{"id":4170,"date":"2024-04-28T18:30:41","date_gmt":"2024-04-28T23:30:41","guid":{"rendered":"https:\/\/cirics.uqo.ca\/stephane-bouchard\/"},"modified":"2025-02-07T10:04:08","modified_gmt":"2025-02-07T15:04:08","slug":"stephane-bouchard","status":"publish","type":"page","link":"https:\/\/cirics.uqo.ca\/en\/stephane-bouchard\/","title":{"rendered":"St\u00e9phane Bouchard"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"4170\" class=\"elementor elementor-4170 elementor-2538\">\n\t\t\t\t<div class=\"elementor-element elementor-element-e09216a e-flex e-con-boxed e-con e-parent\" data-id=\"e09216a\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-9386cfe elementor-hidden-desktop elementor-hidden-tablet elementor-hidden-mobile e-flex e-con-boxed e-con e-parent\" data-id=\"9386cfe\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-ea9c07d elementor-widget elementor-widget-heading\" data-id=\"ea9c07d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Welcome<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-70e53c3 elementor-widget elementor-widget-text-editor\" data-id=\"70e53c3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>If needed, this section can contain some or all of the following:<\/p>\n<ul>\n<li>A large, engaging image of the university, department, or an abstract representation of the academic field can set a professional and inspiring tone.<\/li>\n<li>A brief welcome message or introduction that explains what visitors will find on the page. This could be a short paragraph detailing the purpose of the page, such as highlighting the academic and research achievements of the faculty.<\/li>\n<li>Key facts, achievements or statistics about the professor or department. For instance, number of published papers, years of experience, key projects, or awards won.<\/li>\n<li>Interactive timeline that highlights major milestones, such as significant publications, awards, and other achievements.<\/li>\n<li>A short video where the professor introduces themselves and talk about their work and interests providing a personal touch, and making the page more engaging and approachable.<\/li>\n<\/ul>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-9b8f585 e-flex e-con-boxed e-con e-parent\" data-id=\"9b8f585\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"elementor-element elementor-element-99badd5 e-con-full my-profs-page-image-card e-flex e-con e-child\" data-id=\"99badd5\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-d8d58ce eael-team-align-centered elementor-widget elementor-widget-eael-team-member\" data-id=\"d8d58ce\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"eael-team-member.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\n\n\t<div id=\"eael-team-member-d8d58ce\" class=\"eael-team-item eael-team-members-simple team-avatar-rounded\">\n\t\t<div class=\"eael-team-item-inner\">\n\t\t\t<div class=\"eael-team-image\">\n\t\t\t\t<figure>\n\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" src=\"https:\/\/cirics.uqo.ca\/wp-content\/uploads\/2024\/04\/Stephane_Bouchard-300x300-1.webp\" alt=\"\">\n\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t<div class=\"eael-team-content\">\n\t\t\t\t<h2 class=\"eael-team-member-name\">St\u00e9phane Bouchard<\/h2><h3 class=\"eael-team-member-position\"><span>Professor<\/span><br> Universit\u00e9 du Qu\u00e9bec en Outaouais (UQO)<br> Department of Psychoeducation and Psychology<\/h3>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<ul class=\"eael-team-member-social-profiles\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<li class=\"eael-team-member-social-link\">\n\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/uqo.ca\/profil\/boucst01\" target=\"_blank\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-university\" viewBox=\"0 0 512 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M496 128v16a8 8 0 0 1-8 8h-24v12c0 6.627-5.373 12-12 12H60c-6.627 0-12-5.373-12-12v-12H24a8 8 0 0 1-8-8v-16a8 8 0 0 1 4.941-7.392l232-88a7.996 7.996 0 0 1 6.118 0l232 88A8 8 0 0 1 496 128zm-24 304H40c-13.255 0-24 10.745-24 24v16a8 8 0 0 0 8 8h464a8 8 0 0 0 8-8v-16c0-13.255-10.745-24-24-24zM96 192v192H60c-6.627 0-12 5.373-12 12v20h416v-20c0-6.627-5.373-12-12-12h-36V192h-64v192h-64V192h-64v192h-64V192H96z\"><\/path><\/svg>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<li