EFT (Emotional Freedom Techniques) has been the subject of much research over the past decade, with many studies of conditions such as PTSD, anxiety, and depression showing significant treatment effects. In addition to elements drawn from established cognitive and exposure therapies, EFT uses the manual stimulation of acupuncture points (acupressure) through fingertip tapping. This study investigated the utility of EFT to address professional burnout in a population of school teachers. Participants were K-12 full time, public school teachers. They were assessed using the Maslach Burnout Inventory, which has three scales: Emotional Exhaustion, Depersonalization, and Personal Accomplishment. EFT was compared to a control condition that used sham tapping on a location on the forearm that does not include any acupuncture points. To reduce the possibility of cross-contamination between the two conditions, the study did not randomize participants within a single population. Instead, to minimize contact between experimental and control participants, the two samples were drawn from different school districts with similar demographic profiles in the same county. One hundred teachers were randomly selected from each district, of which 126 completed all assessments. Data analysis revealed that on all three indicators of burnout measured, EFT was significantly superior to the sham tapping control (p > .05). The results are consistent with earlier dismantling studies and indicate that acupoint tapping is an active ingredient in the therapeutic results obtained from EFT and not a placebo. EFT is inexpensive, easy to administer, and could be added to teacher mentor and retention programs to improve resiliency. A positive impact on teachers whose level of burnout is either negatively affecting the educational environment or has caused them to consider leaving the profession will help nurture and retain valuable assets for student learning.
EFT for Teachers and Healthcare Workers
This area represents the clinical research on EFT for teachers and healthcare workers. 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.
Emotional Freedom Techniques (EFT) to Reduce Exam Anxiety in Turkish Nursing Students
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
Emotional Freedom Technique for Stress Reduction in Nursing Students: A Pilot Project
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
Effectiveness of Music Therapy and Emotional Freedom Technique on Test Anxiety in Turkish Nursing Students: A Randomised Controlled Trial
Abstract
Introduction: Test anxiety, one of the forms of situational anxiety, is a crucial biopsychological factor negatively affecting the wellbeing and academic performance of students throughout their education. The study aimed to determine the effects of music therapy and EFT (Emotional Freedom Technique) on situational anxiety and vital signs in nursing students before they took an OSCE (Objective Structured Clinical Exam).
Methods: This study was conducted with 90 volunteer students. A computer-based random number generator was used to randomly assign the students into three groups (Music, EFT, and control), each group consisted of 30 students. Data was collected using a Student Identification Form, the Situational Anxiety Scale, and the Vital Signs Form.
Results: Before the interventions, the mean anxiety scores of the students were similar. After the interventions, however, the mean anxiety scores of those in both experimental groups were significantly lower (p < .05). The difference between the mean vital signs of the groups was not statistically significant, except the pulse rate in the EFT and peripheral capillary oxygen saturation (SpO2) in the music group.
Conclusions: According to the results of the study, both music therapy and EFT led to a decrease in the nursing students’ average scores before the OSCE, as measured by the Situational Anxiety Scale.
Citation (APA Style): İnangil, D., Irmak Vural, P., Doğan, S., & Körpe, G. (2020). Effectiveness of music therapy and emotional freedom technique on test anxiety in turkish nursing students: A randomised controlled trial. European Journal of Integrative Medicine, 33, 101041. https://doi.org/10.1016/j.eujim.2019.101041
Direct link: https://www.sciencedirect.com/science/article/abs/pii/S1876382019306699?dgcid=raven_sd_recommender_email#!
