Virtual reality enhanced Dialectical behavioural therapy

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.