The present invention relates to a board game providing opportunities for drinking both alcoholic and non-alcoholic beverages during playing of a game while performing daring tasks and sharing fun stories with other players. The game provides customized game pieces in the form of miniature replica drinking vessels, a board game having a path formed of a plurality of spaces/blocks. Each block is associated with a task and a subset of blocks are labeled as “Risky Venture” spaces. The game provides a deck of “Risky Venture” cards, wherein each card includes a daring task thereon which can be performed by a player instead of drinking a beverage when the game piece of the player lands on the “Risky Venture” space. A player wins the game by being the first to reach the finishing line by traversing all the blocks and performing all the tasks and instructions along the way.

A board game and method of implementing the game comprise displaying a squared oblong rectangular game board comprising a width comprising at least ten squares. A set of player pawns or markers pieces on the game board is envisaged. The player pawns are initially arranged for beginning play by retention with the players themselves. Game play is enabled by one or more users following the standard set of rules.

A board game which creates an entertaining playing and learning environment pertaining to the Covid-19 pandemic, comprises a game board with spaces thereon corresponding to geographical locations or places which have significance to the novel coronavirus pandemic, game pieces for each player to move around the board, dice to be rolled to advance game pieces along the board, currency, various learning elements including information cards and said locations or places, all working together to create a fun and learning environment.

A system and method for providing anxiety and/or self-esteem assessments of a user, such as a mental health counselor in training, a student or a client, using a virtual reality device. The method includes programming the virtual reality device with a plurality of scenarios for counseling a virtual patient, selecting various parameters by the user to identify one of the scenarios, operating the virtual reality device to initiate the selected scenario and perform a virtual counseling session with the virtual patient, and assessing the anxiety and self-esteem of the user from the virtual counseling session. The method could include uploading the virtual counseling session and assessments to a virtual reality server platform to be processed and analyzed.

A system and method for using a virtual reality device to provide skills training for mental health counseling. The method includes programming the virtual reality device with a plurality of scenarios for counseling a virtual patient, selecting various parameters by a user to identify one of the scenarios, and operating the virtual reality device to initiate the selected scenario and perform a virtual counseling session with the virtual patient. The method could include uploading the virtual counseling session to a virtual reality server platform to be processed and analyzed, performing a pre-evaluation of the counseling skills of the user before initiating the selected scenario and performing the virtual counseling session and performing a post-evaluation of the counseling skills of the user after performing the virtual counseling session.

A method and apparatus for playing an educational game. The method and apparatus includes a method for playing an educational game which teaches players about the COVID-19 pandemic and the associated SARS-CoV-2 virus. The method and apparatus also includes a game board, a plurality of game pieces, and a plurality of cards each containing information pertaining to actions, events, or education information related to the COVID-19 pandemic and the associated SARS-CoV-2 virus.

A customizable board game to operationalize various therapeutic modalities as a means to explore, learn, engage, and provide emotional and relational support in a non-traditional therapy environment. Through engagement in play activities, individuals learn about cause and effect; practice categorizing and organizing information; develop comprehensive storylines and understanding surrounding personal experiences; and can explore traditional and non-traditional roles, such as gender, family, friends, academic, etc., in a non-confrontational, fun, and no stress environment to free up emotions and other typical barriers to self reflection.

The instant disclosure relates to a board game that explains and teaches vaccine development. The board game seeks to provide a teaching tool that can be played by one or more players. Player tokens are positioned at a starting position on a game board that includes a scoring track and a turn counting track. Each player token is assigned pay coins and a turn token is positioned on a turn counting track. Initial conditions are recorded on disease boards. At each turn, the players each initiate an action phase; a vaccine production phase; and a vaccine sales phase. The action phase is initiated by executing three randomly selected actions from a group. Vaccine sales are initiated by identifying a best-in-class vaccine for each disease board. For each best-in-class vaccine, the associated player token is advanced along the scoring track based on the number of distributed vaccine units representing the immunization points.

The challenge to myself was to create a game that would negate my three dislikes in playing the “age old” Tick-Tac-Toe game. #1 dislike: The Tick-Tac-Toe game usually ends in a tie/stalemate, boring! #2 dislike: Whoever goes first in the Tick-Tac-Toe game, controls/dominates the game, being a bully. #3 dislike: The Tick-Tac-Toe game comes to an end too quickly without a chance to use mental extended strategy, not challenging enough.

“Bottom Line:” in Stackable-3D-Tick-Tac-Toe, there is always a winner, Stackable-3D-Tick-Tac-Toe is a “winner” of a game and a helpful, healing Therapy Board!

Endorsement: Richard McCracken has developed an awesome “Stackable 3D Tic Tac Toe Board” which can be utilized as a vertical game board or as a functional activity. This board game is unlike anything I have seen in 20 years practicing as an occupational therapist.

I utilize this game daily to promote fine motor coordination, strength, and pinch strength.

A board game which creates an entertaining playing and learning environment pertaining to the Covid-19 pandemic, comprises a game board with spaces thereon corresponding to geographical locations or places which have significance to the novel coronavirus pandemic, game pieces for each player to move around the board, dice to be rolled to advance game pieces along the board, currency, various learning elements including information cards and said locations or places, all working together to create a fun and learning environment.