Research on EFT for Children, Youth and Adolescents
This area represents the clinical research conducted on Emotional Freedom Techniques (EFT) for children, youth and adolescents. Explore by title below. Where the paper is available free of charge in an open access journal, you can download it and use freely (on website, social media, newsletters). If it is behind a pay wall, you can freely share the abstract and reference but cannot share the full article, due to copyright.
Effectiveness of a School-Based Emotional Freedom Techniques Intervention for Promoting Student Wellbeing
Abstract
Background: In academic settings, fear of failure and associated emotional difficulties are common and often result in maladaptive behaviours, which often lead to failure or lowered scholastic achievement. Higher levels of self-esteem and resilience have been shown to protect against fear of failure and emotional difficulties, and predict improved academic outcomes in students. However, few studies have investigated the efficacy of group intervention methods aimed at improving self-esteem and resilience. We aimed to measure the effects of using Emotional Freedom Techniques (EFT), an emerging therapeutic technique that incorporates elements of acupuncture, exposure therapy, cognitive behaviour therapy, and somatic stimulation to target negative thoughts and feelings, as a universal intervention for high school and college students.
Methods: This study represented a non-randomised universal intervention, utilising both within and between-subject designs. The EFT intervention groups (N = 204) were drawn from two different school cohorts. The intervention aimed to improve four participant characteristics that have been shown to play a role in influencing academic success: global self-esteem, resilience (ability to adapt to change and cope with stress), total difficulties and fear of failure (cognitive, motivational, and relational appraisals of failure). These characteristics were utilised as outcome variables in the present study and measured by the Rosenberg Self-Esteem Scale, Conners-Davidson Resilience Scale, Strengths and Difficulties Questionnaire, and the Performance Failure Appraisal Index-Short Form.
Results: Results showed a significant improvement in fear of failure, whereby fears were significantly lower from pre-intervention to 12-month follow-up. Findings also indicated a significant main effect of time for emotional and behavioural difficulties, however post hoc tests indicated no statistically significant changes between the time points measured. No significant changes were observed in measures of self-esteem or resilience.
Conclusion: This non-randomised universal intervention represents the first Australian study of the efficacy of a group treatment program within high schools, aimed at increasing student self-esteem and resilience, and decreasing fear of failure and emotional difficulties. The results suggested that EFT might be an effective group intervention for some students decreasing their fear of failure; however, further research is required.
Citation (APA Style): Stapleton, P., Mackay, E., Chatwin, H., Murphy, D., Porter, B., Thibault, S., Sheldon, T., & Pidgeon, A. (2017). Effectiveness of a School-Based Emotional Freedom Techniques Intervention for Promoting Student Wellbeing. Adolescent Psychiatry, 7(2), 112-126. https://doi.org/10.2174/2210676607666171101165425
Direct link: https://www.eurekaselect.com/article/86643
Evaluating a 3-Week Model for Reducing Symptoms of Stress in Traumatised Youth Using the Trauma Tapping Technique (TTT) for Self-help: A Pilot Trial
Abstract
Background: This pilot trial investigated whether a 3-week self-help model for stress reduction using the Trauma Tapping Technique (TTT) would impact traumatized youth in the Democratic Republic of the Congo on post-traumatic stress symptoms and general happiness. It also focussed on the acceptability of the program to recipients and implementation in a community with complex trauma and conflict. Methods: The study involved 77 youth who received a TTT 3-week model of intervention (self-applied). Post traumatic stress symptoms and general happiness were assessed pre and post the intervention and at 6-month follow-up. Results: TTT was associated with a significantly greater improvement in happiness (12.12% increase, p<0.05) and a significant reduction in trauma symptomology from pre- to immediately post-test (6% decrease, p<0.05). The 6-month results were nonsignificant (p=0.056) however from pre to follow-up, participants indicated an 11.4% reduction in their trauma symptoms. The qualitative investigation of staff and participants revealed the intervention had a positive effect on trauma stress symptoms and happiness outcomes findings. Conclusions: The proposal that a 3-week model of teaching emotional literacy via a self help technique such as TTT is a potential solution for complex communities is discussed, and suggestions for future large scale trials are offered.
