retraining, feedback, interest, emotion regulation, and other abilities. The results mostly illustrated participants attitudes and affordance related to VR (e.g., satisfaction or perceived usefulness), and indicated improvement in outcomes. However, few researchers have examined the aspects of VR that may impede therapy. Counseling research regarding VR as a therapy aid is in its infancy. This discussion provides evidence that suggests it


is worth understanding what role VR


technology may play in therapy and to further identify future directions for VR use and ways to improve VR for use.


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for co-located Development, 9, 281-288. ABOUT THE AUTHOR


Richard Lamb, PhD, University at Buffalo. Dr. Richard Lamb’s recent work is interdisciplinary and has drawn from neuropsychology, neuroscience, and psychometric theory to examine factors that may impede or enable learning in therapeutic settings. rllamb@buffalo.edu


Elisabeth Etopio, PhD, University at Buffalo. Dr. Elisabeth Etopio, is a former school music teacher and holds a doctorate in Early Childhood Education from the University at Buffalo. Her research includes children’s music learning and social, emotional, and cognitive development. etopio@buffalo.edu


Rebekah Lamb, MA, Enterprise Charter School. Ms. Rebekah Lamb is a special education teacher working with students experiencing emotion and cognitive dysregulation in the K-12 environment. Ms. Lamb’s work involves the use of assistive educational technologies to improve outcomes for students with special needs. rebekahlamb@enterprisecharter.org


childhood movement


enhanced virtual disorder


International Journal of Child Health and Human


www.a4pt.org | March 2018 | PLAYTHERAPY | 25


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