Slide
Centre Interdisciplinaire
de Recherche et d’Innovation
en Cybersécurité et Société
de Recherche et d’Innovation
en Cybersécurité et Société
1.
Linnaranta, O.; Cardona, L. G.; Seon, Q.; Tukkiapik, A.; Outerbridge, J.; Bouchard, S.
In: Cognitive and Behavioral Practice, vol. 32, no. 4, pp. 513–525, 2025, ISSN: 10777229 (ISSN).
Abstract | Links | BibTeX | Tags: Adaptation, adult, article, behavior therapy, clinical article, cognitive behavioral therapy, cultural adaptation, cultural safety, emotion regulation, Environment, environmental exposure, female, health care quality, health service, human, information processing, Inuit, male, manipulative medicine, Mental health, mental health care access, participatory co-design, Problem solving, psychotherapist, psychotherapy, Quebec, software, virtual reality
@article{linnarantaViewsCulturallySafe2025,
title = {Views on a Culturally Safe Psychotherapeutic Treatment by Inuit in Quebec: Co-Design of Cognitive Behavioral Therapy Manual and Virtual Exposure Environments},
author = {O. Linnaranta and L. G. Cardona and Q. Seon and A. Tukkiapik and J. Outerbridge and S. Bouchard},
url = {https://www.scopus.com/pages/publications/85199212719?origin=resultslist},
doi = {10.1016/j.cbpra.2024.04.006},
issn = {10777229 (ISSN)},
year = {2025},
date = {2025-01-01},
journal = {Cognitive and Behavioral Practice},
volume = {32},
number = {4},
pages = {513–525},
publisher = {Elsevier Inc.},
abstract = {Cognitive-behavioral psychotherapy (CBT) can be combined with virtual reality (VR) to provide culturally safe and remotely delivered emotion regulation interventions. We conducted a co-design process of a CBT treatment manual and complementary VR environments for the Inuit populations from Nunavik. Here, we describe the knowledge gained during the adaptation process on the approach to mental well-being and psychotherapy. We followed qualitative, participatory, and research co-design methods. After an initial concept of VR-CBT, an advisory group made up of 7 adults identifying as or working with Inuit participated in 4 focus group meetings. A thematic analysis of the discussions was carried out. A non-symptom-focused approach with the therapist guiding the individual in empowerment and emotion management was accepted in the advisory group, replacing a symptom-focus. Several CBT in- and between-session techniques were seen critically or rejected, and time for working on a certain theme was increased. Some elements in the proposed landscape were rejected as unsafe, other elements added as culture-specific to increase safety. Future work should confirm broader acceptance and utility. Culturally specific factors play an essential role in acceptance of concepts and approaches used in psychotherapy. Accordingly, they can have an impact on acceptance and attendance in therapy. © 2024 Association for Behavioral and Cognitive Therapies. Published by Elsevier Ltd. This is an open access article under the CC BY license. http://creativecommons.org/licenses/by/4.0/},
keywords = {Adaptation, adult, article, behavior therapy, clinical article, cognitive behavioral therapy, cultural adaptation, cultural safety, emotion regulation, Environment, environmental exposure, female, health care quality, health service, human, information processing, Inuit, male, manipulative medicine, Mental health, mental health care access, participatory co-design, Problem solving, psychotherapist, psychotherapy, Quebec, software, virtual reality},
pubstate = {published},
tppubtype = {article}
}
Cognitive-behavioral psychotherapy (CBT) can be combined with virtual reality (VR) to provide culturally safe and remotely delivered emotion regulation interventions. We conducted a co-design process of a CBT treatment manual and complementary VR environments for the Inuit populations from Nunavik. Here, we describe the knowledge gained during the adaptation process on the approach to mental well-being and psychotherapy. We followed qualitative, participatory, and research co-design methods. After an initial concept of VR-CBT, an advisory group made up of 7 adults identifying as or working with Inuit participated in 4 focus group meetings. A thematic analysis of the discussions was carried out. A non-symptom-focused approach with the therapist guiding the individual in empowerment and emotion management was accepted in the advisory group, replacing a symptom-focus. Several CBT in- and between-session techniques were seen critically or rejected, and time for working on a certain theme was increased. Some elements in the proposed landscape were rejected as unsafe, other elements added as culture-specific to increase safety. Future work should confirm broader acceptance and utility. Culturally specific factors play an essential role in acceptance of concepts and approaches used in psychotherapy. Accordingly, they can have an impact on acceptance and attendance in therapy. © 2024 Association for Behavioral and Cognitive Therapies. Published by Elsevier Ltd. This is an open access article under the CC BY license. http://creativecommons.org/licenses/by/4.0/
2.
