Pilot Study of Virtual Reality Therapy for Students With Anxiety
Overview
- Phase
- N/A
- Intervention
- Not specified
- Conditions
- Anxiety
- Sponsor
- The University of Texas Health Science Center, Houston
- Enrollment
- 100
- Locations
- 1
- Primary Endpoint
- Change in anxiety related behaviors such as volume of speech
- Status
- Recruiting
- Last Updated
- 10 months ago
Overview
Brief Summary
The purpose of this study is to assess changes in self-reported anxiety over the course of six virtual reality (VR) sessions and to assess changes in academic self-efficacy, as well as examine the feasibility and acceptability of a relatively short and time intensive VR intervention (i.e.,six sessions over the course of three weeks) for reducing anxiety symptoms in college students.
Investigators
Jack Tsai
Professor
The University of Texas Health Science Center, Houston
Eligibility Criteria
Inclusion Criteria
- •enrolled in The University of Texas Health Science Center School of Public Health San Antonio regional campus
- •competent in English
- •total score of at least 3 on the Generalized Anxiety Disorder (GAD-2)
Exclusion Criteria
- •Currently receiving psychological treatment for anxiety symptoms, or has received treatment in the last year.
- •Report photosensitive epilepsy.
- •Report stereoscopic vision or balance problems
Outcomes
Primary Outcomes
Change in anxiety related behaviors such as volume of speech
Time Frame: Week 1(session1 and session 2), week 2( session 3 and session 4), week 3 (session 5 and session 6)
Anxiety-related behaviors will be recorded using an event sampling observation guide
Change in Psychomotor agitation such as pacing
Time Frame: Week 1(session1 and session 2), week 2( session 3 and session 4), week 3 (session 5 and session 6)
Anxiety-related behaviors will be recorded using an event sampling observation guide
Change in state anxiety as assessed by the Liebowitz Social Anxiety Scale-Self Report version (LSAS-SR)
Time Frame: before first session in week 1, before third session in week 2 and before sixth session in week 3
The LSAS-SR questionnaire is composed of 24 items divided into 2 subscales, 13 concerning performance anxiety, and 11 pertaining to social situations. The 24 items are first rated on a Likert Scale from 0(none) to 3(severe) on fear felt during the situations, and then the same items are rated from 0(never)-3(usually)regarding avoidance of the situation. Combining the total scores for the Fear and Avoidance sections provides an overall score with a maximum of 144 points. Score of 30 or less indicates social anxiety disorder(SAD) is unlikely, score of 30-60 shows that SAD is probable and score 60-90 indicates that SAD is highly probable.
Change in anxiety related behaviors such as Utterances about experience
Time Frame: Week 1(session1 and session 2), week 2( session 3 and session 4), week 3 (session 5 and session 6)
Anxiety-related behaviors will be recorded using an event sampling observation guide
Change in Psychomotor agitation such as Rubbing hands/neck/head
Time Frame: Week 1(session1 and session 2), week 2( session 3 and session 4), week 3 (session 5 and session 6)
Anxiety-related behaviors will be recorded using an event sampling observation guide
Change in Psychomotor agitation such as Fidgeting
Time Frame: Week 1(session1 and session 2), week 2( session 3 and session 4), week 3 (session 5 and session 6)
Anxiety-related behaviors will be recorded using an event sampling observation guide
Change in depressive symptoms as assessed by score on the Patient Health Questionnaire-4 (PHQ-4)
Time Frame: Baseline(before the first session in week 1)
The PHQ-4 questionnaire consists of 4 questions and each is rated on a 4 point scale from 0(not at all) to 3(every day) for a maximum score of 12,a higher number indicating a worse outcome.
Change in anxiety related behaviors such as rate of speech
Time Frame: Week 1(session1 and session 2), week 2( session 3 and session 4), week 3 (session 5 and session 6)
Anxiety-related behaviors will be recorded using an event sampling observation guide
Change in anxiety related behaviors such as Negative self-talk
Time Frame: Week 1(session1 and session 2), week 2( session 3 and session 4), week 3 (session 5 and session 6)
Anxiety-related behaviors will be recorded using an event sampling observation guide
Change in anxiety related behaviors such as Laughter
Time Frame: Week 1(session1 and session 2), week 2( session 3 and session 4), week 3 (session 5 and session 6)
Anxiety-related behaviors will be recorded using an event sampling observation guide
Change in physiology such as perspiration
Time Frame: Week 1(session1 and session 2), week 2( session 3 and session 4), week 3 (session 5 and session 6)
Anxiety-related behaviors will be recorded using an event sampling observation guide
Secondary Outcomes
- Change in acceptability as assessed by the rating on a short questionnaire(after the third session in week 2 , after sixth session in week 3)
- Change in perceived presence in the virtual environment (as indicated by continuous score on the Igroup Presence Questionnaire (IPQ)(after the third session in week 2 and the sixth session in week 3)
- change in feasibility as assessed by the rating on a short questionnaire(after the third session in week 2 , after sixth session in week 3)
- Change in self-reported academic performance as assessed by the Motivated Strategies for Learning Questionnaire (MSLQ)(before first session in week 1, before third session in week 2 and before sixth session in week 3)