Document Type

Article

Publication Date

7-2024

Keywords

anxiety; high school students; mindfulness; neurofeedback; single-case research design

Abstract

The authors implemented an A–B–A with follow-up quasi-experimental single-case research design to assess the effectiveness of a consumer-grade neurofeedback (NFB)-assisted mindfulness-based intervention (MBI) for reducing anxiety in high-achieving high school students (N = 5). Three of the participants from racial/ethnic minority and lower socioeconomic status (SES) backgrounds reported reduced anxiety as measured by the State-Trait Anxiety Inventory for Youth (STAI-Y) during the intervention. In contrast, the two participants who identified as White, higher SES did not report decreased anxiety during the intervention. Results provide initial support for the use of the NFB-assisted MBI used in this study as a brief, targeted intervention for highly anxious, high-achieving high school students—specifically those from racial/ethnic minority and lower SES backgrounds. Implications for practice and research are discussed.

Comments

This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

© 2024 The Authors. Journal of Counseling & Development published by Wiley Periodicals LLC on behalf of American Counseling Association (ACA)

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Psychology Commons

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