Virtual reality interventions to improve cognitive functioning in adults with major psychiatric disorders: A narrative systematic review (Preprint)

2021 ◽  
Author(s):  
Donna Monbourquette ◽  
Sadiq Vali ◽  
Sara Harvey ◽  
Kawkab Mahmud ◽  
Miguel Jose ◽  
...  
Keyword(s):  
Systematic Review ◽  
Substance Use ◽  
Virtual Reality ◽  
Psychiatric Disorders ◽  
Real World ◽  
Cognitive Skills ◽  
Social Cognitive ◽  
Skills Training ◽  
Cognitive Outcomes ◽  
Remediation Strategies

BACKGROUND Cognitive dysfunction is an impairing and difficult to treat feature of psychiatric illnesses. Virtual Reality (VR) has shown promise in improving cognition in neurologic disorders, but its role in improving cognitive outcomes in adults with major psychiatric disorders is unclear. OBJECTIVE To conduct a review of the efficacy and usability of VR interventions to improve cognitive functioning in psychiatric disorders. METHODS Following PRISMA guidelines, a systematic review of controlled and uncontrolled English-language studies that assessed changes in cognition following an immersive or non-immersive VR intervention, in adults with a mood, psychotic, anxiety, or substance use disorder was conducted. Studies were searched on MEDLINE, EMBASE, PsychINFO, and Web of Science until May 2021. RESULTS Thirteen studies were included [primary psychotic disorder (n=10), substance use disorder (n=2) and major depressive disorder (n=1)]. Intervention strategies included cognitive remediation (i.e. repeated practice of targeted skills, n=2), social cognitive/skills training (n=5), real world simulations (n=3) and vocational training (n=3). VR social cognitive/skills training resulted in improvements in social cognition, while the other remediation strategies resulted in generalized improvements across multiple cognitive domains. Both immersive and non-immersive VR appeared to be effective. In studies with an active control group (n=5), VR treatment resulted in equivalent or greater cognitive improvements versus therapist led training. Changes in real-world functioning were inconsistently reported. CONCLUSIONS Preliminary evidence suggests VR interventions can improve cognitive outcomes in psychiatric disorders; however, significant variability in study design and outcome measures, small sample sizes and a focus on primary psychotic disorders limit the literature. More rigorous assessment of long-term cognitive and functional outcomes, and the comparative utility of immersive versus non-immersive modalities and different remediation strategies, is required.

Virtual reality in social skills training programs for people with schizophrenia: A systematic review and focus group

2021 ◽  
pp. 030802262110113
Author(s):  
Catarina Oliveira ◽  
Raquel Simões de Almeida ◽  
António Marques
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Virtual Reality ◽  
Social Skills ◽  
Focus Group ◽  
Social Skills Training ◽  
Occupational Therapists ◽  
Skills Training ◽  
Training Programme ◽  
Cochrane Library

Introduction This study aims to determine the guidelines for the design of a social skills training programme for people with schizophrenia using virtual reality. Methods This article encompasses two studies: Study 1, a systematic review of five articles indexed in the databases B-on, PubMed, Clinical trials and Cochrane Library (2010–2020); Study 2, a focus group of occupational therapists trained in mental health and multimedia professionals, in which they discussed the outline of such a programme. Results A set of guidelines were identified as central and consensual which should be included in the programme. It must have multilevel logic and gradual learning, with simulations of everyday situations, in which it is possible to practise the skills of conversation and communication. Virtual reality provides people with schizophrenia with unlimited opportunities, enhancing a personalized intervention. Conclusion Social skills training could be part of the treatment for people with schizophrenia, and virtual reality is a promising tool to complement traditional training, although still little implemented in mental health services. Occupational therapists have a prominent role in the development and application of this because of their knowledge of activity analysis and their ability to facilitate the generalization of skills in different contexts.

scholarly journals Use of Gabapentin in the Treatment of Substance Use and Psychiatric Disorders: A Systematic Review

2019 ◽  
Vol 10 ◽  
Author(s):  
Saeed Ahmed ◽  
Ramya Bachu ◽  
Padma Kotapati ◽  
Mahwish Adnan ◽  
Rizwan Ahmed ◽  
...  
Keyword(s):  
Systematic Review ◽  
Substance Use ◽  
Psychiatric Disorders

scholarly journals Immersive Virtual Reality Implementations in Developmental Psychology

2020 ◽  
Author(s):  
Paola Araiza-Alba ◽  
Therese Keane ◽  
Jennifer L Beaudry ◽  
Jordy Kaufman
Keyword(s):  
Virtual Reality ◽  
Neuropsychological Assessment ◽  
Real World ◽  
Developmental Psychology ◽  
Skills Training ◽  
Substantial Improvement ◽  
Immersive Virtual Reality ◽  
Virtual Reality Technology ◽  
The Real

