Virtual reality enhanced Dialectical behavioural therapy

IF 1 4区心理学 Q4 PSYCHOLOGY, APPLIED

British Journal of Guidance & Counselling Pub Date : 2022-03-09 DOI:10.1080/03069885.2022.2040006

Richard L. Lamb, Allison Crowe, J. Stone, Leonard A. Annetta, A. Zambone, Tosha L. Owens

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引用次数: 4

Abstract

ABSTRACT Virtual reality (VR) as a tool to build wellbeing for students with latent trauma is being examined in multiple contexts. The purpose of this study was to compare modalities of treatment, namely, VR-enhanced therapy, face-to-face therapy without VR and wait-list time-delayed control. Participants were 69 students selected from a high-needs urban school. Observations, researcher assessments and paper instrument scores, were analysed using a mixed model measure ANOVA. Results for each of the measures comparing standardised scores across the main effect of modality illustrates a statistically significant difference between virtual reality enhanced Dialectical Behaviour skills training and each of the other modalities. We suggest approaches using VR-enhanced DBT promote greater DBT skill acquisition. Highlights • VR-enhanced DBT shows more rapid skill development. • Students using VR-enhanced DBT illustrate more prosocial behaviours. • VR contributes to positive interactions at the classroom level. • VR-enhanced DBT shows results after six weeks of implementation with supports from teachers.

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虚拟现实增强了辩证行为疗法

虚拟现实(VR)作为一种为有潜在创伤的学生建立健康的工具，正在多种情况下进行研究。本研究的目的是比较治疗方式，即虚拟现实增强治疗，面对面治疗，没有虚拟现实和等待名单延时控制。参与者是从一所高需求的城市学校中挑选出来的69名学生。观察结果、研究者评估和纸上工具得分采用混合模型测量方差分析进行分析。每个测量的结果比较标准化分数跨越主要效果的模式说明了虚拟现实增强辩证行为技能训练和其他模式之间的统计显着差异。我们建议使用vr增强的DBT方法可以促进DBT技能的获得。•vr增强的DBT显示更快速的技能发展。•使用vr增强DBT的学生表现出更多的亲社会行为。•VR有助于课堂层面的积极互动。•vr增强的DBT在教师的支持下实施六周后显示结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

British Journal of Guidance & Counselling PSYCHOLOGY, APPLIED-

CiteScore

2.60

自引率

8.30%

发文量

期刊介绍： The British Journal of Guidance & Counselling exists to communicate theoretical and practical writing of high quality in the guidance and counselling field. It is addressed to an international, interdisciplinary audience and welcomes submissions dealing with diverse theoretical orientations from practitioners and researchers from around the world. It is concerned to promote the following areas: •the theory and practice of guidance and counselling •the provision of guidance and counselling services •training and professional issues