The Comparison of Three Different Techniques on the Situational Anxiety and Vital Signs of Nursing Students Before the OSCE Exam: A Randomized Controlled Trial
Abstract
This study was conducted in order to determine and compare the effects on the situational anxiety and vital signs of the breathing exercise, music therapy, and emotional freedom technique (EFT), which were administered before the OSCE (Objective Structured Clinical Exam) to nursing students. A randomized controlled experimental, classroom-based trial was conducted. The study was conducted on nursing students of one of universities in Istanbul before the OSCE exam. 120 nursing students who met the inclusion criteria were divided into four equal groups-breathing therapy, music therapy and EFT. The techniques were implemented 20 minutes before the OSCE exam. Meanwhile, the control group (n=30) was given 20 minutes of free time. Data collection was carried out using the student identification form, the situational anxiety scale and vital signs form. Before and after administering the techniques, the situational anxiety inventory was administered to students, and vital signs were measured. The mean age of the students was 19. Before interventions, the mean anxiety scores of the students were similar (p>0.05). After breath therapy, the mean anxiety score of the students was 44.90±7.97, 45.23±7.56 in the music therapy, 43.20±10.60 in the EFT and 52.23±12.95 in the control group and the difference was statistically significant (p<0.05). The difference between the mean vital signs of the groups wasn't statistically significant (p>0.05). The results of the study, breathing therapy, music therapy and EFT administration were found to decrease the average score of situational anxiety while not having any significant effect on vital signs before the OSCE exam. Biography Pınar Irmak Vural has completed her PhD at Istanbul University Women Health and Diseases Nursing in 2017 and Postdoctoral studies at Istanbul Medipol University Faculty of Health Sciences and she is working as a Lecturer at the same university.
Citation (APA Style): Vural , P. I., Dogan, S., Körpe, G., & Inangil, D. (2018). The comparison of three different techniques on the situational anxiety and vital signs of nursing students before the OSCE exam: A randomized controlled trial. Journal of Advanced Practices in Nursing, 2573-0347.
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
Is Acupoint Stimulation an Active Ingredient in Emotional Freedom Techniques (EFT)? A Controlled Trial of Teacher Burnout
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
Emotional Freedom Techniques: Stress and Anxiety Management for Students and Staff in School Settings
Abstract
Emotional Freedom Techniques (EFT), more commonly known as tapping, is an emerging, research-based intervention that has been found to be an effective stress and anxiety management tool for students and school personnel. EFT uses cognitive behavior therapy techniques, such as awareness building, imaginal exposure, reframing of interpretation, and systematic desensitization, while teaching the individual to self-stimulate protocol-identified acupoints. The use of EFT with children and adolescents is relatively new, and therefore, research on its effectiveness is limited. Within the last decade, initial results have indicated that EFT assists students in reducing anxiety and the fear of failure and in improving self-esteem and compassion within a few sessions. This chapter examines relevant EFT research and the use of EFT with school-age children and adolescents. In addition, it discusses the importance of formal training in EFT for school practitioners and ethical considerations. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Citation (APA Style): Gaesser, A. H. (2020). Emotional freedom techniques: Stress and anxiety management for students and staff in school settings. In C. Maykel & M. A. Bray (Eds.), Promoting mind–body health in schools: Interventions for mental health professionals (pp. 283–297). American Psychological Association. https://doi.org/10.1037/0000157-020
Direct link: https://psycnet.apa.org/record/2019-51669-020
Interventions to Reduce Burnout and Improve the Mental Health of Nurses During the COVID-19 Pandemic: A Systematic Review of Randomised Controlled Trials with Meta-Analysis
Abstract
This systematic review aims to investigate and determine the effectiveness of interventions on improving mental health (anxiety, depression, stress or mental well-being) and/or reducing burnout of nurses working in hospitals during the COVID-19 pandemic. A search was conducted on studies from conception to December 2022 in databases: PubMed, Embase, Cochrane Central Register of Controlled Trials, CINAHL, PsycINFO, Scopus and Web of Science and in ProQuest Thesis & Dissertations Global Database, Google Scholar and ClinicalTrials.gov. A total of 17 randomised controlled trials that evaluated different interventions were included. The outcomes were anxiety (n = 11), depression (n = 5), stress (n = 13) mental well-being (n = 7) and burnout (n = 7). Not all interventions led to positive outcomes. Grading of Recommendations Assessment, Development and Evaluation (GRADE) appraisal and risk of bias assessment using the Cochrane tool for randomised controlled trials (RoB 2.0) revealed poor quality of currently available literature, with low to very low certainty. Meta-analysis showed high heterogeneity among the five different outcomes, with subgroup analysis showing greater success in interventions conducted on nurses involved in the care of COVID-19 patients. More well-designed trials are necessary to reinforce current evidence to improve the mental health of nurses, to not only protect their quality of life but also to ensure the quality of patient care.
