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In this paper, we reflect upon the design process and the game-elements for developing a tool for patients. These reflections are based upon a case in where we developed six different Virtual Reality (VR) scenarios as a combined tool for treatment of social anxiety disorder (SAD) for usage within the Danish healthcare system. The core theory for this development is based upon behavioral therapy as a standardized treatment method and the exposure that occur within this. This research is a part of a larger funded project titled VR8, which also contains integration of biofeedback and the application of the practice in where the tool should be applied. The main goal of this paper is to explain the development of the six scenarios, to provide a deeper understanding for the patients on how their anxiety triggers unfolds when exposed to a variety of different scenarios. And to provide a tool for both patients and practitioners to use as an addition to existing treatment methods. The reason for this development is due to (among others) the cost-reduction, timereduction, heighten of effectivity and user experience in using VR as a tool for treatment compared to regular in-vivo exposure therapy in where the practitioner guides the patient in a physical environment. In this environment a lot of factors can't be controlled and often results in the patient giving up and abandoning the treatment. With VR it is a controlled and closed environment making it more suitable for the patient to interact and level out their anxiety. The combination of iterative design thinking, filmmaking methods, game-based elements and agile software development are used as the core methods to develop the six scenarios. The six scenarios are developed with the aid of specific game-based elements, such as: mapping, level-design, audio control and remote action triggers. [ABSTRACT FROM AUTHOR]

Anxiety disorders are one of the most common mental health problems in Denmark with an estimated 350.000 sufferers. Social Anxiety Disorder (SAD) often begins in adolescence and has a considerable negative impact on the patient’s life. The gold-standard treatment for SAD is cognitive behavioral therapy (CBT). A central element in CBT is exposure therapy. During exposure the patient and practitioner gradually confront the feared stimuli. VR Exposure Therapy (VRET) utilizes virtual reality (VR) to provide an immersive and intense experience, comparable to the real world, for patients with anxiety disorders. This paper examines the development and design of two specific VR scenarios: “A Bench Scenario” with two people interacting with the patient and “An Employee Presentation” with four other people. The focus in this paper is regarding the design and development of the specific triggers used to provoke the fear stimuli within the patients with SAD and combined with game elements to enhance these triggers. These scenarios are developed and includes the usage of different game elements. These scenarios are to be tested in a larger RCT study combined with biometric data such as heart rate, sweat, and pulse sensors in order to measure anxiety levels. Both scenarios are to be interpreted in real-time and the scenarios can relay computer game inspired feedback to the practitioner. The overall goal of this project is: a) to shorten the treatment period for the patients, b) make a new approach for the current standard of treatment, and c) to lower the costs in treatment within the public sector. In the future the project will be able to target the specific anxiety triggers within the current patient. This research is a part of a larger project, called VR8, which is divided into several work-packages and between several partners. [ABSTRACT FROM AUTHOR]

This paper demonstrates how the potential of philosophical practice can be used in correcting social anxiety disorder. The paper is based on the theory of P. Harteloh that medical diagnosis related to mental disorders could be complemented by philosophical diagnosis. Therefore, philosophical practice functions as a therapy. We defined three non-productive attitudes of individuals with social anxiety disorder: shifting responsibility outward, considering the Other as dangerous, and focusing on "having" instead of "being". We suggest that philosophical counselors use relevant texts of J.P. Sartre, E. Levinas, M. Buber, and E. Fromm to correct these attitudes. We justified the necessity of a combined use of philosophical counseling and cognitive-behavioral psychotherapy in the treatment of social phobia. We also emphasized the possibility of philosophical practice to encourage a counselee to self-develop and to go beyond the limits of "normality" in order to live a deeper and fuller life. [ABSTRACT FROM AUTHOR]

The Article considers the use of such terms as social anxiety and social phobia within historical and nowadays context; it reflects a theoretically-reasoned characterization of social anxiety and adults having disorders caused by social anxiety. Findings allowed determining of the anthropological development of the term social anxiety. The analysis of definitions, criteria and features for diagnostics of such terms as social phobia and social anxiety allowed to elaborate a theoretical characterization of social anxiety. The purpose of the Article is to promote a clear and unified comprehension of this disorder by elaborating a pedagogical intervention program for solving of problems related to social anxiety in adults. By analysis of anthropological development, definitions and criteria for diagnostics of terms social phobia and social anxiety, the authors conclude that the terms social phobia and social anxiety are used to denote the same type of disorders. Results of analysis of specific and general features of social phobia and social anxiety allow elaborating of theoretical characterization of social anxiety and an adult having disorders caused by social anxiety. The elaborated theoretical characterization of social anxiety and an adult having disorders caused by social anxiety creates the necessary ground for the development of pedagogical intervention program. The authors consider that it is very significant to critically structure the features of social anxiety according to its primary and secondary display. The more precise and clear the differentiation will be performed, the more successful elaboration of pedagogical intervention program for reduction of social anxiety in adults having disorders caused by social anxiety will be possible. [ABSTRACT FROM AUTHOR]