class=\"eael-team-member-social-link\">\n\t\t\t\t\t\t\t\t\t\t<a href=\"http:\/\/w3.uqo.ca\/cyberpsy%20\" target=\"_blank\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fab-wordpress\" viewBox=\"0 0 512 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M61.7 169.4l101.5 278C92.2 413 43.3 340.2 43.3 256c0-30.9 6.6-60.1 18.4-86.6zm337.9 75.9c0-26.3-9.4-44.5-17.5-58.7-10.8-17.5-20.9-32.4-20.9-49.9 0-19.6 14.8-37.8 35.7-37.8.9 0 1.8.1 2.8.2-37.9-34.7-88.3-55.9-143.7-55.9-74.3 0-139.7 38.1-177.8 95.9 5 .2 9.7.3 13.7.3 22.2 0 56.7-2.7 56.7-2.7 11.5-.7 12.8 16.2 1.4 17.5 0 0-11.5 1.3-24.3 2l77.5 230.4L249.8 247l-33.1-90.8c-11.5-.7-22.3-2-22.3-2-11.5-.7-10.1-18.2 1.3-17.5 0 0 35.1 2.7 56 2.7 22.2 0 56.7-2.7 56.7-2.7 11.5-.7 12.8 16.2 1.4 17.5 0 0-11.5 1.3-24.3 2l76.9 228.7 21.2-70.9c9-29.4 16-50.5 16-68.7zm-139.9 29.3l-63.8 185.5c19.1 5.6 39.2 8.7 60.1 8.7 24.8 0 48.5-4.3 70.6-12.1-.6-.9-1.1-1.9-1.5-2.9l-65.4-179.2zm183-120.7c.9 6.8 1.4 14 1.4 21.9 0 21.6-4 45.8-16.2 76.2l-65 187.9C426.2 403 468.7 334.5 468.7 256c0-37-9.4-71.8-26-102.1zM504 256c0 136.8-111.3 248-248 248C119.2 504 8 392.7 8 256 8 119.2 119.2 8 256 8c136.7 0 248 111.2 248 248zm-11.4 0c0-130.5-106.2-236.6-236.6-236.6C125.5 19.4 19.4 125.5 19.4 256S125.6 492.6 256 492.6c130.5 0 236.6-106.1 236.6-236.6z\"><\/path><\/svg>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t\t\t\t\t<p class=\"eael-team-text\">St\u00e9phane Bouchard, full professor at the Universit\u00e9 du Qu\u00e9bec en Outaouais, is co-director of the Cyberpsychology Laboratory. Until recently, he held the Canada Research Chair in Clinical Cyberpsychology (Level 2). He specializes in virtual reality, telepsychotherapy, presence phenomena, experimental induction of emotional states and cybersecurity in cyberspace.  <\/p>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-aaa41d5 e-con-full my-profs-page-publ-card e-flex e-con e-child\" data-id=\"aaa41d5\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-a474f56 elementor-widget elementor-widget-heading\" data-id=\"a474f56\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Productions included in the research:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-ce5ef54 elementor-widget elementor-widget-text-editor\" data-id=\"ce5ef54\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p style=\"text-align: left;\"><strong>AUT<\/strong> (Other), BRE (Patent), <strong>CAC<\/strong> (Refereed publications in conference proceedings), <strong>CNA<\/strong> (Non-refereed paper), <strong>COC<\/strong> (Contribution to a collective work), <strong>COF<\/strong> (Refereed paper), <strong>CRE<\/strong>, <strong>GRO<\/strong>, <strong>LIV<\/strong> (Book), <strong>RAC<\/strong> (Refereed journal), <strong>RAP<\/strong> (Research report), <strong>RSC<\/strong> (Non-refereed journal).<\/p>\n<p style=\"text-align: center;\"><span style=\"text-shadow: 1px 1px 2px gray;\">Year: 1975 to 2024<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-107306a elementor-align-center my-prof-publ-but elementor-widget elementor-widget-button\" data-id=\"107306a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"button.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-button-wrapper\">\n\t\t\t\t\t<a class=\"elementor-button elementor-button-link elementor-size-sm\" href=\"https:\/\/cirics.uqo.ca\/publications\/?tsr=&#038;auth=49\">\n\t\t\t\t\t\t<span class=\"elementor-button-content-wrapper\">\n\t\t\t\t\t\t<span class=\"elementor-button-icon\">\n\t\t\t\t<svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-book-open\" viewBox=\"0 0 576 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M542.22 32.05c-54.8 3.11-163.72 14.43-230.96 55.59-4.64 2.84-7.27 7.89-7.27 13.17v363.87c0 11.55 12.63 18.85 23.28 13.49 69.18-34.82 169.23-44.32 218.7-46.92 16.89-.89 30.02-14.43 30.02-30.66V62.75c.01-17.71-15.35-31.74-33.77-30.7zM264.73 87.64C197.5 46.48 88.58 35.17 33.78 32.05 15.36 31.01 0 45.04 0 62.75V400.6c0 16.24 13.13 29.78 30.02 30.66 49.49 2.6 149.59 12.11 218.77 46.95 10.62 5.35 23.21-1.94 23.21-13.46V100.63c0-5.29-2.62-10.14-7.27-12.99z\"><\/path><\/svg>\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t<span class=\"elementor-button-text\">All publications<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-eb6a7a7 elementor-widget elementor-widget-heading\" data-id=\"eb6a7a7\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Selected publications<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-29ef351 elementor-widget elementor-widget-shortcode\" data-id=\"29ef351\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"shortcode.