Introduction: Depression and anxiety disorders pose a major challenge to the mental health of young adolescents. Numerous studies have indicated that these disorders are linked to deficits in executive functions (EF). Immersive virtual reality (IVR) has emerged as a promising tool for improving EF training. The aim of this study is to assess the impact of an IVR cognitive training on selective attention and working memory performance in adolescents at risk and without risk of developing anxiety and depression. Methodology: This study involved 46 adolescents aged 12-15 years, who participated in a gamified IVR cognitive training (Enhance VR). The intervention lasted 5 weeks, 2 times a week, 30 minutes (10 sessions per participant). Baseline and post-intervention assessments included the Stroop Colour and Word Test (SCWT) and the Trail Making Test (TMT A-B). Those measures assessed selective attention (TMT-A; SCWT colours or words) and working memory (SCWT colours and words, TMT-B). Based on RCADS-47 cut-off scores, participants were classified into medium to high risk (N=21) and low risk (N=25) for developing anxiety and depression. Results:Two-way mixed ANOVAs (group*time) were conducted. Results did not reveal any significant group*time interactions (p > .05) on selective attention and working memory. However, there was a significant main effect of time (p > .05) on all measures of selective attention and working memory.Similarly, pairwise comparisons showed statistically significant pre- to post-intervention improvements (p > .05) on all measures. Conclusions: These results suggest that IVR cognitive training can effectively improve selective attention and working memory, irrespective of anxiety and depression risk levels in adolescents, contributing to better mental health and improved cognitive functioning in adolescents.

Introduction: Rumination is a cognitive process characterized by repetitive, negative and unproductive thoughts that are difficult to overcome. It is defined as a transdiagnostic emotion regulation strategy that has been associated with various mental health disorders, such as anxiety and depression. Evidence shows that cognitive training helps staying focused on tasks and resist distractions. Virtual Reality (VR) can be used to train cognitive skills like attention control and emotional regulation, which are crucial for managing rumination effectively. Objectives: This research aims to evaluate the effect of a VR cognitive training on the ruminative style of adolescents, controlling for self-report levels of anxiety and depression. Method: The sample included 47 participants with an age range from 11 to 13, who attended at their Secondary School. The VR cognitive training lasted 5 weeks, 2 times a week, 30 minutes (10 sessions per participant). Rumination symptoms were assessed before and after the intervention with the Ruminative Response Scale (RRS). Also participants were divided into two groups, mid-to-high risk (N=22) and low risk (N=25) of developing internalizing symptoms, based on their self-reported levels of anxiety and depression symptoms as measured by the Revised Child Anxiety and Depression Scale (RCADS-47). Results: Two-way mixed ANOVAs found group*time interactions in rumination levels (F (1,45) = 4,617, p= 0,037, Partial N2 = 0.093). Post-hoc analysis showed that rumination scores were significantly reduced (p<.05), only among participants with mid-to-high risk of internalizing symptoms, while no significant pre-to-post differences were found among participants at low risk. Conclusions: These findings are promising as they suggest that VR cognitive training can be effective in reducing rumination in adolescents, particularly those at a mid-to-high risk of developing anxiety or depression. Morenover, VR shows promise as a tool for treating emotional disorders.

Background: Low emotional self-efficacy is linked to decreased well-being and increased depressive symptoms, especially in early adolescents and girls. Nature exposure has shown benefits for emotional well-being, and VR has emerged as a promising mental health intervention tool. This study examines sex differences in self-efficacy and depressive symptoms among adolescents following a VR-based nature exposure intervention. Methods: Forty-four adolescents participated in a five-week VR intervention simulating calming nature environments. The intervention included ten 30-minute sessions, featuring settings such as tropical islands, forests, lakes, and snowy landscapes. Self-efficacy and depressive symptoms were measured using the Children's Depression Inventory (CDI) and the General Self-Efficacy Scale (GSE) before and after the intervention. Two-way mixed ANOVAs assessed sex differences in self-efficacy and depressive symptoms, before and after the intervention. Results: No significant sex*time interaction was found for self-efficacy (p > .05) or depressive symptoms (p > .05). However, a significant main effect of time on depressive symptoms was observed (p < .05), with both girls and boys showing reduced symptoms post-intervention. Additionally, girls exhibited higher depressive symptoms than boys across all assessments (p < .05). Discussion: This study provides further support to existing research on the efficacy of VR nature-based interventions in promoting well-being. The reduction in depressive symptoms among both boys and girls after VR nature exposure is consistent with prior evidence of nature's positive mental health effects. While no significant sex differences emerged in self-efficacy improvements, the overall decrease in depressive symptoms highlights the necessity to address low emotional self-efficacy in early adolescents, particularly girls. These findings indicate that VR-based nature exposure may be a valuable tool for enhancing adolescent mental health, offering an innovative and accessible alternative to traditional interventions. Conclusion: Future research should develop strategies to address sex-specific mental health needs and enhance self-efficacy in adolescents.

Background: Eating disorders (EDs) represent a significant global health challenge, particularly among adolescents. ED-related rumination, a maladaptive form of emotion regulation, significantly contributes to the persistence of EDs. Virtual reality (VR)-based cognitive training shows promise in addressing this issue by enhancing cognitive flexibility and providing realistic simulations for practicing adaptive emotion regulation strategies, which may enhance selective prevention interventions in schools. Aim: This pilot study aimed to assess the preliminary effects of a gamified VR cognitive training intervention on reducing ED-related rumination symptoms and associated depressive symptoms in adolescents at risk for developing ED. Method: Twelve adolescents (Mage = 12.19 years, SD = 0.27 years) with mid-to-high-risk scores on the ED scale of the Child and Adolescent Assessment System (SENA) were recruited from two private schools in Catalonia. The primary outcome measures were depressive symptoms, assessed by the Children's Depression Inventory (CDI), and ED-related rumination, assessed by the Ruminative Response Scale for Eating Disorders (RRS-ED). Assessments were conducted pre- and post-intervention. Participants underwent 10 VR-based cognitive training sessions, twice peer week over 5 weeks, with each session lasting 30 minutes. Results: Paired sample t-test analyses revealed statistically significant reductions in the RRS-ED (p < .05). Although there was a reduction in CDI scores, it was not statistically significant. Conclusions: The VR-based cognitive training intervention demonstrated potential to reduce ED-specific rumination symptoms in adolescents at risk for EDs. However, the improvement in ED-related rumination did not lead to a similar improvement in depressive symptoms. Despite notable limitations, this study suggests an innovative VR preventive paradigm for adolescents at risk for EDs that could be implemented in schools. VR technology is a promising new frontier, offering improved treatment adherence and acceptability compared to standard interventions.