Virtual reality enhanced Dialectical behavioural therapy

• Published in: British journal of guidance & counselling Vol. 51; no. 4; pp. 491 - 512
• Main Authors: Lamb, Richard, Crowe, Allison, Stone, Jessica, Annetta, Leonard, Zambone, Alana, Owens, Tosha
• Format: Journal Article
• Language: English
• Published: Routledge 04.07.2023
• Subjects: Anxiety; At Risk Students; Behavior Modification; Charter Schools; Classroom Communication; Cognitive Restructuring; Computer Simulation; dialectical behavioural therapy; Disadvantaged Schools; Elementary School Students; Emotional Adjustment; emotional skills; Middle School Students; Peer Relationship; school students; Social Emotional Learning; socioemotional education; Teacher Student Relationship; Therapy; Trauma; Urban Schools; Virtual reality; Well Being
• ISSN: 0306-9885; 1469-3534
• DOI: 10.1080/03069885.2022.2040006

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. * 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.