Research on EFT for Youth and Education

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Background: Since the turn of the century, Emotional Freedom Techniques (EFT) has come into widespread use in medical and psychological treatment settings. It is also used as self-help by tens of millions of people each year. Clinical EFT, the manualized form of the method, has been validated as an “evidence-based” practice using criteria published by the American Psychological Association (APA) Division 12 Task Force on Empirically Validated Therapies. Its three essential ingredients are exposure, cognitive framing, and acupressure.

Objectives: In 2013 we published a paper defining Clinical EFT and reviewing published research. It has been viewed or downloaded over 36,000 times, indicating widespread interest in this treatment modality. Here we update our findings based on subsequently published literature and propose directions for future research.

Method: We performed a systematic review of the literature to identify randomized controlled trials (RCTs) and meta-analyses. Retrieval of 4,167 results resulted in the identification of 56 RCTs (n = 2,013), 41 of which were published subsequent to our earlier review, as well as eight meta-analyses.

Results: RCTs have found EFT treatment to be effective for (a) psychological conditions such as anxiety, depression, phobias, and posttraumatic stress disorder (PTSD); (b) physiological issues such as pain, insomnia, and autoimmune conditions; (c) professional and sports performance; and (d) biological markers of stress. Meta-analyses evaluating the effect of EFT treatment have found it to be “moderate” to “large.” Successful independent replication studies have been carried out for anxiety, depression, PTSD, phobias, sports performance, and cortisol levels. We outline the next steps in EFT research. These include determining its impact on cancer, heart disease, diabetes, and cognitive impairment; analysis of the large-scale datasets made possible by mobile apps; and delivery through channels such as virtual practitioner sessions, artificial intelligence agents, online courses, apps, virtual reality platforms, and standardized group therapy.

Conclusions: Subsequent research has confirmed the conclusions of earlier studies. These find Clinical EFT to be efficacious for a range of psychological and physiological conditions. Comparatively few treatment sessions are required, treatment is effective whether delivered in person or virtually, and symptom improvements persist over time. Treatment is associated with measurable biological effects in the dimensions of gene expression, brain synchrony, hormonal synthesis, and a wide range of biomarkers. Clinical EFT is a stable and mature method with an extensive evidence base. Its use in primary care settings as a safe, rapid, reliable, and effective treatment for both psychological and medical diagnoses continues to grow.

Citation (APA Style): Church, D., Stapleton, P. B., Vasudevan, A., & O'Keefe, T. (2022). Clinical EFT as an evidence-based practice for the treatment of psychological and physiological conditions: A systematic review. Frontiers in Psychology, 13, Article 951451. https://doi.org/10.3389/fpsyg.2022.951451

Direct link: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.951451/full

Abstract

Objective: The objective of this pilot study was to compare the efficacy of Emotional Freedom Techniques (EFT) with that of Cognitive-Behavioral Therapy (CBT) in reducing adolescent anxiety.

Design: Randomized controlled study.

Settings: This study took place in 10 schools (8 public/2 private; 4 high schools/6 middle schools) in 2 northeastern states in the United States.

Participants: Sixty-three high-ability students in grades 6-12, ages 10-18 years, who scored in the moderate to high ranges for anxiety on the Revised Children's Manifest Anxiety Scale-2 (RCMAS-2) were randomly assigned to CBT (n = 21), EFT (n = 21), or waitlist control (n = 21) intervention groups.

Interventions: CBT is the gold standard of anxiety treatment for adolescent anxiety. EFT is an evidence-based treatment for anxiety that incorporates acupoint stimulation. Students assigned to the CBT or EFT treatment groups received three individual sessions of the identified protocols from trained graduate counseling, psychology, or social work students enrolled at a large northeastern research university.

Outcome measures: The RCMAS-2 was used to assess preintervention and postintervention anxiety levels in participants.

Results: EFT participants (n = 20; M = 52.16, SD = 9.23) showed significant reduction in anxiety levels compared with the waitlist control group (n = 21; M = 57.93, SD = 6.02) (p = 0.005, d = 0.74, 95% CI [-9.76, -1.77]) with a moderate to large effect size. CBT participants (n = 21; M = 54.82, SD = 5.81) showed reduction in anxiety but did not differ significantly from the EFT (p = 0.18, d = 0.34; 95% CI [-6.61, 1.30]) or control (p = 0.12, d = 0.53, 95% CI [-7.06, .84]).