Citation (APA Style): Wong, K. W., Wu, X., & Dong, Y. (2024). Interventions to reduce burnout and improve the mental health of nurses during the COVID-19 pandemic: A systematic review of randomised controlled trials with meta-analysis. International Journal of Mental Health Nursing, 33(2), 324–343. https://doi.org/10.1111/inm.13251
Direct link: https://doi.org/10.1111/inm.13251
Emotional Freedom Techniques (EFT) Tapping for Pediatric Emergency Department Staff During the COVID-19 Pandemic: Evaluation of a Pilot Intervention
Abstract
Objective: Emergency-department (ED) staff may experience psychologic distress due to the stressful nature of their work. The COVID-19 pandemic exacerbated this distress. Emotional Freedom Techniques (EFT) tapping, a somatic psychophysiologic intervention combining vibratory acupressure with elements of cognitive–behavioral and exposure therapies, can reduce psychologic distress. This study tested the short-term effect of 10-minute EFT tapping on the psychologic distress of pediatric ED staff responding to COVID-19.
Materials and Methods: During the COVID-19 pandemic, diverse staff in the pediatric ED of a New York City teaching hospital participated in this single-group study. A licensed creative arts therapist led participants in 10-minute EFT tapping sessions. A self-report questionnaire with 7 items based on the Trauma Exposure Response framework was administered immediately pre- and postintervention. Standardized mean differences between both timepoints were calculated.
Results: There were statistically significant reductions for 6 of the 7 items studied, including stress (3.32–2.14), obsessive and intrusive thoughts (2.50–1.85), feelings of pressure (3.20–2.17), loneliness (1.84–1.44), and emotional and physical pain (2.28–1.70); all P < 0.001. No significant changes in professional satisfaction were reported following the intervention.
Conclusions: Despite the limitations of a single-arm study design, a 10-minute brief EFT tapping session was a promising way to reduce short-term psychologic distress in pediatric ED health care workers. Future studies, including rigorous randomized controlled trials, are needed to evaluate the effectiveness of brief EFT tapping interventions in other settings.
Citation (APA Style): Bifano, S. M., Szeglin, C. J., Garbers, S., & Gold, M. A. (2024). Emotional Freedom Techniques (EFT) Tapping for Pediatric Emergency Department Staff During the COVID-19 Pandemic: Evaluation of a Pilot Intervention. Medical acupuncture, 36(2), 70–78. https://doi.org/10.1089/acu.2023.0099
Direct link: https://www.liebertpub.com/doi/10.1089/acu.2023.0099
The Effect of Emotional Freedom Techniques (EFT) on Anxiety and Caregiver Burden of Family Caregivers of Patients with Heart Failure: A Quasi-Experimental Study
Abstract
Background: Family members are at the forefront of providing care to patients with chronic illnesses, such as heart failure (HF). Since patient caregiving can affect the mental and physical health of family caregivers, the implementation and training of new psychological interventions by nurses are considered important and necessary for family caregivers. Therefore, the aim of this study was to evaluate the effect of emotional freedom techniques (EFTs) on anxiety and caregiver burden of family caregivers of patients with HF.
