EFT for University Students
This area represents the clinical research on EFT for university students. 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.
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
Tapping for PEAS: Emotional Freedom Technique (EFT) in Reducing Presentation Expression Anxiety Syndrome (PEAS) in University Students
Abstract
Presentation anxiety is one of the most common fears that people express. Emotional Freedom Technique (EFT) which is also known as tapping is an emerging complementary therapy that has been used to treat a variety of phobias. Participants were a convenience sample of 25 3rd year Foundation Degree level complementary therapy students undertaking a Research Module. The module included an assessed presentation, which was known to generate anxiety among students. The students were given a 15 minute assignment workshop .They then received a 15 minute lecture introducing EFT and were then guided though one round of EFT focussing on their fear of public speaking. The students were assessed using the Subjective Units of Distress (SUDs) and the Hospital Anxiety and Depression Scale (HADS) pre and post EFT. Immediately following their presentation, the students were invited to take part in a brief face to face interview to explore their use of and feelings about EFT. Twenty one of the total sample of 25 students (84%) participated in the research. There was a significant reduction in SUDS (p=0.002), HAD (p = 0.048) and HAD Anxiety Subscale (p=0.037). There was no difference in the HAD Depression Subscale (p=0.719). The qualitative data were analysed using a framework approach which revealed 3 themes: nerves, novelty and the practical application of EFT. Despite the limitations of the study, the results suggest that EFT may be a useful addition to curricula for courses that include oral presentations.
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
The Effectiveness of Emotional Freedom Techniques for Optimal Test Performance
Abstract
Test anxiety causes, effects and interventions have been widely studied. This study seeks to determine the efficacy of a single brief intervention “Emotional Freedom Techniques (EFT)” to support the ability to shift attention appropriately to achieve optimal levels of both test anxiety and test performance.
The initial sample consisted of 168 undergraduates from three universities in the Inland Northwest USA who were randomly assigned to 3 different groups. Group 1 learned EFT, Group 2 learned Diaphragmatic Breathing (DB), and Group 3 served as a no-treatment control. Participants in the two experimental groups received two 2-hour lessons.
The Sarason Reactions To Tests (RTT), Symptom Assessment -45 Questionnaire (SA-45) and Westside Test Anxiety Scale instruments, as well as a 5-item self-care questionnaire and a request for a qualitative list of individual, test-related concerns, were administered as pre- and post- measures, with a second follow-up at the end of the semester.
Subsequent ANOVAs revealed significant improvements in both the DB and EFT groups on most measures, with gains maintained on follow-up.
Citation (APA Style): Jain, S., & Rubino, A. (2012). The effectiveness of emotional freedom techniques for optimal test performance. Energy Psychology: Theory, Research, & Treatment, 4(1), 13–24. https://doi.org/10.9769/EPJ.2012.4.2.SJ
Effectiveness of Tapping Therapy for the Treatment of Anxiety Among University Students
Abstract
Background: Emotional Freedom Technique (EFT), otherwise called tapping, is a developing psychological treatment based on tapping therapy that has been utilized to treat an assortment of conditions, including anxiety. Study aimed to investigate the effectiveness of emotional freedom technique as a tapping therapy for the treatment of anxiety among female university students.
Method: Quasi experimental design was used. Study was conducted at International Islamic University, from October 2018 to December 2018. Following convenience sampling, a sample of seventy female university students (N=70) with age range of 18 to 25 years was selected from International Islamic university, Islamabad out of 100 students (N=100) based on inclusion criteria. Following a pre-test and post-test design, State-Trait Anxiety Inventory was administered before and after implementation of emotional freedom technique in order to determine the anxiety i-e State- Anxiety and Trait-Anxiety.
Results: For Data Analysis, in SPSS 23, paired sample t-test was used. Paired sample t-test indicated a significant pre and post test difference in the state and trait anxiety levels in female university students (p<.001)
Conclusion: Thus, using Emotional freedom technique as a tapping therapy can decrease state and trait anxiety among university students.
