145 research outputs found

    Chapter 4 AVATAR Therapy for Refractory Auditory Hallucinations

    Get PDF
    AVATAR therapy is part of a new and exciting wave of therapies which adopt an explicitly relational and dialogic approach to working with the distressing voices. To understand the AVATAR approach, it is important to consider its position in the evolution of psychological interventions for distressing voices

    Schizotypy, Alexithymia and Affect as predictors of Facial Emotion Recognition Capability using static and dynamic images

    Get PDF
    The main purpose of the present study is to investigate the capacity of schizotypy and alexithymia traits, in combination with affectivity to predict facial emotion recognition capability in a sample of nonclinical adults. Consecutive healthy participants (N= 98) were investigated using the Toronto Alexithymia Scale-20 (TAS-20), the Oxford-Liverpool Inventory of Feelings and Experiences-Reduced Version (O-LIFE-R), and the Positive and NA Schedule (PANAS). A set of validated photographs (static images) and virtual faces (dynamic images) for presenting the basic emotions was used to assess emotion recognition. Pearson correlations were applied to investigate the relationship between the study variables; the amount of variance in emotion recognition capability predicted by OLIFE-R, TAS-20 and PANAS was calculated by using the linear regression model. Results showed that alexithymia was strongly associated with schizotypy and NA; furthermore, alexithymia and NA made a significant contribution to the prediction of emotion recognition capability. The predictive model was fitted for two types of presentations (photographs and virtual reality). The inclusion of virtual faces emerges as a response to the need to consider computer characters as new assessment and treatment material for research and therapy in psycholog

    Schizotypy, Alexithymia and Affect as predictors of Facial Emotion Recognition Capability using static and dynamic images

    Get PDF
    The main purpose of the present study is to investigate the capacity of schizotypy and alexithymia traits, in combination with affectivity to predict facial emotion recognition capability in a sample of nonclinical adults. Consecutive healthy participants (N= 98) were investigated using the Toronto Alexithymia Scale-20 (TAS-20), the Oxford-Liverpool Inventory of Feelings and Experiences-Reduced Version (O-LIFE-R), and the Positive and NA Schedule (PANAS). A set of validated photographs (static images) and virtual faces (dynamic images) for presenting the basic emotions was used to assess emotion recognition. Pearson correlations were applied to investigate the relationship between the study variables; the amount of variance in emotion recognition capability predicted by OLIFE-R, TAS-20 and PANAS was calculated by using the linear regression model. Results showed that alexithymia was strongly associated with schizotypy and NA; furthermore, alexithymia and NA made a significant contribution to the prediction of emotion recognition capability. The predictive model was fitted for two types of presentations (photographs and virtual reality). The inclusion of virtual faces emerges as a response to the need to consider computer characters as new assessment and treatment material for research and therapy in psychologyEl objetivo principal del presente estudio es investigar la capacidad de predicción de los rasgos de esquizotípia y alexitímia, en combinación con la afectividad, de la habilidad de reconocimiento de emociones en una muestra de adultos sanos. Noventa y ocho pacientes sanos (N =98) fueron evaluados mediante la Escala de Alexitímia Toronto-20 (TAS-20), el Inventario de Sentimientos y Experiencias Oxford-Liverpool-Versión Reducida (O-LIFE-R), y la Escala de Afecto Positivo y Negativo (PANAS). Para la evaluación de la capacidad de reconocimiento de emociones a nivel facial, se utilizó un set validado de fotografías (imágenes estáticas) y caras en realidad virtual (imágenes dinámicas). Para el análisis correlacional de las variables de estudio se aplicó la prueba de correlación de Pearson; para el análisis de predicción de la capacidad de reconocimiento emocional se utilizó un modelo de regresión lineal en el que se incluyeron las variables derivadas de las escalas OLIFE-R, TAS-20 y PANAS. Los resultados mostraron la existencia de una relación significativa entre alexitímia, esquizotípia y afecto negativo; el modelo de regresión reveló una aportación significativa de la alexitímia y el afecto negativo en la predicción de los errores cometidos en la tarea de reconocimiento facial. El modelo predictivo propuesto fue válido para ambos tipos de presentación de las emociones (fotografías y caras virtuales). La inclusión de las caras virtuales surge como respuesta a la necesidad de considerar los personajes computarizados como nuevo material de evaluación y tratamiento para la investigación y psicoterapia en psicología

    Schizotypy, Alexithymia and Affect as predictors of Facial Emotion Recognition Capability using static and dynamic images