Materials and Methods: This study was a quasi-experimental study, in which 91 family caregivers participated. The family caregivers were assigned into two groups of intervention (n = 46) and control (n = 45). Data were collected using a demographic information form, Zung Self-Rating Anxiety Scale (SAS), and Caregiver Burden Inventory (CBI) developed by Novak and Guest. The intervention group underwent EFT training within six sessions, while the control group received no training. Descriptive statistics (mean, standard deviation, and absolute and relative frequency) and inferential statistical tests such as Chi-square, Fisher’s exact, and independent t-tests were run, and the data were analyzed by Statistical Package for the Social Sciences (SPSS) version 23 software.
Results: The findings showed that the intervention group had a significant improvement in reducing anxiety (P > 0.001). In addition, EFT significantly reduced caregiver burden among family caregivers of HF patients (P > 0.001).
Conclusion: EFT could significantly reduce anxiety and caregiver burden in family caregivers of patients with HF in our study. Therefore, nurses working in clinical settings are recommended to learn and use EFT to reduce the anxiety and caregiver burden of patients’ family caregivers.
Citation (APA Style): Marzban, A., Akbari, M., Moradi, M., & Fanian, N. (2024b). The effect of emotional freedom techniques (EFT) on anxiety and caregiver burden of family caregivers of patients with heart failure: A quasi-experimental study. Journal of Education and Health Promotion, 13(1). https://doi.org/10.4103/jehp.jehp_609_23
Direct link: https://journals.lww.com/jehp/fulltext/2024/04290/the_effect_of_emotional_freedom_techniques__eft_.128.aspx
Interventional Strategies to Reduce Test Anxiety among Nursing Students: A Systematic Review
Abstract
Nursing students are reported to have moderate to high test anxiety, leading to reduced academic performance, poor self-esteem, and failure to complete the program and practice nursing. This review aims to examine the interventions for test anxiety reduction in nursing students. Following the PRISMA guidelines, peer-reviewed experimental studies published in English between 2016 and 2021 from four databases, EBSCOhost, PubMed, Science Direct, and Scopus, were systematically searched. The findings were presented in tabular and narrative form. Among the 722 studies retrieved, 14 selected studies were critically appraised, guided by the Joanna Briggs checklist for Randomized Controlled Trials and the checklist for Quasi-Experimental Studies, resulting in 11 studies for inclusion in the systematic review. Test anxiety was assessed by different scales. Aromatherapy hand massage, aromatherapy using a diffuser in combination with music therapy, confidence training for test relaxation, coping program, music therapy, emotional freedom technique, animal-assisted intervention, and guided imagery were all found to be effective in reducing test anxiety. In conclusion, while numerous interventions to reduce test anxiety in nursing students were found to be effective, the quality of the studies investigating these interventions was varied with generally small sample sizes and limited follow-up. Future research should be conducted, and the same interventions should be carried out using a larger sample size to strengthen the body of evidence.
Citation (APA Style): Kaur Khaira, M., Raja Gopal, R. L., Mohamed Saini, S., & Md Isa, Z. (2023). Interventional strategies to reduce test anxiety among nursing students: A systematic review. International Journal of Environmental Research and Public Health, 20(2), 1233. https://doi.org/10.3390/ijerph20021233
Direct link: https://www.mdpi.com/1660-4601/20/2/1233
Breathing Therapy and Emotional Freedom Techniques on Public Speaking Anxiety in Turkish Nursing Students: A Randomized Controlled Study
Abstract
Background and Objective
Public speaking is a common challenge that university students have to face. This study aims to determine the effects of Breathing Therapy and Emotional Freedom Techniques (EFT) on public speaking anxiety in Turkish nursing students.
Methods
This randomized controlled study included 76 nursing students. Data were collected using the Descriptive Characteristics Form, Subjective Units of Disturbance Scale, State-Trait Anxiety Inventory, and Speech Anxiety Scale.
