Transcript The Benefits of Biofeedback Training for University Students

Relieving Stress
Through Biofeedback
Training
Barbara Morrell, Ph.D.
Michael Maughan, Ed.D.
Shannon Coetzee, B.S.
Grant Gardner
Karstin Slade, B.S.
Brigham Young University
Provo, Utah
Presented at the AMCAP Spring Convention
Salt Lake City, Utah
March 29, 2007
Brigham Young University Stress
Management and Biofeedback Lab

In operation since 1976

Integral part of the Counseling and Career
Center

Utilize EMG, Thermal, GSR, HRV &
Respiration modalities

350 students seen in 900 sessions per year
Purpose of Lab

To Provide Stress Management/Biofeedback
training to help students:

Better manage school and other stressors

Develop Skills to reduce unwanted tension


Lessen interference of stress/anxiety with
school performance & overall wellbeing
To Provide an Adjunct to Psychotherapy
Lab Personnel
1
Psychologist Lab Supervisor/Admin
1
Psychologist doing tx (4 hours/week)
1
Graduate Assistant Coordinator
 2-3
Undergraduate lab assistants
Relaxation Skills Training
 Body
Scan
 Autogenics
 Diaphragmatic Breathing
 Progressive Muscle Relaxation
 Meditation
 Visualization
 Self-Hypnosis
 Performance Rehearsal
Outreach Presentations
 Housing—On
 Campus
classes
 Workshops
 Stress
offered in Counseling Center
Management Group in Counseling
Center
 Health
and Off campus
Fairs
Purpose of Research
 To
better understand the experience of
stress of students referred to the lab
 To
determine the effectiveness of
biofeedback/relaxation training
 To
increase effectiveness of
biofeedback/relaxation training
Research Questions
 What
subjective level of stress do students
report on the average?
 What
are the major stress symptoms
reported by students?
 What
 What
are students major stresses?
are the major ways students cope
with stress?
Research Questions
 How
effective is biofeedback/stress
management training?


Pre-/Post- changes in EMG Readings?
Pre-/Post- change in Temp Readings?
 How
do student self-reports of level of
stress change pre- and post- session?
 Does
practice between sessions improve
effectiveness of training?
Subjective Measures
 Student
rating of stress for past week
 Student beginning and ending BF session
rating of stress level
 Anonymous Student report of how useful,
relaxing and effective the session was
 Student report of between-session practice



Skill(s) practiced
Frequency
Effectiveness
Objective Measures
 EMG


and Temperature BF Readings
Pre- and Post-treatment readings by
session
Change in Post-treatment readings over
several sessions
Preliminary Data

Data Collected from 09/2006 & 01/2007

Participants: N =158

BF Sessions: N = 282

Range: 1-13 sessions

Modal session #: 1 session

Anonymous Satisfaction surveys: N = 177
Referral Sources to Lab
Counselor
Referral
Class
Assignment
Self/Physician/
Parent/Other
Percent of Lab Participants by
Class and Gender
30
70
25
60
20
50
15
40
30
10
20
5
10
0
0
Fresh Soph Junior Senior Grad
Male
Female
Top Stress Symptoms Endorsed by
Students Referred to Lab
M o s t F re que nt ly E ndo rs e d S t re s s S ym pt o m s by P e rc e nt a ge
Feeling Overwhelmed
13%
19%
Feeling Anxious
Feeling Depressed
12%
4%
Muscle Tension/Pain
Sleep Problems
6%
Headaches
10%
9%
Difficulty Concentrating
Excessive Worry
9%
9%
9%
Fatigue
Others Combined
Top Stressors Endorsed by
Students Referred to Lab
T o p S t re s s o rs by P e rc e nt a ge
Homework
15%
24%
Classes/School
Tests
12%
Too much to do
Opposite sex
4%
Lack of sleep
5%
11%
Family
Lack of Money
5%
6%
Inadequacy/Inferiority
7%
11%
Others Combined
Top Coping Strategies Endorsed
T o p C o ping T e c hnique s by P e rc e nt a ge
10%
Relaxation Techniques
Pray
9%
Sleep
36%
Talk to Friends
9%
Ignore/Procrastinate
Talk to Family
8%
Exercise
Relax
4%
7%
4%
6%
7%
Endure
Others Combined
Intake Form
Intake Form
Recording Form
Tracking Form
Preliminary Results
Students anonymously reported on average
that their BF sessions were:
Not Informative
0 1 2 3 4 5 6 7 8
Not Relaxing
0 1 2 3 4 5 6 7 8
Very Informative
9
Very Relaxing
9
Not Useful
0 1 2 3 4 5 6 7 8
10
10
Very Useful
9
10
Results of Home Practice
 49%
of students reported they
practiced relaxation techniques
during the previous week
 Average
Usefulness rating of those
who practiced was 6.64 out of 10
(10 point scale: O = Least useful; 10 = useful)
Self-Report Rating of Stress
Pre-and Post-Treatment
7
6
5.92
5
4
3
2.36
2
1
0
Pre
Avg Change = 3.555
Post
(10 point scale: 0 = not stressed; 10 = most stressed)
Pre- and Post- Frontal
EMG Recordings
6
EMG (microVolts)
5
4.873
4
3
2.588
2
1
0
Pre
Ave Change = 2.285
Post
Pre- and Post- Hand Temperature
Recordings
91.5
Temperature (degrees F)
91.4
91.364
91.3
91.2
91.1
91
90.9
90.8
90.798
90.7
90.6
90.5
Pre
Ave Change = -.573
Post
Preliminary Conclusions

BF sessions are effective in reducing stress level
in the short run based on subjective data and
EMG/Temp readings

Students overwhelmingly report BF sessions to
be helpful

Only half of BF trainees are engaging in home
practice of relaxation techniques

Those who practice relaxation techniques report
it to be useful
Future Investigation

Do Pre-Post EMG/Temp BF readings improve
significantly over multiple sessions?

Do weekly and pre-session subjective ratings
decrease significantly over multiple sessions?

Do Students who practice show significantly
greater improvement compared to those who
don’t?

How do therapy clients compare to non-clients?