    Get PDF
    The main purpose of the present study is to investigate the capacity of schizotypy and alexithymia traits, in combination with affectivity to predict facial emotion recognition capability in a sample of nonclinical adults. Consecutive healthy participants (N= 98) were investigated using the Toronto Alexithymia Scale-20 (TAS-20), the Oxford-Liverpool Inventory of Feelings and Experiences-Reduced Version (O-LIFE-R), and the Positive and NA Schedule (PANAS). A set of validated photographs (static images) and virtual faces (dynamic images) for presenting the basic emotions was used to assess emotion recognition. Pearson correlations were applied to investigate the relationship between the study variables; the amount of variance in emotion recognition capability predicted by OLIFE-R, TAS-20 and PANAS was calculated by using the linear regression model. Results showed that alexithymia was strongly associated with schizotypy and NA; furthermore, alexithymia and NA made a significant contribution to the prediction of emotion recognition capability. The predictive model was fitted for two types of presentations (photographs and virtual reality). The inclusion of virtual faces emerges as a response to the need to consider computer characters as new assessment and treatment material for research and therapy in psychologyEl objetivo principal del presente estudio es investigar la capacidad de predicción de los rasgos de esquizotípia y alexitímia, en combinación con la afectividad, de la habilidad de reconocimiento de emociones en una muestra de adultos sanos. Noventa y ocho pacientes sanos (N =98) fueron evaluados mediante la Escala de Alexitímia Toronto-20 (TAS-20), el Inventario de Sentimientos y Experiencias Oxford-Liverpool-Versión Reducida (O-LIFE-R), y la Escala de Afecto Positivo y Negativo (PANAS). Para la evaluación de la capacidad de reconocimiento de emociones a nivel facial, se utilizó un set validado de fotografías (imágenes estáticas) y caras en realidad virtual (imágenes dinámicas). Para el análisis correlacional de las variables de estudio se aplicó la prueba de correlación de Pearson; para el análisis de predicción de la capacidad de reconocimiento emocional se utilizó un modelo de regresión lineal en el que se incluyeron las variables derivadas de las escalas OLIFE-R, TAS-20 y PANAS. Los resultados mostraron la existencia de una relación significativa entre alexitímia, esquizotípia y afecto negativo; el modelo de regresión reveló una aportación significativa de la alexitímia y el afecto negativo en la predicción de los errores cometidos en la tarea de reconocimiento facial. El modelo predictivo propuesto fue válido para ambos tipos de presentación de las emociones (fotografías y caras virtuales). La inclusión de las caras virtuales surge como respuesta a la necesidad de considerar los personajes computarizados como nuevo material de evaluación y tratamiento para la investigación y psicoterapia en psicología

    The assessment of Attention Deficit Hyperactivity Disorder in children using continous performance tasks in virtual environments

    Get PDF
    The assessment of Attention-Deficit/Hyperactivity Disorder (ADHD) involves the use of different instruments, and one of the most frequently used is the Continuous Performance Test (CPT). Virtual reality allows for the achieving of the presentation of stimuli with high levels of control. In addition, it facilitates the presentation of distracters with a high level of resemblance to elements which in fact can be found in the real world by placing them in a similar context. Thus, it is possible to assume that a higher ecological validity can be found in CPT tests performed in this manner as compared to the traditional CPT test. During the last years Rizzo developed a virtual reality based CPT called "the Virtual Classroom". Several studies show that "Virtual Classroom" is an effective measure to identify attention difficulties in children with ADHD. Our research team developed a virtual CPT, similar to the "Virtual Classroom", that allows to execute four different tasks: an auditory task with non-distractive stimuli, an auditory task with distractive stimuli, a visual task with non-distractive stimuli and a visual task with distractive stimuli. In this study, we offer additional data supporting the validity of using this type of technology for the assessment of ADHD

    Evaluación del Trastorno por Déficit de Atención con Hiperactividad en niños mediante tareas de ejecución contínua en entornos virtuales

