Title:Effectiveness of a School-Based Emotional Freedom Techniques Intervention for Promoting Student Wellbeing
VOLUME: 7 ISSUE: 2
Author(s):Peta Stapleton*, Eleanor Mackay, Hannah Chatwin, Daniel Murphy, Brett Porter, Sally Thibault, Terri Sheldon and Aileen Pidgeon
Affiliation:Department of School Psychology, Bond University, Queensland, Department of School Psychology, Bond University, Queensland, Department of School Psychology, Bond University, Queensland, Department of School Psychology, Bond University, Queensland, The Lakeside Rooms, Gold Coast, Queensland, Department of School Psychology, Bond University, Queensland, The Lakeside Rooms, Gold Coast, Queensland, Department of School Psychology, Bond University, Queensland
Keywords:Emotional freedom techniques, students, wellbeing, self-esteem, resilience, questionnaire.
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.