Citation (APA Style): Syeda Ayat-e-Zainab, A., & Loona, M. I. (2019). Effectiveness of tapping therapy for the treatment of anxiety among university students: Effectiveness of tapping therapy for the treatment of anxiety among university students. Pakistan Journal of Physiology, 15(2), 80–83. https://doi.org/10.69656/pjp.v15i2.1037
Direct link: https://pjp.pps.org.pk/index.php/PJP/article/view/1037
Brief Group Intervention Using Emotional Freedom Techniques for Depression in College Students: A Randomized Controlled Trial
Abstract
Two hundred thirty-eight first-year college students were assessed using the Beck Depression Inventory (BDI). Thirty students meeting the BDI criteria for moderate to severe depression were randomly assigned to either a treatment or control group. The treatment group received four 90-minute group sessions of EFT (Emotional Freedom Techniques), a novel treatment that combines exposure, cognitive reprocessing, and somatic stimulation. The control group received no treatment. Posttests were conducted 3 weeks later on those that completed all requirements (N = 18). The EFT group (n = 9) had significantly more depression at baseline than the control group (n = 9) (EFT BDI mean = 23.44, SD = 2.1 versus control BDI mean = 20.33, SD = 2.1). After controlling for baseline BDI score, the EFT group had significantly less depression than the control group at posttest, with a mean score in the “nondepressed” range (P = .001; EFT BDI mean = 6.08, SE = 1.8 versus control BDI mean = 18.04, SE = 1.8). Cohen′s d was 2.28, indicating a very strong effect size. These results are consistent with those noted in other studies of EFT that included an assessment for depression and indicate the clinical usefulness of EFT as a brief, cost-effective, and efficacious treatment.
Citation (APA Style): Church, D., De Asis, M. A., & Brooks, A. J. (2012). Brief group intervention using emotional freedom techniques for depression in college students: A randomized controlled trial. Depression Research and Treatment, 2012, 1–7. https://doi.org/10.1155/2012/257172
Direct link: https://onlinelibrary.wiley.com/doi/10.1155/2012/257172
Pilot Study of Emotional Freedom Techniques, Wholistic Hybrid Derived From Eye Movement Desensitization and Reprocessing and Emotional Freedom Technique, and Cognitive Behavioral Therapy for Treatment of Test Anxiety in University Students
Abstract
Objective: This study explored test anxiety benefits of wholistic hybrid derived from eye movement desensitization and reprocessing and Emotional Freedom Techniques (WHEE), Emotional Freedom Techniques (EFTs), and cognitive behavioral therapy (CBT).
Participants: Canadian university students with severe or moderate test anxiety participated.
Methods: A controlled trial of WHEE (n = 5), EFT (n = 5), and CBT (n = 5) was conducted. Standardized anxiety measures included the Test Anxiety Inventory and Hopkins Symptom Checklist-21.
Results: Despite small sample size, significant reductions in test anxiety were found for all three treatments. In only two sessions, WHEE and EFT achieved the same benefits as CBT did in five sessions. Participants reported high satisfaction with all treatments. Emotional freedom techniques and WHEE participants successfully transferred their self-treatment skills to other stressful areas of their lives.
Conclusions: Both WHEE and EFT show promise as feasible treatments for test anxiety.
Citation (APA Style): Benor, D. J., Ledger, K., Toussaint, L., Hett, G., & Zaccaro, D. (2009). Pilot study of emotional freedom techniques, wholistic hybrid derived from eye movement desensitization and reprocessing and emotional freedom technique, and cognitive behavioral therapy for treatment of test anxiety in university students. EXPLORE, 5(6), 338–340. https://doi.org/10.1016/j.explore.2009.08.001
Direct link: https://www.sciencedirect.com/science/article/abs/pii/S1550830709002766
Tapping Your Way to Success: Using Emotional Freedom Techniques (EFT) to Reduce Anxiety and Improve Communication Skills in Social Work Students
Abstract
By the nature of their professional training and practice placements, social work students are prone to situations provoking the onset of anxiety. A programme of academic and placement support, termed the ‘Skills Lab’, provides help and support for students to develop their communication skills and prepare for their practice placements and transition into professional social work practice. Skills Lab evaluations indicated a high level of appreciation, linked with a strong sense of apprehension and anxiety, which some students report has negatively affected their performance. To address student anxiety, a pilot study using Emotional Freedom Techniques (EFT) was developed. EFT is an intervention, which may potentially be effective in reducing academic anxiety and enhancing public speaking. This mixed-methods pilot study measured participants’ (n = 45) subjective distress and anxiety before and after using EFT. Subjective distress/anxiety was invoked through a 15-min assignment lecture. Twelve of the 45 students also participated in one-one interviews to elaborate on their experiences of EFT. Quantitative findings indicated participants reported significantly less subjective distress and anxiety after using EFT. Qualitative findings indicated three themes whereby participants found EFT calming, relaxing and helpful; considered the transferability of EFT in other settings; and proposed some of the mechanisms of EFT’s action.