In recent years, immersive virtual reality technology (IVR) has seen a substantial improvement in its quality, affordability, and ability to simulate the real world. Virtual reality in psychology can be used for three basic purposes: immersion, simulation, and a combination of both. While the psychological implementations of IVR have been predominately used with adults, this review seeks to update our knowledge about the uses and effectiveness of IVR with children. Specifically, its use as a tool for pain distraction, neuropsychological assessment, and skills training. Results showed that IVR is a useful tool when it is used either for immersive or simulative purposes (e.g., pain distraction, neuropsychological assessment), but when its use requires both simulation (of the real world) and immersion (e.g., a vivid environment), it is trickier to implement effectively.

scholarly journals Virtual Reality Meditation Among Youth Experiencing Homelessness: Pilot Randomized Controlled Trial of Feasibility (Preprint)

2020 ◽  
Author(s):  
Laura Johnson Chavez ◽  
Kelly Kelleher ◽  
Natasha Slesnick ◽  
Eugene Holowacz ◽  
Ellison Luthy ◽  
...  
Keyword(s):  
Mental Health ◽  
Substance Use ◽  
Virtual Reality ◽  
Outcome Measures ◽  
Effect Size ◽  
Homeless Youth ◽  
Skills Training ◽  
Significant Group ◽  
Web Based ◽  
Mindfulness Skills

BACKGROUND Homelessness among youth is devastating, with high rates of substance use disorders and mental health comorbidity. Mindfulness-based interventions that include meditation and mindfulness skills training reduce stress and symptoms of anxiety or depression. However, engaging high-risk youth in interventions is challenging. Virtual reality is a more flexible platform for delivering meditation and may be appealing to youth. OBJECTIVE The study objectives were to evaluate the feasibility of delivering virtual reality meditation and of collecting outcome measures, including anxiety and physiologic stress. METHODS A sample of 30 youth experiencing homelessness was enrolled in the study. Youth were randomized to receive 10 minutes of one of three interventions: (1) virtual reality meditation, (2) audio meditation (through a web-based platform), or (3) virtual reality imagery of historical pictures and text. Subjects who consented to the study attended two research visits. The first visit collected survey measures of demographics, mental health, and substance use, and oriented subjects to the intervention platforms. The second visit (1-3 days later) delivered the intervention and collected pre and post outcome measures of anxiety and physiologic stress (salivary cortisol). Changes in anxiety and cortisol at the second visit were compared across groups using a linear regression model in which the primary analysis compared virtual reality meditation to audio meditation and secondary analyses compared virtual reality meditation to virtual reality imagery. RESULTS Anxiety scores decreased in all groups, with a larger reduction among the virtual reality meditation group (difference=10.8) compared to the web-based meditation or virtual reality images groups (difference=5.8 and 5.0, respectively). After controlling for baseline values, there were no significant group differences in changes in anxiety scores or cortisol levels. In comparing virtual reality meditation and audio meditation, the effect size for anxiety was moderate (Cohen <i>d</i>=0.58) while the effect size for cortisol was small (Cohen <i>d</i>=0.08). CONCLUSIONS Preliminary results suggest that virtual reality meditation has a moderate benefit for anxiety but not physiologic stress. Future research is needed to confirm these results in a larger sample and to investigate whether the effects are sustained or increase with repeated use of virtual reality mediation. Virtual reality meditation appears feasible to deliver among homeless youth and merits further study. CLINICALTRIAL ClinicalTrials.gov NCT04004520; https://clinicaltrials.gov/ct2/show/NCT04004520

scholarly journals Virtual Reality for Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration (Preprint)

2018 ◽  
Author(s):  
Bhone Myint Kyaw ◽  
Nakul Saxena ◽  
Pawel Posadzki ◽  
Jitka Vseteckova ◽  
Charoula Konstantia Nikolaou ◽  
...  
Keyword(s):  
Systematic Review ◽  
Virtual Reality ◽  
Clinical Practice ◽  
Health Professionals ◽  
Cognitive Skills ◽  
Meta Analysis ◽  
Health Professions ◽  
Risk Of Bias ◽  
Traditional Learning ◽  
Digital Education

