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Ubiquitous Health in Practice:
The Interreality Paradigm
Andrea GAGGIOLI a,b, Simona RASPELLI a,c
Alessandra GRASSI a,b, Federica PALLAVICINI a,c, Pietro CIPRESSO a,b
Brenda K. WIEDERHOLD d, Giuseppe RIVA a,b
a Applied Technology for Neuro-Psychology Lab., Istituto Auxologico Italiano, Italy.
b ICE-NET Lab., Università Cattolica del Sacro Cuore, Italy
c Centre for Studies in Communication Sciences, University of Milan-Bicocca, Italy
d Virtual Reality Medical Institute, Bruxelles, Belgium
Abstract. In this paper we introduce a new ubiquitous computing paradigm for
behavioral health care: “Interreality”. Interreality integrates assessment and
treatment within a hybrid environment, that creates a bridge between the physical
and virtual worlds. Our claim is that bridging virtual experiences (fully controlled
by the therapist, used to learn coping skills and emotional regulation) with real
experiences (allowing both the identification of any critical stressors and the
assessment of what has been learned) using advanced technologies (virtual worlds,
advanced sensors and PDA/mobile phones) may improve existing psychological
treatment. To illustrate the proposed concept, a clinical scenario is also presented
and discussed: Daniela, a 40 years old teacher, with a mother affected by
Alzheimer’s disease.
Keywords: Interreality, Virtual Reality, Biosensors, Stress, Stress Management
1. Introduction
Traditionally, clinical psychologists and therapists do not use technological tools in
their clinical treatment: therapy is based on face-to face interactions or other settings
that involve verbal and not-verbal communication without any technological mediation
[1]. However, the development of new communication technologies is influencing the
therapists’ world, too. Although the key role of traditional and functional face-to-face
communication is not put in discussion, new communication tools can be very useful to
enhance and integrate different steps of the clinical treatment (e.g. follow up) [2].
An important role is played by telehealth, defined by Nickelson [3] as the use of
telecommunications and information technology “to provide access to health
assessment, diagnosis, intervention, consultation, supervision, education and
information, across distance” (p. 527). The key concept behind the word “telehealth” is
not the focus upon the technology but upon the process of the psychotherapy, diagnosis
or of other psychological activities that con be enhanced with the use of technological
media and tools.
Another emerging tool is virtual reality (VR) [4; 5]. Clinicians are using VR within a
new human-computer interaction paradigm where users are not passive external
observers of images on a computer screen but active participants within a computer-
generated three-dimensional virtual world. In VR the patient learns to manipulate
problematic situations related to his/her problem. The key characteristics of virtual
environments for most clinical applications are the high level of control of the
interaction with the tool, and the enriched experience provided to the patient [6]. A
significant challenge is to use the ubiquitous computing paradigm to integrate
telehealth and virtual reality in a seamless clinical experience. To reach this goal, in the
paper we introduce a new ubiquitous computing paradigm for behavioral health care:
“Interreality”.
2. The Interreality Approach
In this paper we suggest a new paradigm for e-health – “Interreality” (see Figure 1) -
that integrates assessment and treatment within a hybrid environment, bridging
physical and virtual world [7-9].
Figure 1. The link between virtual and real world in Interreality
By creating a bridge between virtual and real worlds, Interreality allows a full-time
closed-loop approach actually missing in current approaches to the assessment and
treatment of psychological disorders:
• the assessment is conducted continuously throughout the virtual and real
experiences: it enables tracking of the individual’s psychophysiological status
over time in the context of a realistic task challenge.
• the information is constantly used to improve both the appraisal and the coping
skills of the patient: it creates a conditioned association between effective
performance state and task execution behaviors.
The potential advantages offered to stress treatments by this approach are: (a) an
extended sense of presence: Interreality uses advanced simulations (virtual experiences)
to transform health guidelines and provisions in experience; (b) an extended sense of
community: Interreality provides social support in both real and virtual worlds; (c) a
real-time feedback between physical and virtual worlds: Interreality uses bio and
activity sensors and devices (PDAs, mobile phones, etc) both to track in real time the
behavior and the health status of the user and to provide suggestions and guidelines.
To illustrate the proposed concept, a clinical scenario is also presented and discussed:
Daniela, a 40 years old teacher, with a mother affected by Alzheimer’s disease.
3. Interreality: The Technology
From the technological viewpoint Interreality is based on the devices/platform
described below (see Figure 2):
- 3D Individual and/or shared virtual worlds: They allow controlled exposure,
objective assessment, provision of motivating feedbacks.
