Connolly Suzanne M, Menchaca Leonor Zarazúa, Palafox Héctor Figueroa, Adams Heather L, Freedom John
Research Committee, Association of Comprehensive Energy Psychology, Bryn Mawr, Pennsylvania, United States of America.
Department of Community Projects, San Andrés Pesc ador Asociación, Ciudad de México, México.
PLoS One. 2025 Jun 9;20(6):e0323562. doi: 10.1371/journal.pone.0323562. eCollection 2025.
We aimed to explore the effectiveness of a daily ten-minute teacher-led group thought field therapy stress-reduction intervention on middle-school adolescents residing in an area experiencing high levels of interpersonal and community violence. We hypothesized that it would lead to a reduction of trauma symptoms and improve grades in reading and math.
In this double-masked feasibility study, adolescents in one school received a daily teacher-led thought field therapy intervention, and children in a different school served as an active waitlist group and received the same amount of time in a daily unguided drawing activity. The schools were geographically distant to prevent cross-contamination.
Due to differences between groups in PTSD and academic performance prior to intervention, differences within each school's scores over time were calculated and compared to each other for indirect assessment of effect. PTSD scores at the treatment school showed no lasting change at five months, while the control school showed moderate improvement. Adolescents in the treatment group demonstrated large improvements in both reading and math. Adolescents in the control group demonstrated moderate decrease in math, and no change in reading.
Preliminary evidence gained in this study suggests that a teacher-led ten-minute group thought field therapy exercise might assist adolescents' learning in reading and math. However, in an area experiencing ongoing interpersonal and community violence, a more multicomponent approach with longer periods of intervention, caretaker involvement and individual therapy for those who might benefit from it, may be needed. Study registration number: ISRCTN10548974.
我们旨在探讨由教师带领、每日进行十分钟的团体思维场疗法减压干预措施，对居住在人际暴力和社区暴力高发地区的初中青少年的效果。我们假设该干预措施将减少创伤症状，并提高阅读和数学成绩。
在这项双盲可行性研究中，一所学校的青少年接受教师每日带领的思维场疗法干预，另一所学校的儿童作为活跃候补组，在每日的无指导绘画活动中接受相同时长的干预。两所学校地理位置相距较远，以防止交叉污染。
由于干预前两组在创伤后应激障碍（PTSD）和学业成绩方面存在差异，因此计算了每所学校随时间变化的分数差异，并相互比较以间接评估效果。治疗学校的PTSD分数在五个月时没有持续变化，而对照学校则有适度改善。治疗组的青少年在阅读和数学方面都有大幅提高。对照组的青少年数学成绩有适度下降，阅读成绩没有变化。
本研究获得的初步证据表明，由教师带领的十分钟团体思维场疗法练习可能有助于青少年在阅读和数学方面的学习。然而，在一个人际暴力和社区暴力持续存在的地区，可能需要一种更具多成分的方法，包括更长时间的干预、照顾者参与以及为可能受益的人提供个体治疗。研究注册号：ISRCTN10548974。
