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.
Citation
Christian, D., Brown, C. L., Smarinsky, E. C., Popejoy, E. K., & Boykin, A. A. (2024). Reducing Student Anxiety Using Neurofeedback-Assisted Mindfulness: A Quasi-experimental Single-Case Design. Journal of Counseling and Development, 102 (3), 318-333. https://doi.org/10.1002/jcad.12516
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)