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-shortcode\"><div class=\"teachpress_pub_list\"><form name=\"tppublistform\" method=\"get\"><a name=\"tppubs\" id=\"tppubs\"><\/a><\/form><table class=\"teachpress_publication_list\"><tr>\r\n                    <td>\r\n                        <h3 class=\"tp_h3\" id=\"tp_h3_2026\">2026<\/h3>\r\n                    <\/td>\r\n                <\/tr><tr class=\"tp_publication tp_publication_article\"><td class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Guingo, E.;  Debeurme, M. H.;  Santos, R. P.;  Addab, S.;  Rainville, P.;  Bouchard, S.;  Chougui, K.;  Tsimicalis, A.;  Nault, M. -L.;  Ducruet, T.;  Ledjiar, O.;  Noel, M.;  St-Arneault, K.;  Cotes-Turpin, C.;  Hung, N.;  Ouimet, P.;  Parent, S.;  Gardner, J.;  Bernstein, M.;  May, S. Le<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('541','tp_abstract')\" style=\"cursor:pointer;\">Efficacy of Virtual Reality vs. Tablet Games for Pain and Anxiety in Children Undergoing Bone Pins Removal: Randomised Clinical Trial<\/a> <span class=\"tp_pub_type tp_  article\">Journal Article<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_in\">In: <\/span><span class=\"tp_pub_additional_journal\">Journal of Advanced Nursing, <\/span><span class=\"tp_pub_additional_volume\">vol. 82, <\/span><span class=\"tp_pub_additional_number\">no. 2, <\/span><span class=\"tp_pub_additional_pages\">pp. 1791\u20131802, <\/span><span class=\"tp_pub_additional_year\">2026<\/span>, <span class=\"tp_pub_additional_issn\">ISSN: 03092402 (ISSN)<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_541\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('541','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_541\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('541','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span>  |  <span class=\"tp_pub_links_label\">Links: <\/span><a class=\"tp_pub_link\" href=\"https:\/\/www.scopus.com\/inward\/record.uri?eid=2-s2.0-105004216228&amp;doi=10.1111%2Fjan.16991&amp;partnerID=40&amp;md5=9200a82b5c9572abcc5170e9c9d6142b\" title=\"https:\/\/www.scopus.com\/inward\/record.uri?eid=2-s2.0-105004216228&amp;doi=10.1111%2Fjan.16991&amp;partnerID=40&amp;md5=9200a82b5c9572abcc5170e9c9d6142b\" target=\"_blank\"><i class=\"fas fa-globe\"><\/i><\/a><a class=\"tp_pub_link\" href=\"https:\/\/dx.doi.org\/10.1111\/jan.16991\" title=\"Follow DOI:10.1111\/jan.16991\" target=\"_blank\"><i class=\"ai ai-doi\"><\/i><\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_541\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@article{guingo_efficacy_2026,<br \/>\r\ntitle = {Efficacy of Virtual Reality vs. Tablet Games for Pain and Anxiety in Children Undergoing Bone Pins Removal: Randomised Clinical Trial},<br \/>\r\nauthor = {E. Guingo and M. H. Debeurme and R. P. Santos and S. Addab and P. Rainville and S. Bouchard and K. Chougui and A. Tsimicalis and M. -L. Nault and T. Ducruet and O. Ledjiar and M. Noel and K. St-Arneault and C. Cotes-Turpin and N. Hung and P. Ouimet and S. Parent and J. Gardner and M. Bernstein and S. Le May},<br \/>\r\nurl = {https:\/\/www.scopus.com\/inward\/record.uri?eid=2-s2.0-105004216228&doi=10.1111%2Fjan.16991&partnerID=40&md5=9200a82b5c9572abcc5170e9c9d6142b},<br \/>\r\ndoi = {10.1111\/jan.16991},<br \/>\r\nissn = {03092402 (ISSN)},<br \/>\r\nyear  = {2026},<br \/>\r\ndate = {2026-01-01},<br \/>\r\njournal = {Journal of Advanced Nursing},<br \/>\r\nvolume = {82},<br \/>\r\nnumber = {2},<br \/>\r\npages = {1791\u20131802},<br \/>\r\nabstract = {Aims: To verify the efficacy of virtual reality compared to tablet games for pain and anxiety management in children undergoing percutaneous bone pin and\/or suture removal procedures. Design: Randomised clinical trial using two parallel groups: (1) virtual reality or (2) tablet game. Methods: Three-center, randomised pragmatic clinical trial, using