Conclusions: EFT is an efficacious intervention to significantly reduce anxiety for high-ability adolescents.

Citation (APA Style): Gaesser, A. H., & Karan, O. C. (2017). A randomized controlled comparison of emotional freedom technique and cognitive-behavioral therapy to reduce adolescent anxiety: A pilot study. The Journal of Alternative and Complementary Medicine, 23(2), 102–108. https://doi.org/10.1089/acm.2015.0316

Direct link: https://www.liebertpub.com/doi/10.1089/acm.2015.0316

Abstract

As the rates of childhood anxiety increase and manifest at younger ages, children’s mental health and wellbeing have become growing issues for primary schools. The purpose of the current study was to implement and evaluate Emotional Freedom Techniques (EFT), or tapping, as a class treatment that may support the social and emotional learning curriculum in primary schools. The Tapping Project was conducted as a longitudinal, evaluative study within a pragmatic framework, using mixed methods methodology, and assessed the effectiveness of EFT when used as a class intervention for student wellbeing. Several research questions were posed to explore the perceptions of students and teachers about using tapping as a class activity. Eight classes, consisting of 138 students and nine teachers across four schools, participated in the study. Following two 1-hour teacher training sessions and an introductory class lesson delivered by the researcher, teachers administered tapping sessions in classes 3 times a day for a period of 4 weeks. A second stage of 4-weeks tapping occurred in classes during the succeeding school term. Quantitative and qualitative measures found that EFT supports national educational social and emotional wellbeing curriculum, and may be a valuable inclusion in school programs. Results of the project revealed that both students and teachers thought tapping should be introduced to all students in primary schools. Thematic analysis was applied to both student and teacher data sets. Analyses found that tapping is a mechanism for change, tapping skills were transferable to other contexts and, similar to other interventions, tapping was not effective on each occasion. In addition to calming effects, students felt the benefits of tapping extended to focus and concentration and a reduction in physical discomfort. Students were more likely to develop intrinsic motivation for tapping when the psychological needs of competence, autonomy, and relatedness were met. The thesis presents other key findings and recommendations.

Citation (APA Style): Lambert, M. T. (2020). The Tapping project: Introducing Emotional Freedom Techniques (EFT) to reduce anxiety and improve wellbeing in primary school students [Student thesis: Doctor of Philosophy (PhD)]. In Charles Darwin University. https://researchers.cdu.edu.au/en/studentTheses/the-tapping-project

Direct link: https://ris.cdu.edu.au/ws/portalfiles/portal/35605489/Thesis_CDU_35605334_Lambert_M.pdf

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Click here to view the full UNESCO manual: https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000378264&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_9b287546-1e7b-426a-a8e1-aad817c2c635%3F_%3D378264eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000378264/PDF/378264eng.pdf#%5B%7B%22num%22%3A100%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2Cnull%2Cnull%2C0%5D

Abstract

Objective: This 2008 Feasibility Study explored the impact of teaching Emotional Freedom Technique(EFT) as part of class curriculum for Secondary School students, as a self-care tool for reducing stress and test anxiety and for enhancing coping skills.

Participants: Canadian students at a Secondary School taking Planning 10 courses, with combined Grades 10, 11 & 12, (n = 138) participated in the study. All students received the EFT training as part of class curriculum, and completed all the questionnaires.

Methods: An initial controlled trial of EFT for 2 class groups (total n = 44) is compared to no treatment for 2 class groups (total n = 43). Standardized quantitative measures were taken of stress (Perceived Stress Scale) coping strategies (Brief COPE) and test anxiety (Westside TA), prior to Intervention; one week after the first class; and following the completion of the EFT training sessions.

Following the Controlled Study and prior to Christmas exams, the “No Treatment” classes were given the same number of hours training in EFT as the Intervention Group. A fifth class which could not be used in the controlled study, was taught EFT during the initial time period. Because all students had to participate in the EFT training to get school credit, Quantitative measures were taken for all students at all time periods; including just after the EFT training of the control groups prior to Christmas break, and before Provincial Exams in January. An 18 item, anonymous, Quantitative questionnaire was administered at the conclusion of the EFT training for all Groups.