Moïse-Richard, A.; Ménard, L.; Bouchard, S.; Leclercq, A. -L.
In: Journal of Fluency Disorders, vol. 68, 2021, ISSN: 0094730X, (Publisher: Elsevier Inc.).
Abstract | Links | BibTeX | Tags: Adolescent, anticipatory anxiety, Anxiety, anxiety assessment, Anxiety disorder, Anxiety Disorders, article, Child, clinical article, controlled study, disease severity, female, human, Humans, male, psychological rating scale, Public speaking, school, school child, Schools, self report, software, speech, Stuttering, virtual learning environment
@article{moise-richard_real_2021,
title = {Real and virtual classrooms can trigger the same levels of stuttering severity ratings and anxiety in school-age children and adolescents who stutter},
author = {A. Moïse-Richard and L. Ménard and S. Bouchard and A. -L. Leclercq},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101691118&doi=10.1016%2fj.jfludis.2021.105830&partnerID=40&md5=e05dd193c76b1bad1d453aad4d87cc51},
doi = {10.1016/j.jfludis.2021.105830},
issn = {0094730X},
year = {2021},
date = {2021-01-01},
journal = {Journal of Fluency Disorders},
volume = {68},
publisher = {Elsevier Inc.},
abstract = {Purpose: Many school-age children and adolescents who stutter experience the fear of public speaking. Treatment implications include the need to address this problem. However, it is not always possible to train repeatedly in front of a real audience. The present study aimed to assess the relevance of using a virtual classroom in clinical practice with school-age children and adolescents who stutter. Methods: Ten children and adolescents who stutter (aged 9–17 years old) had to speak in three different situations: in front of a real audience, in front of a virtual class and in an empty virtual apartment using a head-mounted display. We aimed to assess whether the self-rated levels of anxiety while speaking in front of a virtual audience reflect the levels of anxiety reported while speaking in front of a live audience, and if the stuttering level while speaking to a virtual class reflects the stuttering level while speaking in real conditions. Results: Results show that the real audience creates higher anticipatory anxiety than the virtual class. However, both the self-reported anxiety levels and the stuttering severity ratings when talking in front of a virtual class did not differ from those observed when talking to a real audience, and were significantly higher than when talking in an empty virtual apartment. Conclusion: Our results support the feasibility and relevance of using a virtual classroom to expose school-age children and adolescents who stutter to a feared situation during cognitive behavioral therapy targeting the fear of public speaking. © 2021 Elsevier Inc.},
note = {Publisher: Elsevier Inc.},
keywords = {Adolescent, anticipatory anxiety, Anxiety, anxiety assessment, Anxiety disorder, Anxiety Disorders, article, Child, clinical article, controlled study, disease severity, female, human, Humans, male, psychological rating scale, Public speaking, school, school child, Schools, self report, software, speech, Stuttering, virtual learning environment},
pubstate = {published},
tppubtype = {article}
}
Purpose: Many school-age children and adolescents who stutter experience the fear of public speaking. Treatment implications include the need to address this problem. However, it is not always possible to train repeatedly in front of a real audience. The present study aimed to assess the relevance of using a virtual classroom in clinical practice with school-age children and adolescents who stutter. Methods: Ten children and adolescents who stutter (aged 9–17 years old) had to speak in three different situations: in front of a real audience, in front of a virtual class and in an empty virtual apartment using a head-mounted display. We aimed to assess whether the self-rated levels of anxiety while speaking in front of a virtual audience reflect the levels of anxiety reported while speaking in front of a live audience, and if the stuttering level while speaking to a virtual class reflects the stuttering level while speaking in real conditions. Results: Results show that the real audience creates higher anticipatory anxiety than the virtual class. However, both the self-reported anxiety levels and the stuttering severity ratings when talking in front of a virtual class did not differ from those observed when talking to a real audience, and were significantly higher than when talking in an empty virtual apartment. Conclusion: Our results support the feasibility and relevance of using a virtual classroom to expose school-age children and adolescents who stutter to a feared situation during cognitive behavioral therapy targeting the fear of public speaking. © 2021 Elsevier Inc.