a parallel design with two groups (experimental group: immersive virtual reality; active comparator: tablet games). Children aged 6\u201317 requiring percutaneous pins and\/or sutures were recruited between 2020 and 2022 from three outpatient orthopaedic clinics in paediatric hospitals. Pain was measured with the Numerical Rating Scale and anxiety with the Child Fear Scale before and immediately after the procedure. Results: A total of 188 participants were assigned to either the virtual reality group (96 participants) or the tablet group (92 participants). At the first assessment, there was no noticeable difference between the two groups in terms of pain or anxiety levels. However, further analysis revealed that participants aged 13 and older in the virtual reality group experienced significantly lower anxiety. Conclusion: Virtual reality was not more efficacious than games on a tablet for pain and anxiety of children undergoing removal of bone pins or sutures. However, virtual reality demonstrated a benefit in reducing anxiety for teenagers, particularly those aged 13-older. Implication for the Professional and\/or Patient Care: Virtual reality games provide an immersive, non-pharmacological alternative of for anxiety management of teenagers during pins and\/or sutures removal. Impact: This study showed that a virtual reality game may help reduce anxiety during pins and\/or sutures removal procedures in patients aged 13 years and older. Reporting Method: We adhered to the CONSORT checklist for reporting results. Patient or Public Contribution: A patient partner reviewed the study design, methods and final manuscript. Trial Registration: NCT03680625. \u00a9 2025 The Author(s). Journal of Advanced Nursing published by John Wiley & Sons Ltd.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {article}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('541','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_541\" style=\"display:none;\"><div class=\"tp_abstract_entry\">Aims: To verify the efficacy of virtual reality compared to tablet games for pain and anxiety management in children undergoing percutaneous bone pin and\/or suture removal procedures. Design: Randomised clinical trial using two parallel groups: (1) virtual reality or (2) tablet game. Methods: Three-center, randomised pragmatic clinical trial, using a parallel design with two groups (experimental group: immersive virtual reality; active comparator: tablet games). Children aged 6\u201317 requiring percutaneous pins and\/or sutures were recruited between 2020 and 2022 from three outpatient orthopaedic clinics in paediatric hospitals. Pain was measured with the Numerical Rating Scale and anxiety with the Child Fear Scale before and immediately after the procedure. Results: A total of 188 participants were assigned to either the virtual reality group (96 participants) or the tablet group (92 participants). At the first assessment, there was no noticeable difference between the two groups in terms of pain or anxiety levels. However, further analysis revealed that participants aged 13 and older in the virtual reality group experienced significantly lower anxiety. Conclusion: Virtual reality was not more efficacious than games on a tablet for pain and anxiety of children undergoing removal of bone pins or sutures. However, virtual reality demonstrated a benefit in reducing anxiety for teenagers, particularly those aged 13-older. Implication for the Professional and\/or Patient Care: Virtual reality games provide an immersive, non-pharmacological alternative of for anxiety management of teenagers during pins and\/or sutures removal. Impact: This study showed that a virtual reality game may help reduce anxiety during pins and\/or sutures removal procedures in patients aged 13 years and older. Reporting Method: We adhered to the CONSORT checklist for reporting results. Patient or Public Contribution: A patient partner reviewed the study design, methods and final manuscript. Trial Registration: NCT03680625. \u00a9 2025 The Author(s). Journal of Advanced Nursing published by John Wiley &amp; Sons Ltd.