Virtual reality enhanced Dialectical behavioural therapy
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 we...
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| Published in | British journal of guidance & counselling Vol. 51; no. 4; pp. 491 - 512 |
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| Main Authors | , , , , , |
| Format | Journal Article |
| Language | English |
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Routledge
04.07.2023
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| Subjects | |
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| 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.
* 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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| AbstractList | 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. 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. |
| Audience | Junior High Schools Middle Schools Elementary Education Secondary Education |
| Author | Crowe, Allison Owens, Tosha Lamb, Richard Zambone, Alana Annetta, Leonard Stone, Jessica |
| Author_xml | – sequence: 1 givenname: Richard surname: Lamb fullname: Lamb, Richard email: lambr19@ecu.edu organization: East Carolina University – sequence: 2 givenname: Allison surname: Crowe fullname: Crowe, Allison organization: East Carolina University – sequence: 3 givenname: Jessica surname: Stone fullname: Stone, Jessica organization: East Carolina University – sequence: 4 givenname: Leonard surname: Annetta fullname: Annetta, Leonard organization: East Carolina University – sequence: 5 givenname: Alana surname: Zambone fullname: Zambone, Alana organization: East Carolina University – sequence: 6 givenname: Tosha surname: Owens fullname: Owens, Tosha organization: East Carolina University |
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| SubjectTerms | 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 |
| Title | Virtual reality enhanced Dialectical behavioural therapy |
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