The Benefits of Biofeedback Training for University Students
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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?