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Introduction
Stress and related psychological problems seem to be critical factor that drives adolescents to self-destructive behaviors. This issue often becomes the reason for poor performance in educational institutions and causes affective disorders later in life (Church, De Asis, & Brooks, 2012). The emotional freedom technique (EFT) is reported to be a prominent method that reduces stress and related negative psychological effects (Bougea et al., 2013; Church, et al., 2012; Jain & Rubino, 2012; Feinstein, 2012). Therefore, it may be considered beneficial to introduce this practice to the college education system, which can help increase student retention and improve their grades.
Scholarly/Creative Merit of the Work
According to Jain and Rubino (2012), frequent stressful events like tests and examinations may severely damage the psychological state of students and have adverse effects on their future life and career. The researchers also report that the issue affects about 33% of the student population, which makes it rather serious health, retention, and performance concern. In light of this, EFT may be a solution that tackles these problems. Practical application of EFT to education might provide valuable data for future analysis and development of a larger theoretical basis that is much needed for often skeptically viewed alternative ways of treatment. Additionally, Church, Yount, and Brooks (2012), and Benor et al. (2009) noted that larger sample groups are needed to fully apprehend the potential of EFT.
Karatzias et al. (2011) also proposed that a control group is also needed to provide better evidence for the success. In the college environment, such a group would be much easier to create. Therefore, the introduction of EFT to the college education system would provide immense amounts of data to study. Studies by Wells, Polglase, Andrews, Carrington, and Baker (2003) showed an indication of long-term EFT effect on small animals. If human trials produce similar results, the method could develop alternative applications and be deemed even more effective.
Institutional Strengthening
The proposed educational intervention may provide a considerable benefit to college through raising student learning potential and helping them finish the educational program. According to the results of a study that featured acupuncture point stimulation, in 70 of students having test-taking anxiety, test results significantly improved (Feinstein, 2012). Improvement of examination outcomes could be beneficial to student retention and the success of the college among competitors due to better education program performance. The results of the study by Bougea et al. (2013) also suggest that EFT help relieve stress symptoms, which would also help better prepare for a test. Better examination results suggest a higher graduation rate. Additionally, lower stress levels during the education term due to the EFT introduction could help form better recollections of college experiences, which may result in a better referral.
Conclusion
According to a considerable body of scientific evidence, EFT could be a valuable addition to the college educational system, increasing students performance. The urgency of the test-taking anxiety is also proved by research and professional practice. Addressing the situation may immensely benefit the education process from the student perspective and improve college rating. Better examination results could help students finish the chosen education program and become better professionals in future. The introduction of the EFT to college setting could provide qualitative and quantitative data for further scientific research into its effects. Larger sample and control groups could ensure the statistical significance of the evidence. This intervention could help form evidence of EFT effectiveness in the educational setting that is even more convincing. The results of full-scale trials in the college environment could shift the psychology professionals from skeptical to positive view about alternative medicine.
References
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: The Journal of Science and Healing, 5(6), 338-340.
Bougea, A. M., Spandideas, N., Alexopoulos, E. C., Thomaides, T., Chrousos, G. P., & Darviri, C. (2013). Effect of the emotional freedom technique on perceived stress, quality of life, and cortisol salivary levels in tension-type headache sufferers: A randomized controlled trial. Explore: The Journal of Science and Healing, 9(2), 91-99.
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. Web.
Church, D., Yount, G., & Brooks, A. J. (2012). The effect of emotional freedom techniques on stress biochemistry: A randomized controlled trial. The Journal of Nervous and Mental Disease, 200(10), 891-896.
Feinstein, D. (2012). Acupoint stimulation in treating psychological disorders: Evidence of efficacy. Review of General Psychology, 16(4), 364.
Jain, S., & Rubino, A. (2012). The effectiveness of emotional freedom techniques for optimal test performance. Energy Psychology 2(4), 15-25.
Karatzias, T., Power, K., Brown, K., McGoldrick, T., Begum, M., Young, J.,& & Adams, S. (2011). A controlled comparison of the effectiveness and efficiency of two psychological therapies for posttraumatic stress disorder: Eye movement desensitization and reprocessing vs. emotional freedom techniques. The Journal of Nervous and Mental Disease, 199(6), 372-378.
Wells, S., Polglase, K., Andrews, H., Carrington, P., & Baker, A. (2003). Evaluation of a meridian-based intervention, Emotional Freedom Techniques (EFT), for reducing specific phobias of small animals. Journal of Clinical Psychology, 59(9), 943-966.
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