Youth Top Problems in an Acute Psychiatric Sample: Describing Consumer-Nominated Treatment Needs in an Adolescent Partial Hospital Setting

Chiu, Angela W.; Desai, Payal; Skriner, Laura C.; Catarozoli, Corinne; Sullivan, Paul; Bennett, Shannon M.

doi:10.1007/s10578-022-01427-3

Cited by 5 publications

(1 citation statement)

References 36 publications

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“…measure improvements of individuals, tailored training, personal treatment goals). This can be achieved, for example, by having the adolescents indicate up to 5 problems in socio-emotional functioning that they are concerned about ( Chiu et al, 2022 ). Based on these individually formulated problems, weekly measurements can be used to determine whether the adolescents experience progress on these goals.…”

Section: Discussionmentioning

confidence: 99%

Interactive virtual reality training to improve socio-emotional functioning in adolescents with developmental language disorders: A feasibility study

Arts,

De Castro,

Luteijn

et al. 2023

Clin Child Psychol Psychiatry

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Methods to effectively improve socio-emotional functioning by adolescents with developmental language disorders (DLD) are scarce. Current methods to improve socio-emotional functioning in adolescents with other neurobiological disorders seem less suitable, as these methods are highly language based. This study therefore examined the feasibility of the virtual reality (VR) training for socio-emotional skills: ‘InterAction’. The aims of the present study were to (1) examine whether interactive VR is a feasible training method for adolescents with DLD; (2) investigate adolescents’ appreciation of the VR training; (3) examine whether the virtual reality training facilitates the participants’ sense of presence during social practice situations in an interactive digital world; and (4) explore whether adolescents socio-emotional skills improved during the six-session training. A sample of nine adolescents (13–16 years) with DLD reported on their presence in VR contexts and their appreciation toward the VR training. They also completed weekly self-reports on their socio-emotional functioning. Results indicated that ‘InterAction’ was a feasible method to practice socio-emotional functioning with adolescents with DLD. Adolescents highly appreciated the VR training. In addition, adolescents rated the sense of presence as high in the VR training. The individual trajectories showed that improvements in the trained skills varied both between and within participants. The results were also not uniform between the specific skills trained. The findings suggest that interactive virtual reality training may be a promising tool for improving socio-emotional functioning in adolescents with DLD. Future studies should examine the positive indications of this study in a larger sample.

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Section: Discussionmentioning

confidence: 99%