Results: Putting together a research proposal, designing the study; jumping through the hoops of permissions, and institution rules; carrying out the interventions; collecting the data and reporting the results are all monumental tasks. Things can go wrong at any juncture, and often do. However, the one issue I didn’t think would occur was that the Quantitative Data would be virtually useless. I was also surprised by the wide range of response and results of the various Class Groups, as detailed below, given that they were all offered almost identical EFT training. Due to a number of unfortunate circumstances, none of the Quantitative Data could be considered clearly valid. There were two main reasons. 1. The Principal Investigators were not notified that many of the students would not be taking exams during the trial period and approximately 25% of the foreign students did not have to write exams at all. This meant that collecting data on Test Anxiety was irrelevant for many. 2. Contamination of the Quantitative questionnaires occurred with some students checking off multiple choice answers in “patterns” on the answer checkboxes, and it was not clear how many other students had done this, but perhaps not in as blatant a manner as to be detected. This data loss was exceedingly disappointing for all involved.

Fortunately, valuable findings were still gleaned from student responses to the 18 item Qualitative Questionnaire, submitted anonymously by all students at the end of EFT Study. Perhaps because these surveys encouraged both positive and negative feedback and could not be tracked to individuals, the students appeared to be more open and direct – (sometimes brutally). But they offered useful and constructive information on many levels. Most encouraging was that 67% of students recommended that EFT be taught in schools; 63% indicated they could benefit from learning EFT in smaller groups, and 33% indicated they would be interested in having 1:1 assistance from a Counsellor using EFT. While some students were resistant to the EFT classes, the majority shared clear
examples of how they had taken their EFT skills into coping with: homework, studying, assignments, and sports and arts performances. In addition, some were able to expand their use of EFT to family and social relationships, and other issues outside the school setting, which was clear evidence of enhanced coping skills.

Conclusions: The teaching of EFT in schools can benefit some students; particularly those who are motivated to learn it due to need or interest. It is recommended that more research, investigation and refinement of teaching EFT in schools, to a range of grades; to whole classes and to smaller groups of students seeking specific help for anxiety and stress be undertaken.

Citation (APA Style): Ledger, K., A feasibility study of emotional freedom technique taught in the curriculum for secondary school students to reduce stress and test anxiety and enhance coping skills. Intl J of Healing and Caring, 11.2019, vol. 19,3.

Direct link: https://irp-cdn.multiscreensite.com/891f98f6/files/uploaded/Ledger-19-3F.pdf

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This study investigated the effect of Emotional Freedom Techniques (EFT) and Progressive Muscular Relaxation (PMR) on test anxiety. A group of 312 high school students enrolled at a private academy were evaluated using the Test Anxiety Inventory (TAI), which contains Worry and Emotionality subscales.

Scores for 70 students demonstrated high levels of test anxiety; these students were randomized into control and experimental groups. During a single treatment session, the control group received instruction in PMR and the experimental group in EFT, which was followed by self-treatment at home.

After 2 months, subjects were retested using the TAI. Repeated covariance analysis was performed to determine the effects of EFT and PMR on the mean TAI score, as well as the 2 subscale scores. Each group completed a sample examination at the beginning and end of the study, and their mean scores were computed. Thirty-two of the initial 70 subjects completed all the study’s requirements, and all statistical analyses were done on this group.

A statistically significant decrease occurred in the test anxiety scores of both the experimental and control groups. The EFT group had a significantly greater decrease than the PMR group (p < .05). The scores of the EFT group were lower on the Emotionality and Worry subscales (p < .05). Both groups scored higher on the test examinations after treatment. Although the improvement was greater for the EFT group, the difference was not statistically significant.

Citation (APA Style): Sezgin, N., Church, D., & Ozcan, B. (2009). The effect of two psychophysiological techniques (progressive muscular relaxation and emotional freedom techniques) on test anxiety in high school students: A randomized blind controlled study - EFT tapping training institute^TM. International Journal of Healing and Caring, 9(1). https://www.efttappingtraining.com/eft-research-paper/the-effect-of-two-psychophysiological-techniques-progressive-muscular-relaxation-and-emotional-freedom-techniques-on-test-anxiety-in-high-school-students/

Direct link: https://www.efttappingtraining.com/eft-research-paper/the-effect-of-two-psychophysiological-techniques-progressive-muscular-relaxation-and-emotional-freedom-techniques-on-test-anxiety-in-high-school-students/