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('541','tp_abstract')\">Close<\/a><\/p><\/div><\/td><\/tr><tr class=\"tp_publication tp_publication_article\"><td class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Delangle, M.;  Mo\u00efse-Richard, A.;  Leclercq, A. -L.;  Labb\u00e9, D.;  Bouchard, S.;  Andrews, S.;  M\u00e9nard, L.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('543','tp_abstract')\" style=\"cursor:pointer;\">Speaking face-to-face with a virtual avatar to reduce anxiety in students who stutter: Tool development and pilot study results<\/a> <span class=\"tp_pub_type tp_  article\">Journal Article<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_in\">In: <\/span><span class=\"tp_pub_additional_journal\">Journal of Fluency Disorders, <\/span><span class=\"tp_pub_additional_volume\">vol. 87, <\/span><span class=\"tp_pub_additional_year\">2026<\/span>, <span class=\"tp_pub_additional_issn\">ISSN: 0094730X (ISSN)<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_543\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('543','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_543\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('543','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span>  |  <span class=\"tp_pub_links_label\">Links: <\/span><a class=\"tp_pub_link\" href=\"https:\/\/www.scopus.com\/inward\/record.uri?eid=2-s2.0-105028302364&amp;doi=10.1016%2Fj.jfludis.2026.106194&amp;partnerID=40&amp;md5=af0d246f9187ee19796f36456887400b\" title=\"https:\/\/www.scopus.com\/inward\/record.uri?eid=2-s2.0-105028302364&amp;doi=10.1016%2Fj.jfludis.2026.106194&amp;partnerID=40&amp;md5=af0d246f9187ee19796f36456887400b\" target=\"_blank\"><i class=\"fas fa-globe\"><\/i><\/a><a class=\"tp_pub_link\" href=\"https:\/\/dx.doi.org\/10.1016\/j.jfludis.2026.106194\" title=\"Follow DOI:10.1016\/j.jfludis.2026.106194\" target=\"_blank\"><i class=\"ai ai-doi\"><\/i><\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_543\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@article{delangle_speaking_2026,<br \/>\r\ntitle = {Speaking face-to-face with a virtual avatar to reduce anxiety in students who stutter: Tool development and pilot study results},<br \/>\r\nauthor = {M. Delangle and A. Mo\u00efse-Richard and A. -L. Leclercq and D. Labb\u00e9 and S. Bouchard and S. Andrews and L. M\u00e9nard},<br \/>\r\nurl = {https:\/\/www.scopus.com\/inward\/record.uri?eid=2-s2.0-105028302364&doi=10.1016%2Fj.jfludis.2026.106194&partnerID=40&md5=af0d246f9187ee19796f36456887400b},<br \/>\r\ndoi = {10.1016\/j.jfludis.2026.106194},<br \/>\r\nissn = {0094730X (ISSN)},<br \/>\r\nyear  = {2026},<br \/>\r\ndate = {2026-01-01},<br \/>\r\njournal = {Journal of Fluency Disorders},<br \/>\r\nvolume = {87},<br \/>\r\nabstract = {Purpose Speaking in class is challenging for students who stutter. Cognitive-behavioral therapy (CBT) with exposure in virtual reality (VR) emerges as a promising intervention for treating speaking anxiety in pediatric populations. This pilot study tested if real-time avatar-based VR can elicit anxiety responses while remaining acceptable to youth who stutter. Method Twelve students who stutter (aged 9\u201318) were randomly assigned to a single training session conducted either (1) in VR with a realistic avatar controlled live by their SLP, or (2) in role-play with their SLP, before facing a real actor. We assessed system acceptability, anxiety levels and perceived self-efficacy. Results The VR system was well accepted and elicited physiological arousal comparable to real-life interactions. Although participants reported experiencing less anxiety during VR, skin conductance level showed higher arousal; suggesting a divergence between the subjective report and physiological response. Finally, one training session (either in VR or with the SLP) did not produce gains in self-efficacy or decrease in anxiety related to the final real-actor conversation. Conclusion This study demonstrates evidence that the potential use of immersive VR could represent an acceptable and viable complementary strategy for SLP treatment, that could control exposure parameters while evoking physiological responses similar to real-life contexts. The differences between subjective and physiological measures suggest that VR is inducing anxiety responses differently than it was perceived. Further research could investigate the use of VR as anxiety interventions for students who stutter and should be explored across multi-session studies to understand their therapeutic effect. \u00a9 2026 The Authors.