- Personal digital assistants and/or mobile phones (from the virtual world to the real
one). It allows: objective assessment, provision of warnings and motivating
feedbacks).
- Personal biomonitoring system (from the real world to the virtual one). It allows:
objective and quantitative assessment, decision support for treatment.
The clinical use of these technologies in the Interreality paradigm is based on a
closed-loop concept that involves the use of technology for assessing, adjusting and/or
modulating the emotional regulation of the patient, his/her coping skills and appraisal
of the environment (both virtual, under the control of a clinician, and real, facing actual
stimuli) based upon a comparison of that patient’s behavioural and physiological
responses with a baseline or performance criterion.
These devices are integrated around two subsystems: the Clinical Platform
(inpatient treatment, fully controlled by the therapist) and the Personal Mobile
Platform (real world support, available to the patient and connected to the therapist)
that allow the:
a. monitoring of the patient behaviour and of his general and psychological
status, early detection of symptoms of critical evolutions and timely activation
of feedbacks in a closed loop approach;
b. monitoring of the response of the patient to the treatment, management of the
treatment and support to the therapists in their therapeutic decisions.
Figure 2. The clinical advantages of the Interreality paradigm
4. Interreality in Practice: DANIELA - A clinical scenario
Daniela is 40 years old, and she works as a teacher in a school of her town. She has a
son, Stefano, who moved three years ago to America where he works and lives with his
wife and newborn baby. She doesn’t see them very often, generally only during
Christmas holidays and summer time. Her husband died last year of a heart attack, and
she has been living alone since then. She believes her main resource in coping with her
husband’s loss has been her mother’s support, and she never imagined that her mother
would also have gotten sick so soon.
Indeed Daniela is actually the primary home caregiver of her mother, who is
affected by Alzheimer’s disease. Since the moment her mother received the diagnosis,
providing her mother with home care has become Daniela’s main activity after work.
Specifically, she spends an average of five hours per day in caregiving-related
activities. Since Daniela thought she had effectively coped with both her son’s
departure and her husband’s death, she imagined she could also successfully cope with
this new negative event; and now she is unable to accept its totally destabilizing effects
on her. What makes the situation even more difficult is the fact that Daniela believes
her coping efforts are ineffective: she believes she has no control over the situation,
insufficient resources to cope with such a long-lasting event, and an inability to deal
with the difficulties in changing identity and acquiring the social role of caregiver the
current situation requires. Daniela is exposed to chronic stress and is manifesting many
of the difficulties associated with psychological stress: indeed she appears to have
effectively dealt with previous stressors but not the current one. Indeed, the duration of
a chronic stressor, the fact that it tends to be constantly rather than intermittently
present and the changes in identity or social roles frequently associated with it may
contribute to the severity of the stressor in terms of both its psychological and
physiological impact.
4.1. The INTERSTRESS solution (10 biweekly sessions + 2/4 boosting sessions)
Daniela will first need to accept what she is going through. This will require a
cognitive restructuring activity to allow for re-appraisal of the event. This should be
followed by education and training regarding useful coping responses to the type of
stressors she is dealing with. In general, she has the perception that her living
conditions have become more and more stressful and she doesn’t know how to deal
with this increasing pressure: for this reason she has decided to go to a therapist.
When she arrives, the therapist welcomes her, and this gives Daniela an immediate
sense of being less alone and makes her begin to feel better. After a short interview and
some paper-and-pencil self-report questionnaires, the therapist decides to use the
INTERSTRESS system. She asks Daniela to wear biosensors to monitor her
physiological parameters. The therapist places the non-invasive sensors on Daniela
and explains their value to her, beginning the education process. Then the therapist
introduces Daniela to one of the virtual worlds – the Experience Island - where she is
exposed to a virtual situation similar to the real life one. Within this virtual
environment, Daniela has to help her mother with daily activities. The data fusion
system allows the therapist to directly index how the various stressors are impacting
Daniela’s psychophysiology, thus providing an objective understanding of the different
stressors and their importance and impact on Daniela’s well-being.
At the end of the clinical session, the therapist “prescribes” homework for Daniela.
This, she explains, will allow Daniela to be an active participant in her own well-being.