Results
Before the administration of Breathing Therapy and EFT, the students’ median scores from the Subjective Units of Disturbance Scale, State-Trait Anxiety Inventory, and Speech Anxiety Scale were similar. However, the median scores of the Subjective Units of Disturbance Scale, State-Trait Anxiety Inventory, and Speech Anxiety Scale scores significantly decreased in both of the experimental groups after the interventions (p < 0.001). EFT (d = 3.18) was more effective than Breathing Therapy (d = 1.46) in reducing speech anxiety.
Conclusion
It was found that Breathing Therapy and EFT are effective methods to reduce stress, anxiety, and speaking anxiety.
Citation (APA Style): Dincer, B., Özçelik, S. K., Zülfünaz, Ö. Z. E. R., & Bahçecik, N. (2020). Breathing therapy and emotional freedom techniques on public speaking anxiety in Turkish nursing students: A randomized controlled study. Explore: The Journal of Science and Healing, 18(2), 226-233. doi:10.1016/j.explore.2020.11.006
Direct link: https://www.sciencedirect.com/science/article/abs/pii/S1550830720303761?via%3Dihub
Effectiveness of Emotional Freedom Techniques on Occupational Stress for Preschool Teachers
Abstract
Occupational stress may be directly related to teacher burnout and general job dissatisfaction within the teaching profession. While research has shown that teaching is among the most stressful of occupations, there is currently limited research on the implementation or effectiveness of stress management programs. The present study examined the effectiveness of Emotional Freedom Techniques (EFT) on the reduction of stress for preschool teachers. The study was conducted according to a single-subject design (N=2), in which levels of stress and anxiety were measured before and after the five-week training of EFT. Following the completion of training, both participants in the study reported decreased levels of stress and anxiety. However, at six month follow up, results were more varied.
Citation (APA Style): Haynes, T. (2010). Effectiveness of Emotional Freedom Techniques on occupational stress for preschool teachers (Doctoral dissertation). UMI Dissertation Publishing: UMI 3412819.
Direct link: https://www.proquest.com/openview/9d222190929b00368347b19de2df9135/1?pq-origsite=gscholar&cbl=18750
Improving Caregiver Coping Resources, Reducing Burden, and Promoting Well-Being: Emotional Freedom Technique
Abstract
This quantitative pre-experimental pretest–posttest study examined if, and to what extent, differences existed in perceived well-being, coping resources, and caregiving burden preand post-implementation of Emotional Freedom Technique (EFT) for caregivers of chronically ill, Alzheimer’s and dementia patients post-COVID-19 in Southwestern Arizona. This study was designed to determine if the self-applied intervention would help reduce caregiver burden and improve perceived well-being and coping skills. Emotional Freedom Technique is based off acupuncture and cognitive/cognitive behavioral theory. A convenience sample of 17 participants was recruited through three caregiver organizations. A class teaching EFT was given to non-professional, adult female caregivers. The preassessments included the Zarit Burden Interview, the Friedman Well-Being Scale, and the Coping Resources Inventory (time 1). Participants took the Coping Resources Inventory again immediately following the EFT class (time 2). Then the participants practiced EFT for 7 days post class and took all three assessments again (time 3). The repeated measures ANOVA results found a statistically nonsignificant EFT effect on caregiver coping resources: F(2, 32) = 1.04, p = .36. The Zarit scores showed a 25% reduction in the caregiver burden scores (Mpre = 48.76, Mpost = 36.59). The results of the paired-sample t-test performed on the Friedman Well-Being scores showed a significant 23% increase in caregiver well-being scores (Mpre = 62.30, Mpost = 76.53). These findings represent evidence of the EFT potential to improve the lives of caregivers of Alzheimer’s and dementia patients and justify further research on EFT effectiveness.