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Anxiety in mathematics is a critical challenge facing secondary school students in Nigeria. Previous studies with focus on the improvement of this challenge are scarce. Specifically, there is paucity of studies using Numerical Cognition and Emotional Freedom techniques in solving the above challenges, This study therefore investigated the effects of numerical cognition and emotional freedom techniques on mathematics anxiety among non-science students with pseudo-dyscalculia in Oyo State. Pretest, post-test, control group quasi experimental design was adopted for the study. One hundred and two students were sampled through simple random sampling. Mathematics Anxiety Scale (α = 0.89), Mathematics Efficacy (α = 0.86) and Pseudo-dyscalculia scale (α = 0.93) were administered to obtain data for the study. Therapeutic packages used for the intervention were Numerical Cognition and Emotional Freedom. Seven hypotheses were tested at 0.01 level of significance. Data was analysed using Analysis of Covariance (ANCOVA). The study revealed main effect of treatment on Mathematics Anxiety; F (2,109) = 173.020, p<.01. Meridian-Based intervention was more effective (mean = 33.78) than Numerical cognition (mean = 45.35) in the reduction of Mathematics anxiety. There was significant main effect; F(1, 109 = 21.00, p<.01); interactive effect F(2, 109 = 6.116, p<.01 of mathematics efficacy and Treatment on mathematics anxiety of the participants. The two packages were effective in reducing mathematics anxiety among the participants. Based on the findings, Educational Psychologists, Counselling Psychologist and other educational related bodies could adopt the packages for educational diagnosis to improve academic performance of students with academic phobia.

Citation (APA Style): Aremu, A. O., & Taiwo, A. K. (2014). Reducing mathematics anxiety among students with pseudo-dyscalculia in Ibadan through numerical cognition and emotional freedom techniques: Moderating effect of mathematics efficacy. African Journal for the Psychological Studies of Social Issues, 17(1), 113–129. https://www.ajpssi.org/index.php/ajpssi/article/view/63

Direct link: https://www.ajpssi.org/index.php/ajpssi/article/view/63

Abstract

Stress describes unpleasant emotion or feeling that affects one’s level of functioning. It is psychological discomfort (like sadness, anxiety, distraction, and symptoms of mental illness) that interrupts individual’s activities of daily living.Stress is one of the most disturbing emotions being faced by the mothers of children having intellectual disability. Hence, the present work on Emotional Freedom Technique (EFT) as a therapeutic intervention in dealing with stress of mothers of children with Intellectual Disability (ID). EFT is self-help technique that helps deal with stress. It involves tapping near the energy meridian points around our body in order to reduce tension, promote physical and emotional healing and thus maintain a healthy mind body connection. The objective of the present work is to establish the fact that EFT is one of the effective ways of dealing with stress among mothers of children with intellectual disability. Purposive sampling was used to include ten (out 20) mothers having children with Intellectual Disability. Subjective Unit of Distress (SUD) and Parental StressScale (PSS) questionnaire were used as screening tools. Clients’ feedback was taken after a gap of one month. The result of the study revealed that EFT is effective in reducing stress. The overall result shows that EFT is an effective way of dealing with stress among mothers of Children with Intellectual Disability.

Citation (APA Style): Pandey, N., & Mitra, P. (2020). Emotional freedom technique as an intervention tool in dealing with stress among mothers of the children with intellectual disability. UGC Care Journal, 19(44). https://www.researchgate.net/publication/353512808_Emotional_Freedom_Technique_as_an_Intervention_tool_in_dealing_with_Stress_among_Mothers_of_the_children_with_Intellectual_Disability

Direct link: https://www.researchgate.net/publication/353512808_Emotional_Freedom_Technique_as_an_Intervention_tool_in_dealing_with_Stress_among_Mothers_of_the_children_with_Intellectual_Disability

Abstract

Citation (APA Style): Boath, E., Stewart, A., & Carryer, A. (2012). Tapping for PEAS: Emotional freedom technique (EFT) in reducing presentation expression anxiety syndrome (PEAS) in university students. Innovative Practice in Higher Education, 1(2). https://journals.staffs.ac.uk/index.php/ipihe/article/view/165

Direct link: https://journals.staffs.ac.uk/index.php/ipihe/article/view/165

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Dyslexia is a developmental condition, often inherited, that interferes with the acquisition and processing of written language. Sequencing issues, disorientation, and emotional issues can all be successfully treated separately. This case study details the use of Emotional Freedom Techniques (EFT) to address these issues separately with a single client over 3 connected sessions: addressing 2 specific events concerning teachers, pre-birth issues, and the birth process, respectively. By the end of the 3 sessions, the client was able to read easily and fluently, sequence, and understand sequences. The disorientation associated with her dyslexia had reduced to the point where it was no longer an issue. Whether this formula can be applied to all people with dyslexia, however, is not clear and requires further study.