Citation (APA Style): Boath, E., Boughey, A. J., Good, R., Tsaroucha, A., Stewart, T., & Pitch, S. (2017). Tapping your way to success: Using emotional freedom techniques (EFT) to reduce anxiety and improve communication skills in social work students. Social Work Education, 36(6), 715–730. https://doi.org/10.1080//02615479.2017.1297394
Direct link: https://www.tandfonline.com/eprint/WN4HcPSMSRU8IBACYXkf/full
The Efficacy of EFT on the Symptoms of Depression, Anxiety and Stress Among College Students’ During the COVID-19 Pandemic: Basis for the Development of Psychological Acupuncture Intervention
Abstract
The study's major goal was to determine whether lockdowns, remote learning, and other significant changes brought on by the COVID-19 epidemic caused students at a locally supported institution in Laguna to feel depressed, anxious, or stressed. Students enrolled from 2020 to the present or during the pandemic's duration made comprised the study's participants. This was a quasi-experimental design. It was designed to find out if students were displaying signs of stress, anxiety, or depression. An intervention, Emotional Freedom Technique, has been used to mitigate and address their degree of depression, anxiety, and stress. The participants' age, sex, course, and year level demographics were also noted. The research used simple random sampling and the researcher called all the participants who met the criteria. Depression Anxiety Stress Scales (DASS) was utilized to determine their level of symptoms. Moderate to extremely severe symptoms had been invited to participate in the experiment. Volunteered participants had been assigned to three experimental groups namely depression group, anxiety, and stress. Forty-five (45) participants had been subjected to 16 (sixteen) sessions of online intervention with a total of 48 sessions for three groups with an interval post-test within the sessions. Fortunately, after 16 sessions of the emotional freedom technique, the participants in the anxiety group had a baseline of 16.69 mean or severe but after three post-tests they became better as revealed by the last post-test mean of 4.84 or normal. As to depression, they had 22.77 mean or severe, but after sessions it was now 10.38 mean or mild. The participants had 25.50 mean or severe but afterwards 8.70 mean or normal in the stress group. Since quantifiable data has demonstrated how well the emotional liberation technique works, the hypothesis that it is ineffective for reducing the participants' levels of sadness, anxiety, and stress symptoms was rejected. Nevertheless, the researcher will create an intervention called “Psychological Acupuncture for Comfort” as the output for the study.
Citation (APA Style): Bustamante-Paster , A. (2022). The efficacy of EFT on the symptoms of depression, anxiety and stress among college students’ during the COVID-19 pandemic: Basis for the development of psychological acupuncture intervention. International Journal of Multidisciplinary Research and Analysis, 5(7). https://doi.org/10.47191/ijmra/v5-i7-06
Direct link: https://ijmra.in/v5i7/6.php
Is Emotional Freedom Techniques (EFT) Generalizable? Comparing Effects In Sport Science Students Versus Complementary Therapy Students
Abstract
Objectives: Previous research has shown Emotional Freedom Techniques (EFT) to be effective in reducing presentation anxiety in student populations. Generalizability is a critical issue in research, and this study compared whether EFT is as effective in a cohort of younger, predominantly male students undertaking a sports science degree as in a cohort of all female, predominantly older complementary therapy students undertaking a foundation degree in complementary therapy.
Method: Two convenience samples of students were used. A cohort of students undertaking a foundation degree in complementary therapy (also known as CAM or Complementary and Alternative Medicine) and a cohort of students undertaking a sports science degree were informed of the research and invited to give their informed consent. Those who agreed were given a 15-min assignment workshop outlining the requirements for their assessed presentation by their module leads (authors Carryer and Boath).