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {article}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('543','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_543\" style=\"display:none;\"><div class=\"tp_abstract_entry\">Purpose Speaking in class is challenging for students who stutter. Cognitive-behavioral therapy (CBT) with exposure in virtual reality (VR) emerges as a promising intervention for treating speaking anxiety in pediatric populations. This pilot study tested if real-time avatar-based VR can elicit anxiety responses while remaining acceptable to youth who stutter. Method Twelve students who stutter (aged 9\u201318) were randomly assigned to a single training session conducted either (1) in VR with a realistic avatar controlled live by their SLP, or (2) in role-play with their SLP, before facing a real actor. We assessed system acceptability, anxiety levels and perceived self-efficacy. Results The VR system was well accepted and elicited physiological arousal comparable to real-life interactions. Although participants reported experiencing less anxiety during VR, skin conductance level showed higher arousal; suggesting a divergence between the subjective report and physiological response. Finally, one training session (either in VR or with the SLP) did not produce gains in self-efficacy or decrease in anxiety related to the final real-actor conversation. Conclusion This study demonstrates evidence that the potential use of immersive VR could represent an acceptable and viable complementary strategy for SLP treatment, that could control exposure parameters while evoking physiological responses similar to real-life contexts. The differences between subjective and physiological measures suggest that VR is inducing anxiety responses differently than it was perceived. Further research could investigate the use of VR as anxiety interventions for students who stutter and should be explored across multi-session studies to understand their therapeutic effect. \u00a9 2026 The Authors.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('543','tp_abstract')\">Close<\/a><\/p><\/div><\/td><\/tr><tr class=\"tp_publication tp_publication_article\"><td class=\"tp_pub_info\"><p class=\"tp_pub_author\"> Monthuy-Blanc, J.;  Fortin, G.;  Corno, G.;  Bouchard, S.<\/p><p class=\"tp_pub_title\"><a class=\"tp_title_link\" onclick=\"teachpress_pub_showhide('567','tp_abstract')\" style=\"cursor:pointer;\">Examining the distinctiveness of body image and self-related constructs in eating disorders using virtual reality: the role of shape concerns, physical self-worth, and global self-worth<\/a> <span class=\"tp_pub_type tp_  article\">Journal Article<\/span> <\/p><p class=\"tp_pub_additional\"><span class=\"tp_pub_additional_in\">In: <\/span><span class=\"tp_pub_additional_journal\">Frontiers in Psychology, <\/span><span class=\"tp_pub_additional_volume\">vol. 16, <\/span><span class=\"tp_pub_additional_year\">2026<\/span>, <span class=\"tp_pub_additional_issn\">ISSN: 16641078 (ISSN)<\/span>.<\/p><p class=\"tp_pub_menu\"><span class=\"tp_abstract_link\"><a id=\"tp_abstract_sh_567\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('567','tp_abstract')\" title=\"Show abstract\" style=\"cursor:pointer;\">Abstract<\/a><\/span> | <span class=\"tp_bibtex_link\"><a id=\"tp_bibtex_sh_567\" class=\"tp_show\" onclick=\"teachpress_pub_showhide('567','tp_bibtex')\" title=\"Show BibTeX entry\" style=\"cursor:pointer;\">BibTeX<\/a><\/span>  |  <span class=\"tp_pub_links_label\">Links: <\/span><a class=\"tp_pub_link\" href=\"https:\/\/www.scopus.com\/inward\/record.uri?eid=2-s2.0-105029796609&amp;doi=10.3389%2Ffpsyg.2025.1649698&amp;partnerID=40&amp;md5=6051a2b03589f05fea165ff9d1d84200\" title=\"https:\/\/www.scopus.com\/inward\/record.uri?eid=2-s2.0-105029796609&amp;doi=10.3389%2Ffpsyg.2025.1649698&amp;partnerID=40&amp;md5=6051a2b03589f05fea165ff9d1d84200\" target=\"_blank\"><i class=\"fas fa-globe\"><\/i><\/a><a class=\"tp_pub_link\" href=\"https:\/\/dx.doi.org\/10.3389\/fpsyg.2025.1649698\" title=\"Follow DOI:10.3389\/fpsyg.2025.1649698\" target=\"_blank\"><i