    Get PDF
    The assessment of Attention-Deficit/Hyperactivity Disorder (ADHD) involves the use of different instruments, and one of the most frequently used is the Continuous Performance Test (CPT). Virtual reality allows for the achieving of the presentation of stimuli with high levels of control. In addition, it facilitates the presentation of distracters with a high level of resemblance to elements which in fact can be found in the real world by placing them in a similar context. Thus, it is possible to assume that a higher ecological validity can be found in CPT tests performed in this manner as compared to the traditional CPT test. During the last years Rizzo developed a virtual reality based CPT called “the Virtual Classroom”. Several studies show that “Virtual Classroom” is an effective measure to identify attention difficulties in children with ADHD. Our research team developed a virtual CPT, similar to the “Virtual Classroom”, that allows to execute four different tasks: an auditory task with non-distractive stimuli, an auditory task with distractive stimuli, a visual task with non-distractive stimuli and a visual task with distractive stimuli. In this study, we offer additional data supporting the validity of using this type of technology for the assessment of ADHD.Uno de los instrumentos más empleados para la evaluación del Trastorno por Déficit de Atención con Hiperactividad (TDAH) es el Test de Ejecución Continua (CPT). Utilizando realidad virtual es posible presentar estímulos con un elevado grado de control, y algunos de ellos pueden ejercer la función de distractores muy similares a los que se encuentran en la realidad. Por ello cabe pensar que las pruebas CPT realizadas mediante realidad virtual pueden tener un mayor grado de validez ecológica que las que se realizan de modo tradicional. Durante los últimos años Rizzo ha desarrollado una prueba CPT denominada “Virtual Classroom” que puede ser presentada mediante realidad virtual, y diferentes estudios han encontrado que es un procedimiento eficaz y válido para evaluar el déficit de atención en niños con TDAH. Nuestro equipo de investigación ha desarrollado una prueba CPT virtual similar, mediante la que es posible aplicar cuatro tipos de tareas de ejecución continua: visuales y auditivas con y sin distractores. En este estudio se ofrecen datos adicionales que confirmar la validez de este tipo de pruebas para la evaluación de las dificultades atencionales

    Evaluación del Trastorno por Déficit de Atención con Hiperactividad en niños mediante tareas de ejecución contínua en entornos virtuales

    Get PDF
    The assessment of Attention-Deficit/Hyperactivity Disorder (ADHD) involves the use of different instruments, and one of the most frequently used is the Continuous Performance Test (CPT). Virtual reality allows for the achieving of the presentation of stimuli with high levels of control. In addition, it facilitates the presentation of distracters with a high level of resemblance to elements which in fact can be found in the real world by placing them in a similar context. Thus, it is possible to assume that a higher ecological validity can be found in CPT tests performed in this manner as compared to the traditional CPT test. During the last years Rizzo developed a virtual reality based CPT called “the Virtual Classroom”. Several studies show that “Virtual Classroom” is an effective measure to identify attention difficulties in children with ADHD. Our research team developed a virtual CPT, similar to the “Virtual Classroom”, that allows to execute four different tasks: an auditory task with non-distractive stimuli, an auditory task with distractive stimuli, a visual task with non-distractive stimuli and a visual task with distractive stimuli. In this study, we offer additional data supporting the validity of using this type of technology for the assessment of ADHD.Uno de los instrumentos más empleados para la evaluación del Trastorno por Déficit de Atención con Hiperactividad (TDAH) es el Test de Ejecución Continua (CPT). Utilizando realidad virtual es posible presentar estímulos con un elevado grado de control, y algunos de ellos pueden ejercer la función de distractores muy similares a los que se encuentran en la realidad. Por ello cabe pensar que las pruebas CPT realizadas mediante realidad virtual pueden tener un mayor grado de validez ecológica que las que se realizan de modo tradicional.Durante los últimos años Rizzo ha desarrollado una prueba CPT denominada “Virtual Classroom” que puede ser presentada mediante realidad virtual, y diferentes estudios han encontrado que es un procedimiento eficaz y válido para evaluar el déficit de atención en niños con TDAH. Nuestro equipo de investigación ha desarrollado una prueba CPT virtual similar, mediante la que es posible aplicar cuatro tipos de tareas de ejecución continua: visuales y auditivas con y sin distractores. En este estudio se ofrecen datos adicionales que confirmar la validez de este tipo de pruebas para la evaluación de las dificultades atencionales

    Virtual reality exposure therapy for school phobia

    Get PDF
    School phobia is characterized by fear to diverse events associated to school such as being beaten by a classmate, bullied or criticised in front of the lass, having to speak in public, doing exams, getting undressed to practice sports, etc. and can frequently cause young children to a chronic school refusal leading to significant social and academic difficulties. In older children and adolescents, the risk of a low school performance and an early school dropout is increased. Diverse techniques of graded and non-graded exposure have been used in the treatment of this problem. In vivo exposure alone or preceded by imagery exposure is the treatment more frequently applied. Clinical practice with children suggests the use of behavioural procedures requires a considerable amount of flexibility and creativity and procedures that warrantee their comprehension and cooperation. techniques based on virtual reality address these requirements and are capable of increasing the motivation of children to participate in treatment. In line with this, our group of research has developed a series of virtual environments that can be integrated to a treatment program for children and adolescents with school phobia. To study its efficacy, 18 participants with high scores on school phobia measures were randomly assigned to a group of treatment whereas other 18 participants were assigned to a waiting list group. A specific treatment effect on schoolrelated fears was found suggesting that exposure by means of virtual environments might be an effective treatment for school phobia