Citation (APA Style): Horton-Garcia, S. R. (2025). Improving caregiver coping resources, reducing burden, and promoting well-being: Emotional freedom technique [Doctor of Philosophy]. https://www.proquest.com/openview/a1d0804e8c6b60e9c00322598fb8cb0e/1?pq-origsite=gscholar&cbl=18750&diss=y
Direct link: https://www.proquest.com/openview/a1d0804e8c6b60e9c00322598fb8cb0e/1?pq-origsite=gscholar&cbl=18750&diss=y
The Effect of a Brief EFT (Emotional Freedom Techniques) Self-Intervention on Anxiety, Depression, Pain and Cravings in Healthcare Workers
Abstract
This study examined whether self-intervention with Emotional Freedom Techniques (EFT), a brief exposure therapy that combines a cognitive and a somatic element, had an effect on healthcare workers’ psychological distress symptoms. Participants were 216 attendees at 5 professional conferences. Psychological distress, as measured by the SA-45, and self-rated pain, emotional distress, and cravings were assessed before and after 2-hours of self-applied EFT, utilizing a within-subjects design. A 90-day follow-up was completed by 53% of the sample with 61% reporting using EFT subsequent to the workshop. Significant improvements were found on all distress subscales and ratings of pain, emotional distress, and cravings at post-test (all p<.001). Gains were maintained at follow-up for most SA-45 scales. The severity of psychological symptoms was reduced (-45%, p<.001) as well as the breadth (-40%, p<.001), with significant gains maintained at follow-up. Greater subsequent EFT use correlated with a greater decrease in symptom severity at follow-up (p<.034, r=.199), but not in breadth of symptoms (p<.0117, r=.148). EFT provided an immediate effect on psychological distress, pain, and cravings that was replicated across multiple conferences and healthcare provider samples.
Citation (APA Style): Church, D., & Brooks, A. J. (2010). The effect of a brief EFT (Emotional Freedom Techniques) self-intervention on anxiety, depression, pain and cravings in healthcare workers. Integrative Medicine: A Clinician’s Journal, 9(5), 40-44.
Direct link: https://s3.amazonaws.com/eft-academic-articles/HealthCare.pdf
The Effect of Emotional Freedom Techniques on Test Anxiety in Iranian Paramedical Students: A Randomized Controlled Trial Study
Abstract
Background: Based on evidences, there has been no study conducted on the effects of emotional freedom techniques on Iranian medical students. Therefore, the present study aims to investigate the impact of emotional freedom techniques on examination anxiety in Iranian nursing and allied students.
Methods: This randomized controlled clinical trial study was conducted in 2021. The sample included students from the School of Nursing and Midwifery and the School of Paramedical Sciences enroled from the second to eighth semesters. Based on inclusion criteria, 30 students were assigned to each group. The test anxiety questionnaire was utilized to assess the test anxiety of students. The educational sessions in the intervention group were structured according to the Church’s educational package and were delivered in six non-face-to-face (online) sessions, each lasting 45 min, once a week. In the control group, no intervention was implemented. All statistical analyses were performed using IBM SPSS Statistics software version 24 (IBM SPSS Statistics).
Results: The mean age of students in the intervention and control groups were 25.22±1.85 and 22.80±1.80 years, respectively. After the intervention, the mean examination anxiety in the experimental group (50.88) significantly decreased to within the moderate range (25–75), compared to the mean examination anxiety in the control group (65.36) within the same range (P<0.001). Furthermore, the ANCOVA analysis indicated that the group and examination anxiety before the intervention were statistically significant.
Conclusion: This positive impact on test anxiety is particularly promising for medical sciences students, who often endure heightened stress levels due to the rigorous nature of their studies and the demands of their profession.
Citation (APA Style): Azzizadeh Forouzi, M., Taebi, M., Samarehfekri, A., & Rashidipour, N. (2024). The effect of emotional freedom techniques on test anxiety in Iranian Paramedical students: a randomized controlled trial study. Annals of medicine and surgery (2012), 86(5), 2745–2751. https://doi.org/10.1097/MS9.0000000000002023
Effects of Emotion Freedom Techniques on Academic Stress in Korean Medical Students: A Single-Group Pre-Post Study
Abstract
Objectives: Academic stress poses a significant risk for the mental health of medical students, and a feasible group intervention program for managing academic stress is required. The purpose of this study was to examine the clinical effectiveness of emotional freedom techniques (EFT) on the mental health of Korean medical students.