class=\"ai ai-doi\"><\/i><\/a><\/span><\/p><div class=\"tp_bibtex\" id=\"tp_bibtex_567\" style=\"display:none;\"><div class=\"tp_bibtex_entry\"><pre>@article{monthuy-blanc_examining_2026,<br \/>\r\ntitle = {Examining the distinctiveness of body image and self-related constructs in eating disorders using virtual reality: the role of shape concerns, physical self-worth, and global self-worth},<br \/>\r\nauthor = {J. Monthuy-Blanc and G. Fortin and G. Corno and S. Bouchard},<br \/>\r\nurl = {https:\/\/www.scopus.com\/inward\/record.uri?eid=2-s2.0-105029796609&doi=10.3389%2Ffpsyg.2025.1649698&partnerID=40&md5=6051a2b03589f05fea165ff9d1d84200},<br \/>\r\ndoi = {10.3389\/fpsyg.2025.1649698},<br \/>\r\nissn = {16641078 (ISSN)},<br \/>\r\nyear  = {2026},<br \/>\r\ndate = {2026-01-01},<br \/>\r\njournal = {Frontiers in Psychology},<br \/>\r\nvolume = {16},<br \/>\r\nabstract = {Introduction: In Western culture, the female body is commonly socially perceived as an object of evaluation, causing women to frequently evaluate their self-worth based on their physical appearance. Since the last decade, the use of virtual reality (VR) helped clarify the intricate interplay between broader self-related dimensions and dysfunctional eating attitudes and behaviors in women with eating disorders (EDs). The first objective of this study explores the role of body image attitudes (i.e., perceived physical attractiveness, body shape concerns), global self-worth, and physical self-worth in determining visual-perceptual body image representations (i.e., allocentric and egocentric ideal and self-perceived body size) and visual-perceptual body image disturbances (i.e., allocentric and egocentric visual-perceptual body dissatisfaction) in a sample of women with EDs. Additionally, the second objective is to explore the role of body image variables (in terms of attitudes: perceived physical attractiveness, body shape concerns; and in terms of visual-perceptual body image disturbances), global self-worth, physical self-worth, in determining dysfunctional eating attitudes and behaviors (i.e., eating concerns, restraint, and bulimia) in women with EDs. Methods: The sample involved 96 self-identified female participants. Pearson's bivariate correlations and multiple linear regressions analyses were conducted to investigate the study's objectives. A VR-based figure rating scale was used to perform visual depictive body size estimation tasks in an allocentric and egocentric perspectives. Results: The findings indicate that physical self-worth and shape concerns are the primary variables related to visual-perceptual body image dissatisfaction. Shape concerns is also associated with eating concerns. Discussion: This study emphasizes the critical role of physical self-worth and shape concerns as common variables of interest in relation to both visual-perceptual body image representations and disturbances, as well as shape concerns for dysfunctional eating attitudes and behaviors. These findings clarify the understating of the intricate interplay between body image, broader self-related dimensions, and dysfunctional eating attitudes and behaviors in EDs. Copyright \u00a9 2026 Monthuy-Blanc, Fortin, Corno and Bouchard.},<br \/>\r\nkeywords = {},<br \/>\r\npubstate = {published},<br \/>\r\ntppubtype = {article}<br \/>\r\n}<br \/>\r\n<\/pre><\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('567','tp_bibtex')\">Close<\/a><\/p><\/div><div class=\"tp_abstract\" id=\"tp_abstract_567\" style=\"display:none;\"><div class=\"tp_abstract_entry\">Introduction: In Western culture, the female body is commonly socially perceived as an object of evaluation, causing women to frequently evaluate their self-worth based on their physical appearance. Since the last decade, the use of virtual reality (VR) helped clarify the intricate interplay between broader self-related dimensions and dysfunctional eating attitudes and behaviors in women with eating disorders (EDs). The first objective of this study explores the role of body image attitudes (i.e., perceived physical attractiveness, body shape concerns), global self-worth, and physical self-worth in determining visual-perceptual body image representations (i.e., allocentric and