    Tratamiento de la fobia escolar mediante exposición con realidad virtual

    Get PDF
    School phobia is characterized by fear to diverse events associated to school such as being beaten by a classmate, bullied or criticised in front of the lass, having to speak in public, doing exams, getting undressed to practice sports, etc. and can frequently cause young children to a chronic school refusal leading to significant social and academic difficulties. In older children and adolescents, the risk of a low school performance and an early school dropout is increased. Diverse techniques of graded and non-graded exposure have been used in the treatment of this problem. In vivo exposure alone or preceded by imagery exposure is the treatment more frequently applied. Clinical practice with children suggests the use of behavioural procedures requires a considerable amount of flexibility and creativity and procedures that warrantee their comprehension and cooperation. techniques based on virtual reality address these requirements and are capable of increasing the motivation of children to participate in treatment. In line with this, our group of research has developed a series of virtual environments that can be integrated to a treatment program for children and adolescents with school phobia. To study its efficacy, 18 participants with high scores on school phobia measures were randomly assigned to a group of treatment whereas other 18 participants were assigned to a waiting list group. A specific treatment effect on schoolrelated fears was found suggesting that exposure by means of virtual environments might be an effective treatment for school phobia.La fobia escolar se caracteriza por el miedo a diversos eventos relacionados con la escuela, tales como ser golpeado por un compañero, ser objeto de burlas, ser criticado en clase, hablar delante del resto de la clase, hacer exámenes, desvestirse a la hora del deporte, etc. y lleva con frecuencia en niños pequeños a un rechazo crónico, que desemboca en una significativa dificultad social y académica. En niños mayores y adolescentes se incrementa el riesgo de un bajo aprovechamiento escolar y/o un abandono escolar prematuro. Para el tratamiento de este problema se han empleado diversas técnicas de exposición, graduada o no. Lo más frecuente ha sido emplear exposición en vivo sola o precedida por exposición con imaginación. Trabajando con niños, se ha encontrado que el uso de procedimientos conductuales requiere de una considerable flexibilidad y creatividad, así como procedimientos que garanticen su comprensión y cooperación. Las técnicas basadas en realidad virtual pueden cumplir con esos requisitos e incrementar la motivación del niño para participar en el tratamiento. Con ese objetivo,nuestro grupo ha desarrollado una serie de entornos virtuales que pueden ser integrados en un programa de tratamiento de niños y adolescentes con fobia escolar. Para estudiar su eficacia, se asignaron aleatoriamente 18 niños con puntuaciones altas en instrumentos empleados para evaluar la fobia escolar a un grupo de tratamiento y 18 a un grupo en lista de espera, Se encontró un efecto específico del tratamiento sobre los miedos escolares, que hace pensar que la exposición mediante entornos virtuales es un tratamiento probablemente eficaz para la fobia escola

    Relating behaviours and therapeutic actions during AVATAR therapy dialogue: an observational study

    Get PDF
    OBJECTIVES: AVATAR therapy is a novel relational approach to working with distressing voices by engaging individuals in direct dialogue with a digital representation of their persecutory voice (the avatar). Critical to this approach is the avatar transition from abusive to conciliatory during the course of therapy. To date, no observational study has examined the moment-to-moment dialogical exchanges of this innovative therapy. We aim to (1) map relating behaviours between participants and their created avatars and (2) examine therapeutic actions delivered within AVATAR dialogue. METHOD: Twenty-five of the fifty-three AVATAR therapy completers were randomly selected from a randomized controlled trial (Craig et al. The Lancet Psychiatry, 5, 2018 and 31). Seventy-five audio recordings of active dialogue from sessions 1 and 4 and the last session were transcribed and analysed using a newly developed coding frame. Inter-rater reliability was good to excellent. RESULTS: Fine-grained analysis of 4,642 observations revealed nuanced communication around relational power and therapeutic activity. Early assertiveness work, reinforced by the therapist, focussed on increasing power and distancing. Participants’ submissive behaviours reduced during therapy, but the shift was gradual. Once the transition to a more conciliatory tone took place, the dialogue primarily involved direct communication between participant and avatar, focussing on sense of self and developmental and relational understanding of voices. CONCLUSIONS: AVATAR therapy supports voice-hearers in becoming more assertive towards a digital representation of their abusive voice. Direct dialogue with carefully characterized avatars aims to build the voice-hearers’ positive sense of self, supporting the person to make sense of their experiences. PRACTITIONER POINTS: AVATAR therapy enables voice-hearers to engage in face-to-face dialogue with a digital representation (‘avatar’) of their persecutory voice. Fine-grained analyses showed how relating behaviours and therapeutic actions evolve during active AVATAR therapy dialogue. Carefully characterized avatars and direct therapist input help voice-hearers become more assertive over the avatar, enhance positive sense of self, and support individuals to make sense of their experiences
    corecore