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The Use of Virtual Reality in Craving Assessment and Cue-Exposure Therapy in Substance Use Disorders
Craving is recognized as an important diagnosis criterion for substance use disorders (SUDs) and a predictive factor of relapse. Various methods to study craving exist; however, suppressing craving to successfully promote abstinence remains an unmet clinical need in SUDs. One reason is that social and environmental contexts recalling drug and alcohol consumption in the everyday life of patients suffering from SUDs often initiate craving and provoke relapse. Current behavioral therapies for SUDs use the cue-exposure approach to suppress salience of social and environmental contexts that may induce craving. They facilitate learning and cognitive reinforcement of new behavior and entrain craving suppression in the presence of cues related to drug and alcohol consumption. Unfortunately, craving often overweighs behavioral training especially in real social and environmental contexts with peer pressure encouraging the use of substance, such as parties and bars. In this perspective, virtual reality (VR) is gaining interest in the development of cue-reactivity paradigms and practices new skills in treatment. VR enhances ecological validity of traditional craving-induction measurement. In this review, we discuss results from (1) studies using VR and alternative virtual agents in the induction of craving and (2) studies combining cue-exposure therapy with VR in the promotion of abstinence from drugs and alcohol use. They used virtual environments, displaying alcohol and drugs to SUD patients. Moreover, some environments included avatars. Hence, some studies have focused on the social interactions that are associated with drug-seeking behaviors and peer pressure. Findings indicate that VR can successfully increase craving. Studies combining cue–exposure therapy with virtual environment, however, reported mitigated success so far
Educação em - para - e pelas línguas de ação académica e profissional para uma perspetiva acional e multimodal do ensino do francês
Orientação: Clara Ferrão TavaresEsta investigação teve como objetivos identificar marcas de mudança nas aprendizagens dos estudantes decorrentes de duas inovações introduzidas na UC de Francês do Curso de Licenciatura em Direção e Gestão Hoteleira da Escola Superior de Hotelaria e Turismo do Estoril: a adoção de uma perspetiva acional multimodal e a adoção de um dispositivo tecnológico que permitiu abrir a sala de aula, no âmbito do Francês Língua de Ação Profissional, a outros espaços de aprendizagem criados pelas tecnologias.
A investigação conduzida situou-se numa perspetiva etnometodológica refletindo, na conceção do dispositivo metodológico e na sua estrutura, a própria definição de Didática das Línguas-Culturas (Galisson, 1994) nas seguintes componentes: contextualização e observação, conceptualização, intervenção e implicações. Foi desenvolvido um estudo de caso constituído pelo que foi designado de “Sequência Potencial de Aprendizagem Acional e Multimodal” e pretendeu-se identificar o potencial de aprendizagem percetível nas ações e representações dos estudantes.
A investigação colocou em evidência que houve progresso dos estudantes no desenvolvimento de competências transversais veiculadas pelas línguas (DL 74/ 2006) decorrente quer da adoção da abordagem acional quer da adoção de formatos multimodais, em articulação com dispositivos tecnológicos. Esse progresso foi visível ao nível das interações e ao nível das representações.This study had the goal to identify change in students’ learning experiences derived from two innovative practices introduced in the Curricular Unit of French in the Degree of Hotel Management at the Estoril Higher Institute for Tourism and Hotel Studies: the adoption of a multimodal action perspective and of a technological device that allowed to open the classroom to other learning spaces created by technologies, in the scope of French as a language of action for professional purposes.
The research undertaken has adopted an ethnomethodological approach reflecting, both in the conception of its methodology and structure, the definition of the Didactics of Languages-Cultures (Galisson, 1994) in the following components: contextualisation and observation, conceptualisation, intervention and implications. A case study was developed which was composed by what has been named the “Potential Sequence of Action and Multimodal Perspective” and we aimed at identifying the learning potential in students’ actions and representations.
The findings of this research have demonstrated that there has been progress in students’development of transversal skills conveyed by languages (DL 74/ 2006), stemming both from the action approach and the adoption of multimodal formats, in articulation with technological devices. This progress was visible at the level of interactions and representations