Results: Table 1 shows the sociodemographic details of each student cohort. There was a significant difference in gender and age between the two cohorts of students. Men were predominant in the sports science degree group, whereas the complementary therapy group were all women. Complementary therapy students were also significantly older.
Discussion: This study demonstrates that EFT is effective in reducing presentation anxiety in cohorts of students regardless of age or gender. The findings are remarkably similar to previous research (Boath et al., 2012a, 2012b, 2013).
Conclusions: The results demonstrate a statistically significant reduction in anxiety level for both cohorts of students, as well as a clinically significant reduction in anxiety for the sports science students.
Citation (APA Style): Boath, E., Carryer, A., & Steward, A. (2013). Is Emotional Freedom Techniques (EFT) generalizable? Comparing effects in sport science students versus complementary therapy students. Energy Psychology: Theory, Research, and Treatment, 5(2), 29—34.
Tapping For Success: A Pilot Study To Explore If Emotional Freedom Techniques (EFT) Can Reduce Anxiety And Enhance Academic Performance In University Students
Abstract
Emotional Freedom Techniques (EFT), also known as tapping, is an emerging psychological intervention that has been used to treat a variety of conditions, including exam stress and public speaking anxiety.
Participants were a convenience sample of 52 3rd year Foundation Degree level students undertaking a Research Methods Module. The module included an assessed presentation, which was known to generate anxiety among students. The students were given a 15 minute assignment workshop. They then received a 15 minute lecture introducing EFT and were guided though one round of EFT focussing on their anxiety of public speaking. The students were assessed using the Subjective Units of Distress (SUDs) and the Hospital Anxiety and Depression Scale (HADS) pre and post EFT. The students were instructed that they could continue to use EFT at any time to reduce their anxiety regarding their assessed presentation. Immediately following their presentation, the students were invited to take part in a brief face- to-face interview to identify those who used EFT to explore their use of and feelings about EFT and to identify those who had chosen not to use EFT and explore their reasons for not choosing to use it.
Forty Six of the total sample of 52 students (88%) participated in the research. There was a significant reduction in SUDS (p=p<0.001), HAD (p = 0.003) and HAD Anxiety Subscale (p<0.001). There was no difference in the HAD Depression Subscale (p=0.67). The qualitative data were analysed using a framework approach which revealed the following three themes: helpfulness of EFT in reducing anxiety and staying calm and focussed; Using other complementary therapy skills; and their reasons for not using EFT.
Citation (APA Style): Boath, E., Stewart, A, & Carryer, A. (2013). Tapping for success: A pilot study to explore if Emotional Freedom Techniques (EFT) can reduce anxiety and enhance academic performance in university students. Innovative Practice in Higher Education, 1(3), 1-13.
Direct link: https://journals.staffs.ac.uk/index.php/ipihe/article/view/147
Pilot Study Of EFT, WHEE And CBT For Treatment Of Test Anxiety In University Students
Abstract
Objective: This study explored test anxiety benefits of Wholistic Hybrid derived from EMDR (WHEE), Emotional Freedom Techniques (EFT), and Cognitive Behavioral Therapy.
Participants: Canadian university students with severe or moderate test anxiety participated.
Methods: A double-blind, controlled trial of WHEE (n = 5), EFT (n =5), and CBT (n = 5) was conducted. Standardized anxiety measures included: the Test Anxiety Inventory (TAI) and Hopkins Symptom Checklist (HSCL-21).
Results: Despite small sample size, significant reductions on the TAI and HSCL-21 were found for WHEE; on the TAI for EFT; and on the HSCL-21 for CBT. There were no significant differences between the scores for the three treatments. In only two sessions WHEE and EFT achieved the equivalent benefits to those achieved by CBT in five sessions. Participants reported high satisfaction with all treatments. EFT and WHEE students successfully transferred their self-treatment skills to other stressful areas of their lives.
Conclusions: WHEE and EFT show promise as effective treatments for test anxiety.
Citation (APA Style): Benor, D. J., Ledger, K., Toussaint, L., Hett, G., & Zaccaro, D. (2009). Pilot study of EFT, WHEE and CBT for treatment of test anxiety in university students. Explore: The Journal of Science and Healing, 5(6), 338-340.
Direct link: https://www.sciencedirect.com/science/article/abs/pii/S1550830709002766?via%3Dihub
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