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Department of Psychology, Family Research institute, Shahid Beheshti University, Tehran, Iran. , dr_zadeh@sbu.ac.ir
Abstract: (54 Views)
Background: Internalizing and externalizing behavioral disorders are among the common problems during adolescence and can adversely affect students’ cognitive performance. However, few studies have simultaneously and comparatively examined the effectiveness of these two therapeutic approaches.
Aims: The present study aimed to compare the effects of Eye Movement Desensitization and Reprocessing (EMDR) and neurofeedback on the cognitive performance of female secondary school students with internalizing and externalizing behavioral disorders.
Methods: This applied research employed a quasi-experimental design with pre-test, post-test, a control group, and a one-month follow-up. The statistical population consisted of female secondary school students in Tehran during the 2023–2024 academic year. From this population, 45 students were selected through convenience sampling and randomly assigned to three groups (two experimental groups and one control group). Data were collected using the Child Behavior Checklist (Achenbach, 2001), the Cognitive Performance Questionnaire (Nejati, 2013), the EMDR educational package (Shapiro, 2001), and the neurofeedback training package (Lubar, 2021). Data were analyzed using repeated measures ANOVA and post-hoc tests in SPSS version 27.
Results: The findings indicated that both EMDR and neurofeedback interventions significantly improved students’ cognitive performance compared to the control group (P < 0.05), and these improvements remained stable during the follow-up phase. Additionally, no significant difference was observed between the two therapeutic approaches in enhancing cognitive performance (P > 0.05).
Conclusion: Based on the study findings, both EMDR and neurofeedback can be considered effective interventions for improving the cognitive abilities of students with behavioral disorders. These methods may be beneficial for integration into therapeutic and educational programs by professionals in the fields of mental health and education.
Aims: The present study aimed to compare the effects of Eye Movement Desensitization and Reprocessing (EMDR) and neurofeedback on the cognitive performance of female secondary school students with internalizing and externalizing behavioral disorders.
Methods: This applied research employed a quasi-experimental design with pre-test, post-test, a control group, and a one-month follow-up. The statistical population consisted of female secondary school students in Tehran during the 2023–2024 academic year. From this population, 45 students were selected through convenience sampling and randomly assigned to three groups (two experimental groups and one control group). Data were collected using the Child Behavior Checklist (Achenbach, 2001), the Cognitive Performance Questionnaire (Nejati, 2013), the EMDR educational package (Shapiro, 2001), and the neurofeedback training package (Lubar, 2021). Data were analyzed using repeated measures ANOVA and post-hoc tests in SPSS version 27.
Results: The findings indicated that both EMDR and neurofeedback interventions significantly improved students’ cognitive performance compared to the control group (P < 0.05), and these improvements remained stable during the follow-up phase. Additionally, no significant difference was observed between the two therapeutic approaches in enhancing cognitive performance (P > 0.05).
Conclusion: Based on the study findings, both EMDR and neurofeedback can be considered effective interventions for improving the cognitive abilities of students with behavioral disorders. These methods may be beneficial for integration into therapeutic and educational programs by professionals in the fields of mental health and education.
Article number: 13
Keywords: eye movement desensitization and reprocessing, neurofeedback, cognitive performance, internalizing and externalizing behavioral disorders.
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