Impact of Neuro-linguistic Programming on Schoolchildren's Performance

NCT ID: NCT05870085

Last Updated: 2023-06-22

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 130 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2023-03-20
• Study Completion Date: 2023-06-10

Brief Summary

Neuro-Linguistic Programming (NLP) is a methodology developed in the 1970s by Richard Bandler and John Grinder, based on the idea that language and behavior are interconnected and can be systematically modeled and changed. NLP is often used as a form of psychotherapy, coaching, or personal development, although its effectiveness has been debated in the scientific community.

NLP practitioners believe that our thoughts, emotions, and behavior are influenced by our internal representations of the world, which are constructed through language and sensory experiences. Changing the use of language and the perception of experiences, thoughts, emotions, and behavior can be adjusted accordingly. NLP uses various techniques to achieve this, including reframing, anchoring, and rapport-building. Reframing involves changing the perception of a situation by putting it in a different context or perspective. Anchoring consists in associating a particular state of mind or emotion with a specific physical or sensory stimulus, such as a touch or a smell. Rapport-building involves establishing a connection and a sense of trust with another person through mirroring and matching their body language, tone of voice, and language patterns.

Detailed Description

Neuro-Linguistic Programming (NLP) techniques have been used in various contexts, including education. Some educators and practitioners believe that NLP can help children develop their communication skills, self-confidence, and self-awareness and improve their learning outcomes. Some NLP techniques adapted for children include: (1) Anchoring involves linking a particular emotional or sensory state with a physical stimulus, such as a touch or a visual cue. For example, a teacher might use a specific gesture or word to help a child feel more confident before a test. (2) Reframing: This technique involves helping a child see a situation or problem differently. For example, a teacher might help a child reframe a difficult math problem as a fun challenge. And (3) Meta-modeling: This technique involves helping children become more aware of their language patterns and the language patterns of others, which can improve communication skills and self-awareness.

Conditions

Academic Skill Disorder; Child Behavior

Study Design

• Allocation Method: NA
• Intervention Model: SINGLE_GROUP
• Primary Study Purpose: SUPPORTIVE_CARE
• Blinding Strategy: TRIPLE

Interventions

Neuro-linguistic program

Intervention: Neuro-linguistic program developed by three specialists (a clinical psychologist, a social worker, and one education specialist).

4 (45 minutes) sessions for teachers, and 2 for children (total of 6 sessions)

Intervention Type: BEHAVIORAL

Eligibility Criteria

Inclusion Criteria

• Schoolchildren aged between 5 and 11 years attending the same school for at least a year.

• Minimum Eligible Age: 5 Years
• Maximum Eligible Age: 11 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Lebanese University

OTHER

Sponsor Role: lead

Responsible Party

Georges Hatem

Clinical Professor

Responsibility Role: PRINCIPAL_INVESTIGATOR

Principal Investigators

Roula Abou Assi, PhD

Role: STUDY_DIRECTOR

Lebanese University

Locations

Notre dame de la paix

Beirut, , Lebanon

Countries

Lebanon

Other Identifiers

3/23/D

Identifier Type: -

Identifier Source: org_study_id