culturally-responsive support from families, friends and peers may significantly improve behavioral health outcomes among sexual and gender diverse (SGD) people. However, few accessible resources exist to teach community members without clinical training how to provide such support. We first discuss the structure and development of the module, guided by tenets of Constructivist Learning Theory and Adult Learning Theory. We then explore takeaways and implications for the future development of SCORM-aligned modules following this model with the goal of improving health outcomes among marginalized communities.

Detailed abstract description: Sexual and gender diverse (SGD) people experience elevated rates of behavioral health challenges, such as eating disorders, due to a combination of identity-based distal (e.g., discrimination) and proximal stressors (e.g., internalized homophobia). Clinically-informed, culturally-responsive support from families, friends and peers may significantly improve behavioral health outcomes among SGD people. However, community members without medical backgrounds often lack the clinical knowledge to effectively support people struggling with behavioral health challenges, such as disordered eating.

As the importance of behavioral health education for members of patients’ support networks becomes increasingly recognized, resources like the New Maudsley Approach for caregivers of eating disorder patients have been developed. However, few evidence-based community education resources specifically address how to provide culturally responsive care for SGD people. In response to this gap, we developed a digital education module that teaches clinically-validated frameworks and strategies for community members supporting SGD people who are navigating disordered eating challenges.

The interactive module was designed in alignment with Constructivist Learning Theory by centering the learner, emphasizing independent problem-solving, and providing opportunities for active reflection. Furthermore, Adult Learning Theory was used to inform the inclusion of self-directed, experiential learning opportunities. The module provides an overview of disordered eating and SGD identities, identity-based stressors in the context of disordered eating, and motivational interviewing techniques; users then apply concepts through interactive activities, practice questions and roleplays. The module also incorporates gamification elements, including narration/storyline and leveling up, which have been demonstrated to be effective for behavioral health and SGD health prevention and promotion. The module was designed as a Sharable Content Object Reference Model (SCORM) package using Articulate 360.

This presentation will discuss key takeaways and implications for the development of gamified digital community education modules to improve behavioral health disparities for patients with marginalized identities, such as SGD patients. The presentation will also explore potential strategies for rigorously evaluating and disseminating these resources to marginalized populations. Finally, the presentation will provide actionable guidance for how healthcare staff without technical backgrounds can help advance behavioral health equity through developing interactive SCORM-aligned e-learning resources following a similar model.