Citation (APA Style): McCallion, F. (2012). Emotional freedom techniques for dyslexia: A case study. Energy Psychology: Theory, Research, & Treatment, 4(2). https://doi.org/10.9769/EPJ.2012.4.2.FM

Direct link: https://energypsychologyjournal.org/emotional-freedom-techniques-for-dyslexia-a-case-study/

Abstract

Citation (APA Style): Reynolds, A. E. (2015). Is acupoint stimulation an active ingredient in Emotional Freedom Techniques (EFT)? A controlled trial of teacher burnout. Energy Psychology: Theory, Research, and Treatment, 7(1), 14-21. doi:10.9769/EPJ.2015.07.01.AR

Direct link: https://eftinternational.org/scientific-articles/is-acupoint-stimulation-an-active-ingredient-in-emotional-freedom-techniques-eft-a-controlled-trial-of-teacher-burnout/

Abstract

Introduction
Nursing education involves among other things tracking the learning process. Many students experience anxiety prior to exams, and they try to cope with it. The purpose of this study was to determine the effects of Emotional Freedom Techniques (EFT) on the reduction of exam anxiety in nursing students in the Women’s Health and Diseases Nursing course in Turkey.

Methods
In this outcomes study, 80 s-year nursing students participated in three EFT sessions, each consisting of six two-minute parts. The study took an average of 46 min. Pre- and post-treatment measurements included: the socio-demographics of participants, the Beck Anxiety Inventory (BAI), the State-Trait Anxiety Inventory (STAI Tx-1, Tx-2), and the Subjective Units of Distress (SUD) scale. The SUD scale was used before and after sessions. Prior to and following the three sessions, the BAI and the STAI Tx 1 and 2 were administered.

Results
EFT significantly reduced exam anxiety. Almost half of the students were using some method of coping with anxiety and the most common methods were listening to music and breathing exercises. However, the initial anxiety level was quite high. State and trait anxiety levels, as well as exam anxiety, decreased, statistically significant, after the EFT sessions. At the end of three sessions of EFT, more than half success was determined in the subjective exam anxiety level.

Conclusions
This study showed that three EFT sessions administered in a group setting, reduced and helped them better cope with exam anxiety as well as other anxiety indicators in nursing students.

Abbreviations
EFT emotional freedom techniques, BAI Beck Anxiety Inventory STAI State-Trait Anxiety Inventory, SUD Subjective Units of Distress, PTSD Post-traumatic Stress Disorder, EEG Electroencephalography

Citation (APA Style): Irmak Vural, P., Körpe, G., & Inangil, D. (2019). Emotional freedom techniques (EFT) to reduce exam anxiety in Turkish nursing students. European Journal of Integrative Medicine, 32, 101002. https://doi.org/10.1016/j.eujim.2019.101002

Direct link: https://www.sciencedirect.com/science/article/abs/pii/S1876382019302501?via%3Dihub

Abstract

Background: College-aged adults, particularly nursing students, experience high stress levels, which can detrimentally affect their academic success. Although current mental health interventions on college campuses are effective, they are hindered by cost and time constraints. However, the emotional freedom technique is a cost-effective, evidence-based technique that can be tailored to individual needs, making it a practical and promising solution for stress management.

Method: This quasiexperimental pilot project examined the feasibility of using the emotional freedom technique for stress reduction in first-semester nursing students. Participants attended emotional freedom technique sessions for 13 weeks. The Subjective Units of Distress Scale and the Perceived Stress Scale-10 were used to assess distress and perceived stress levels.

Results: The emotional freedom technique was a feasible and effective stress reduction technique.

Conclusion: The emotional freedom technique may provide a novel strategy for reducing stress and distress in nursing students in an academic setting. 

Citation (APA Style): Hendricks-Patel, S., & Harvey, K. (2025). Emotional freedom technique for stress reduction in nursing students: A pilot project. Journal of Nursing Education, 1–4. https://doi.org/10.3928/01484834-20250108-03

Direct link: https://journals.healio.com/doi/full/10.3928/01484834-20250108-03