BACKGROUND Virtual reality (VR) is a technology that allows the user to explore and manipulate computer-generated real or artificial three-dimensional multimedia sensory environments in real time to gain practical knowledge that can be used in clinical practice. OBJECTIVE The aim of this systematic review was to evaluate the effectiveness of VR for educating health professionals and improving their knowledge, cognitive skills, attitudes, and satisfaction. METHODS We performed a systematic review of the effectiveness of VR in pre- and postregistration health professions education following the gold standard Cochrane methodology. We searched 7 databases from the year 1990 to August 2017. No language restrictions were applied. We included randomized controlled trials and cluster-randomized trials. We independently selected studies, extracted data, and assessed risk of bias, and then, we compared the information in pairs. We contacted authors of the studies for additional information if necessary. All pooled analyses were based on random-effects models. We used the Grading of Recommendations, Assessment, Development and Evaluations (GRADE) approach to rate the quality of the body of evidence. RESULTS A total of 31 studies (2407 participants) were included. Meta-analysis of 8 studies found that VR slightly improves postintervention knowledge scores when compared with traditional learning (standardized mean difference [SMD]=0.44; 95% CI 0.18-0.69; I2=49%; 603 participants; moderate certainty evidence) or other types of digital education such as online or offline digital education (SMD=0.43; 95% CI 0.07-0.79; I2=78%; 608 participants [8 studies]; low certainty evidence). Another meta-analysis of 4 studies found that VR improves health professionals’ cognitive skills when compared with traditional learning (SMD=1.12; 95% CI 0.81-1.43; I2=0%; 235 participants; large effect size; moderate certainty evidence). Two studies compared the effect of VR with other forms of digital education on skills, favoring the VR group (SMD=0.5; 95% CI 0.32-0.69; I2=0%; 467 participants; moderate effect size; low certainty evidence). The findings for attitudes and satisfaction were mixed and inconclusive. None of the studies reported any patient-related outcomes, behavior change, as well as unintended or adverse effects of VR. Overall, the certainty of evidence according to the GRADE criteria ranged from low to moderate. We downgraded our certainty of evidence primarily because of the risk of bias and/or inconsistency. CONCLUSIONS We found evidence suggesting that VR improves postintervention knowledge and skills outcomes of health professionals when compared with traditional education or other types of digital education such as online or offline digital education. The findings on other outcomes are limited. Future research should evaluate the effectiveness of immersive and interactive forms of VR and evaluate other outcomes such as attitude, satisfaction, cost-effectiveness, and clinical practice or behavior change.

scholarly journals Immersive Virtual Reality Implementations in Developmental Psychology

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Paola Araiza ◽  
Therese Keane ◽  
Jennifer L. Beaudry ◽  
Jordy Kaufman
Keyword(s):  
Virtual Reality ◽  
Neuropsychological Assessment ◽  
Real World ◽  
Developmental Psychology ◽  
Skills Training ◽  
Substantial Improvement ◽  
Immersive Virtual Reality ◽  
Virtual Reality Technology ◽  
The Real

In recent years, immersive virtual reality technology (IVR) has seen a substantial improvement in its quality, affordability, and ability to simulate the real world. Virtual reality in psychology can be used for three basic purposes: immersion, simulation, and a combination of both. While the psychological implementations of IVR have been predominately used with adults, this review seeks to update our knowledge about the uses and effectiveness of IVR with children. Specifically, its use as a tool for pain distraction, neuropsychological assessment, and skills training. Results showed that IVR is a useful tool when it is used either for immersive or simulative purposes (e.g., pain distraction, neuropsychological assessment), but when its use requires both simulation (of the real world) and immersion (e.g., a vivid environment), it is trickier to implement effectively.

Using the Experience of Evoked Emotion in Virtual Reality to Manage Workplace Stress

2019 ◽  
pp. 187-205
Author(s):  
Jennifer G. Tichon ◽  
Timothy Mavin
Keyword(s):  
Virtual Reality ◽  
Stress Management ◽  
Real World ◽  
Training Programs ◽  
High Stress ◽  
Skills Training ◽  
Workplace Stress ◽  
Emotional States ◽  
Psychological Skills ◽  
Psychological Skills Training

This chapter explores how immersion in virtual reality (VR) evokes emotional states similar to those of the real world, and how deliberate immersion in high-stress situations can help teach individuals affective strategies to remain in control of their emotions. Psychological skills training programs teach techniques and strategies to assess, monitor, and adjust thoughts and feelings to cope with stress. VR allows an individual to put these skills to the test through the opportunity to practice coping with their emotional states while immersed in difficult scenarios. Keeping a clear head, ignoring fear when fear isn't useful, learning how to draw on an optimal blend of emotion and reason in times of crisis are all crucial skills for work and life. Affective Control Theory (ACT) proposes that affective strategies that typically strengthen and support performance are skills and that these skills are integral to stress management. Due to its key role in performance, recent research in psychology confirms affect as a crucial variable to consider in interventions in workplace stress.

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