Citation (APA Style): Stapleton, P. B., Sandstrom, U., & Gunilla, H. (2018). Evaluating a 3-week model for reducing symptoms of stress in traumatized youth using the Trauma Tapping Technique (TTT) for self-help: A pilot trial. OBM Integrative and Complementary Medicine, 3(4), Article 036. https://doi.org/10.21926/obm.icm.1804036
Direct link: https://www.lidsen.com/journals/icm/icm-03-04-036
Clinical EFT as an Evidence-Based Practice for the Treatment of Psychological and Physiological Conditions: A Systematic Review
Abstract
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
A Randomized Controlled Comparison of Emotional Freedom Technique and Cognitive-Behavioral Therapy to Reduce Adolescent Anxiety: A Pilot Study
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
The Tapping Project: Introducing Emotional Freedom Techniques (EFT) to Reduce Anxiety and Improve Wellbeing in Primary School Students
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
Emotional Freedom Techniques in the Treatment of Unhealthy Eating Behaviors and Related Psychological Constructs in Adolescents: A Randomized Controlled Pilot Trial
Abstract
Context: In Australia and throughout much of the world, rates of obesity continue to climb as do the prevalence of eating disorders, particularly in adolescents. Psychological consequences of childhood obesity include low self-esteem, depression, body dissatisfaction, and social maladjustment (Young-Hyman et al., 2012).
Objective and intervention: This feasibility study sought to examine the impact of a six-week Emotional Freedom Techniques (EFT) group treatment program upon eating behaviours, self-esteem, compassion, and psychological symptoms.
Design: Forty-four students were randomly allocated to either the EFT group or the waitlist control group.
Results: Results revealed a delayed effect for both groups at post-intervention, with improved eating habits, self-esteem, and compassion at follow-up. Findings provide preliminary support for EFT as an effective treatment strategy for increasing healthy eating behaviours and improving associated weight-related psychopathology.
Citation (APA Style): Stapleton, P., Chatwin, H., William, M., Hutton, A., Pain, A., Porter, B., & Sheldon, T. (2016). Emotional Freedom Techniques in the treatment of unhealthy eating behaviors and related psychological constructs in adolescents: A randomized controlled pilot trial. EXPLORE, 12(2), 113–122. https://doi.org/10.1016/j.explore.2015.12.001
Direct link: https://www.sciencedirect.com/science/article/abs/pii/S1550830715002190?via%3Dihub
Sleeping Healthy, Living Healthy: Using Iterative, Participatory Processes to Develop and Adapt an Integrated Sleep Hygiene/Mind-Body Integrative Health Intervention for Urban Adolescents
Abstract
Racial and ethnic minority adolescents living in urban settings experience sleep disparities. Few interventions have been developed to address these disparities. Guided by principles of participatory design and inclusion, our team developed a novel intervention that combined sleep hygiene education with mind-body integrative health (MBIH) practices to improve sleep quality among adolescents in New York City. The goal of this article is to describe our iterative development and design process, the final product, and future directions. Our participatory approach incorporated information from formative work with adolescents having lived experience, practitioners, and syntheses of published literature. The final intervention—Sleeping Healthy, Living Healthy—consists of six, 40-minute group sessions and one 20-minute individual session designed for high school students. Each session has a set of learning objectives, combining instruction, group activities, and discussions on sleep hygiene and MBIH topics. Our manualized intervention includes handouts created by a graphic design team that served as a review and reminder for home practice. We describe intervention implementation to two unique cohorts and detail our methods used to fine-tune the intervention between cohorts. Our partnership with and insights from both adolescents and practitioners serve as a guide for researchers aiming to use participatory methods to develop interventions to decrease health disparities in specific populations.
Citation (APA Style): Garbers, S., Ancheta, A. J., Gold, M. A., Maier, M., & Bruzzese, J.-M. (2023). Sleeping healthy, living healthy: Using iterative, participatory processes to develop and adapt an integrated sleep hygiene/mind-body integrative health intervention for urban adolescents. Health Promotion Practice, 25(5), 15248399231184453. https://doi.org/10.1177/15248399231184453
Direct link: https://journals.sagepub.com/doi/10.1177/15248399231184453
Supporting, Teaching and Empowering Parents: A Teacher's Manual on Psychosocial Interventions for Elementary School-Aged Students and Parents During Disasters and Emergency Situations
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