Methods: The class of first-year medical school students (n=36) participated in an after-school EFT group intervention program comprising six sessions (15 minutes/session, three weeks) to analyze its clinical effectiveness as a single-group test-retest clinical study. The changes in the Perceived Stress Scale (PSS), Test Anxiety Inventory (TAI), Positive and Negative Affect Schedule (PANAS), and State-Trait Anxiety Inventory (STAI) scores were examined using a paired t-test and Cohen's D at post-EFT and two-week follow-up.
Results: There were significant curtailments at post-EFT and follow-up measures in TAI-Total (t=2.704 and t=3.289), TAI-Worry (t=2.297 and t=2.454), TAI-Emotionality (t=2.763 and t=3.654), PSS-Negative Perspective (t=2.659 and t=3.877), and PANAS-Negative Affect (t=2.885 and t=3.259) subscales, however not in PSS-Positive Perspective (t=-1.279 and t=-1.101) and PANAS-Positive Affect (t=0.194 and t=-0.122) subscales. The trait anxiety (t=2.227) was significantly mitigated in the post-EFT measure and the state anxiety (t=2.30) in the follow-up measure.
Conclusions: The EFT group intervention alleviated test stress, negative affect, and anxiety in the Korean medical students. This study contributes to an understanding of academic stress and EFT intervention in the competitive environment of medical education.
Citation (APA Style): Seung, L. (2022). Effects of emotion freedom techniques on academic stress in korean medical students: A single-group pre-post study. Journal of Oriental Neuropsychiatry, 33(1), 33–48. https://doi.org/10.7231/jon.2022.33.1.033
Direct link: https://koreascience.or.kr/article/JAKO202211154025307.page
Expanding the Social Work Toolbox: Utilizing Emotional Freedom Techniques in Practice
Extract
(no abstract available)
Energy psychology practices—most notably Emotional Freedom Techniques (EFT) or tapping—are noninvasive, client-friendly methods of therapy that should be included in the social worker’s toolbox. EFT is an evidence-based practice that has been recognized as an effective treatment for a range of physical and emotional conditions including PTSD, anger, anxiety, stress, test anxiety, phobias, weight control, chronic pain, addiction, and other disruptive habits, behaviors, and limiting beliefs ( Feinstein, 2012, 2018; Rowe, 2005; Stapleton, 2019). The technique has been used both nationally and internationally by organizations to aid in trauma relief for veterans, survivors of national disasters, war-related trauma, and mass shooting tragedies such as in Newtown and Pacific Grove ( Ortner, 2013).
Clinical EFT tapping protocols have been validated by research, with over 100 research studies, review articles, and meta-analyses published in professional, peer-reviewed journals ( Stapleton, 2019). EFT also meets the requirements of the APA Division 12 Task Force on Empirically Validated Treatments ( Church et al., 2014; Stapleton, 2019). In addition, in 2017 the U.S. Veterans Administration approved EFT for treatment, noting its safety and efficacy ( Stapleton, 2019). Through their initiative, The Veterans Stress Project, the National Institute for Integrative Healthcare not only offers veterans EFT sessions but also links individuals to veterans who have successfully used EFT in their recovery ( Veterans Stress Project, 2017).
