Pilot Study of Virtual Reality Therapy for Students With Anxiety
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 100
- 试验地点
- 2
- 主要终点
- Change in anxiety related behaviors such as volume of speech
研究概览
简要总结
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Treatment
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 30 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •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)
排除标准
- •Currently receiving psychological treatment for anxiety symptoms, or has received treatment in the last year.
- •Report photosensitive epilepsy.
- •Report stereoscopic vision or balance problems
结局指标
主要结局
Change in anxiety related behaviors such as volume of speech
时间窗: 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
时间窗: 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)
时间窗: 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
时间窗: 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
时间窗: 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
时间窗: 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)
时间窗: 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
时间窗: 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
时间窗: 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
时间窗: 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
时间窗: 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
次要结局
- 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)
研究者
Jack Tsai
Professor
The University of Texas Health Science Center, Houston