This will also allow Daniela to begin to practice the skills she has started to learn, thus
making them become more readily available to her during stressful situations. The
homework: First Daniela needs to expose herself to the recorded critical situation in
the virtual world displayed on her PDA. Then she must expose herself to the real world
situation. In real world situations, the biosensors will track her response and the
Decisions Support System, according to the difference from her baseline profile, will
provide positive feedback and /or warnings. Finally the therapist tells Daniela that she
can press a “stress” button in the PDA if she feels more stressed: this will record her
experiences and they can then speak about them in the next session, allowing the two
as a team to problem solve between session difficulties and how to more effectively
handle future situational stressors. At the start of any new session, the therapist uses the
compliance data and warning log to define the structure of the clinical work. Also, the
Decision Support System will analyze the stressful situations indicated by Daniela to
understand more what happened and the context in which they occurred.
In the new sessions, the virtual world is not only used for assessment but also for
training and education. Within the environment, Daniela has the opportunity to
practice different coping mechanisms: relaxation techniques, emotional/relational
management and general decision-making and problem- solving skills. For example, if
Daniela’s real world outcome is poor (e.g., she can’t do a task without feeling irritable
and impatient when with her mother) she will experience again a similar experience in
the virtual environment and will be helped in developing specific strategies for coping
with it. Later, in the relaxation areas she will enjoy a relaxing environment and learn
some relaxation procedures.
As with any new skill, as Daniela has the opportunity to practice the coping skills,
they become second nature, and these new behaviours replace the older, outdated
behavior patterns which caused the initial overwhelming stress. The therapist now
prompts Daniela to also visit another virtual world – the Learning Island. Within this
world, Daniela learns how to improve her stress management skills and in particular
she learns about the main causes of stress and how to recognize its symptoms, learn
stress-management skills such as better planning, learn stress relieving exercises such
as relaxation training and get the information needed to succeed. After some sessions,
the therapist invites Daniela to participate in a virtual community (under therapist
supervision initially) where she will meet other individuals who are stressed like her.
Within this virtual world - Community Island - Daniela has the opportunity to discuss
and share her experience with other users. However, in some cases Daniela experience
new critical situations that may raise her level of stress. For example, she had to
discuss with her boss in the morning and this left her feeling very upset during the rest
of the day. At the end of the work day, when she returned home to care for her mother,
she felt very excited/stressed and nervous and the Decision Support System alerted
Daniela twice about this.
Both the signals were sent also to the therapist who appeared on her PDA display as
an avatar suggesting to Daniela some relaxation techniques. In the following sessions,
Daniela tells the therapist that she feels better thanks to being able to frequently
experience stressful situations within safe virtual environments. She also says that
meeting other people in the community has helped her to find much-needed support
and to discover new strategies to manage her emotions. With regard to this, she says
also the community experience has helped her with seeing the stressor in a new
perspective. Moreover, by listening to other’s experiences, she was facilitated in
adopting new coping skills. Indeed, Daniela has developed the ability to help her
mother more effectively and to find time to do other things. The therapist helps Daniela
to cognitively restructure the critical situation, which now she is more able to deal with
through the strategies she has learned. The last session ends with advice on the
prevention of relapse.
5. Conclusions
The clinical use of Interreality is based on a closed-loop concept that involves the use
of technology for assessing, adjusting and/or modulating the emotional regulation of
the patient, his/her coping skills and appraisal of the environment (both virtual, under
the control of a clinicians, and real, facing actual stimuli) based upon a comparison of
that patient’s behavioural and physiological responses with a training or performance
criterion. Specifically, Interreality focuses on modifying an individual’s relationship
with his or her thinking through more contextualized experiential processes. To discuss
and evaluate the clinical use of the proposed approach we presented and detailed both
the technical characteristics of the proposed approach and a clinical scenario.
Obviously, any new paradigm requires a lot of effort and time to be assessed and
properly used. Without a real clinical trial, the Interreality paradigm will remain an
interesting, but untested concept. However, a recently funded European project,
“INTERSTRESS – Interreality in the management and treatment of stress-related
disorders (FP7-247685 – http://www.intertstress.eu) - will offer the right context to test
and tune these ideas.
6. Referencess
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[2] G. Castelnuovo, A. Gaggioli, F. Mantovani, and G. Riva, From psychotherapy to e-therapy: the
integration of traditional techniques and new communication tools in clinical settings, CyberPsychology
and Behavior 6 (2003), 375-382.
[3] D. Nickelson, Telehealth and the evolving health care system: strategic opportunities for professional
psychology, Professional Psychology: Research and Practice 29 (1998), 527-535.
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