Citation (APA Style): DiLauro, M. D. (2022). Expanding the social work toolbox: Utilizing emotional freedom techniques in practice . Health & Social Work, 47(1). https://academic.oup.com/hsw/article-abstract/47/1/63/6375143?redirectedFrom=fulltext&login=false
Direct link: https://academic.oup.com/hsw/article-abstract/47/1/63/6375143?redirectedFrom=fulltext
Effects of eHealth Interventions on Stress Reduction and Mental Health Promotion in Healthcare Professionals: A Systematic Review
Abstract
Aims: To evaluate the effectiveness of eHealth interventions to reduce stress and promote mental health in healthcare professionals, and to compare the efficacy of different types of programs (guided vs. self-guided; ‘third-wave’ psychotherapies vs. other types).
Background: Healthcare workers present high levels of stress, which constitutes a risk factor for developing mental health problems such as depression and anxiety. eHealth interventions have been designed to reduce these professional's stress considering that the characteristics of this delivery method make it a cost-effective and very appealing alternative because of its fast and easy access.
Design: A systematic review of quantitative studies.
Methods: A comprehensive database search for quantitative studies was conducted in PubMed, EMBASE and Cochrane (until 1 April 2022). The systematic review was conducted in accordance with the PRISMA and SWiM reporting guidelines. The quality of the studies was assessed using the National Heart, Lung and Blood Institute tools.
Results: The abstracts of 6349 articles were assessed and 60 underwent in-depth review, with 27 fulfilling the inclusion criteria. The interventions were classified according to their format (self-guided vs. guided) and contents (‘third-wave’ psychotherapies vs. others). Twenty-two interventions emerged, 13 of which produced significant posttreatment reductions in stress levels of health professionals (9 self-guided, 8 ‘third wave’ psychotherapies). Significant effects in improving depressive symptomatology, anxiety, burnout, resilience and mindfulness, amongst others, were also found.
Conclusion: The evidence gathered in this review highlights the heterogeneity of the eHealth interventions that have been studied; self-guided and ‘third-wave’ psychotherapy programs are the most common, often with promising results, although the methodological shortcomings of most studies hinder the extraction of sound conclusions.
Citation (APA Style): López‐Del‐Hoyo, Y., Fernández‐Martínez, S., Pérez‐Aranda, A., Barceló‐Soler, A., Bani, M., Russo, S., Urcola‐Pardo, F., Strepparava, M. G., & García‐Campayo, J. (2023). Effects of e H ealth interventions on stress reduction and mental health promotion in healthcare professionals: A systematic review. Journal of Clinical Nursing, 32(17-18). https://doi.org/10.1111/jocn.16634
Direct link: https://onlinelibrary.wiley.com/doi/full/10.1111/jocn.16634
The Emotional Freedom Technique: Finally, a Unifying Theory for the Practice of Holistic Nursing, or Too Good to Be True?
Abstract
The Emotional Freedom Technique (EFT) is defined and described as a clinical procedure for the relief of psychological and physical distress that patients often bring to the attention of nurses. Frequently referred to as “tapping,” this technique combines the cognitive reprocessing benefits of exposure and acceptance therapy with the energetic disturbance releases associated with acupuncture and other energy therapies. More than 60 research articles in peer-reviewed journals report a staggering 98% efficacy rate with the use of this procedure from psychological distress (posttraumatic stress disorder, phobias, anxiety, depression, etc.) to physical conditions (asthma, fibromyalgia, pain, seizure disorders, etc.) to performance issues (athletic, academic). Perhaps because of this, this technique has encountered a fair degree of skepticism within the health care community. Easily taught as a self-help aid that patients can administer to themselves, EFT becomes an efficacious tool in the hands of nurses who are seeking whole person approaches for the healing of a wide variety of psychological and physical conditions. A conceptual framework, mechanisms of action, evidence of safety, literature review, and case studies are also included.
Citation (APA Style): Rancour, P. (2016). The emotional freedom technique: Finally, a unifying theory for the practice of holistic nursing, or too good to be true? Journal of Holistic Nursing, 35(4), 382–388. https://doi.org/10.1177/0898010116648456
Direct link: https://journals.sagepub.com/doi/abs/10.1177/0898010116648456