egocentric ideal and self-perceived body size) and visual-perceptual body image disturbances (i.e., allocentric and egocentric visual-perceptual body dissatisfaction) in a sample of women with EDs. Additionally, the second objective is to explore the role of body image variables (in terms of attitudes: perceived physical attractiveness, body shape concerns; and in terms of visual-perceptual body image disturbances), global self-worth, physical self-worth, in determining dysfunctional eating attitudes and behaviors (i.e., eating concerns, restraint, and bulimia) in women with EDs. Methods: The sample involved 96 self-identified female participants. Pearson's bivariate correlations and multiple linear regressions analyses were conducted to investigate the study's objectives. A VR-based figure rating scale was used to perform visual depictive body size estimation tasks in an allocentric and egocentric perspectives. Results: The findings indicate that physical self-worth and shape concerns are the primary variables related to visual-perceptual body image dissatisfaction. Shape concerns is also associated with eating concerns. Discussion: This study emphasizes the critical role of physical self-worth and shape concerns as common variables of interest in relation to both visual-perceptual body image representations and disturbances, as well as shape concerns for dysfunctional eating attitudes and behaviors. These findings clarify the understating of the intricate interplay between body image, broader self-related dimensions, and dysfunctional eating attitudes and behaviors in EDs. Copyright \u00a9 2026 Monthuy-Blanc, Fortin, Corno and Bouchard.<\/div><p class=\"tp_close_menu\"><a class=\"tp_close\" onclick=\"teachpress_pub_showhide('567','tp_abstract')\">Close<\/a><\/p><\/div><\/td><\/tr><\/table><\/div><\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-5558b72 elementor-hidden-desktop elementor-hidden-tablet elementor-hidden-mobile e-flex e-con-boxed e-con e-parent\" data-id=\"5558b72\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-92ea5b7 elementor-widget elementor-widget-heading\" data-id=\"92ea5b7\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Some Heading<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-de7d7a3 elementor-widget elementor-widget-text-editor\" data-id=\"de7d7a3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>If needed, this section can contain some or all of the following:<\/p>\n<ul>\n<li>Recent news, updates, or upcoming events related to the professor or their department, such as guest lectures, seminars, and conferences.<\/li>\n<li>Social media feed.<\/li>\n<li>A quote from the professor about their philosophy on education and research or a testimonial from a peer or student adding a personal and inspirational element to the page, placing this information just above the share icons can give visitors current and relevant reasons to engage and share.<\/li>\n<li>Call to Action to attend or participate in some even.<\/li>\n<li>Contact Form<\/li>\n<li>Subscribe form<\/li>\n<\/ul>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-931098e e-flex e-con-boxed e-con e-parent\" data-id=\"931098e\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-ccca712 elementor-widget__width-auto eael-dual-header-content-align-center elementor-widget elementor-widget-eael-dual-color-header\" data-id=\"ccca712\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"eael-dual-color-header.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t<div class=\"eael-dual-header\">\n\t\t\t\t<h2 class=\"title eael-dch-title\"><span class=\"eael-dch-title-text eael-dch-title-lead lead solid-color\">Share Professor St\u00e9phane Bouchard<\/span> <span class=\"eael-dch-title-text\">publications with your network!<\/span><\/h2><div class=\"eael-dch-separator-wrap\"><span class=\"separator-one\"><\/span>\n\t\t\t<span class=\"separator-two\"><\/span><\/div>\t\t\t<\/div>\n\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Welcome If needed, this section can contain some or all of the following: A large, engaging image of the university, department, or an abstract representation of the academic field can set a professional and inspiring tone. 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