Neurofeedback Training to Address College Students' Symptoms of Anxiety and Stress: A Quasi-Experimental Design

Autor/inn/en	Bennett, Caitlyn McKinzie; Lambie, Glenn W.; Bai, Haiyan; Hundley, Gulnora
Titel	Neurofeedback Training to Address College Students' Symptoms of Anxiety and Stress: A Quasi-Experimental Design
Quelle	In: Journal of College Student Psychotherapy, 36 (2022) 2, S.170-189 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lambie, Glenn W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-8225
DOI	10.1080/87568225.2020.1791777
Schlagwörter	Biofeedback; Neurology; Stress Variables; Anxiety; Mental Health; Health Needs; Brain Hemisphere Functions; Comparative Analysis; Measures (Individuals); Symptoms (Individual Disorders); Gender Differences; Scores; Help Seeking; Undergraduate Students; Therapy; Beck Anxiety Inventory + Suchen Sie Ihr Suchwort? Neurologie; Angst; Psychohygiene; Messdaten; Psychiatrische Symptomatik; Geschlechterkonflikt; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Therapie
Abstract	College students experience high levels of anxiety and stress, resulting in academic, interpersonal, and functional challenges. Despite awareness of anxiety and stress amongst students, universities and colleges fail to meet their mental health needs. Neurofeedback (NFB) training, a noninvasive approach designed to regulate brain processes to mitigate anxiety and stress-based symptoms, is an innovative option to help college students. A pre-posttest control group quasi-experimental design was implemented to measure whether a treatment group reported differences in anxiety and stress (as measured by the Beck Anxiety Inventory [BAI], Perceived Stress Scale [PSS], and Social Anxiety Thought [SAT] questionnaire) as compared to a waitlist control group. Results indicated significant decreases in SAT and PSS scores between groups, with no significant difference for BAI scores. Additionally, no significant differences were found over time between groups, regardless of gender. Limitations and future recommendations are explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01