Impact of Neuro-linguistic Programming on Schoolchildren's Performance

NCT05870085 | Completed DMC

• 1 other identifier: 3/23/D
• Study Type: interventional
• Target: 130
• Locations: 1 country
• Sites: 1

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.

Conditions

Academic Skill Disorder; Child Behavior

Outcome Measures

Primary Outcomes (3)

• Identification of school triggers through ''Identify School Triggers'' questionnaire

  130 children will be asked to fill out the ''Identify school triggers'' questionnaire by rating items depending on the strength of the trigger impact. A score over 20 will be calculated and the strength of the triggers will be evaluated after categorizing the scores.

  2 months after the intervention

• Schoolchildren's strengths and difficulties progression through the Strengths and Difficulties Questionnaire

  A parent (mother or father or legal guardian) of 130 children will be asked to fill out a survey. The first 25 items in the SDQ comprise 5 scales of 5 items each. It is usually easiest to score all 5 scales before working out the Total Difficulties score. Somewhat True is always scored as 1, but the scoring of Not True and Certainly True varies with each item. For each of the 5 scales, the score can range from 0-10 if all 5 items were completed. Scale scores can be prorated if at least 3 items were completed. Using the comments, a "substantial risk of clinically significant problems" score on the Total Difficulties Score can be used to identify likely ''cases" with mental disorders.

  2 months after the intervention

• Concentration, hyperactivity, and reasoning of schoolchildren through the Vanderbilt Assessment Scale

  Two different teachers will complete the survey for each student (130 students and 12 teachers). The initial assessment scales, parent and teacher, have two components: Symptom assessment and impairment in performance. Symptom assessment screens for symptoms that meet the criteria for inattentive (items 1-9) and hyperactive attention deficit hyperactivity disorder (ADHD) (items 10-18). To meet the requirements for the diagnosis, one must have at least six positive responses to either the inattentive nine or hyperactive nine core symptoms, or both. The specific item sets and numbers of positives required for each co-morbid symptom screen set are detailed below. The second section of the scale has many performance measures, scored 1 to 5, with 4 and 5 being somewhat of a problem/problematic.

  2 months after the intervention

Interventions

Neuro-linguistic program BEHAVIORAL

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)

Eligibility Criteria

• Age: 5 Years - 11 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

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

Sponsors & Collaborators

• Lebanese University: lead

Study Sites (1)

Notre dame de la paix

Beirut, Lebanon

Location

MeSH Terms

Conditions

Learning Disabilities; Child Behavior

Condition Hierarchy (Ancestors)

Communication Disorders; Neurobehavioral Manifestations; Neurologic Manifestations; Nervous System Diseases; Signs and Symptoms; Pathological Conditions, Signs and Symptoms; Neurodevelopmental Disorders; Mental Disorders; Behavior

Study Officials

• Roula Abou Assi, PhD

  Lebanese University

  STUDY DIRECTOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: TRIPLE
• Who Masked: PARTICIPANT, CARE PROVIDER, OUTCOMES ASSESSOR
• Purpose: SUPPORTIVE CARE
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Clinical Professor

Study Record Dates

• First Submitted: May 3, 2023
• First Posted: May 23, 2023
• Study Start: March 20, 2023
• Primary Completion: June 6, 2023
• Study Completion: June 10, 2023
• Last Updated: June 22, 2023

Record last verified: 2023-06

Data Sharing

• IPD Sharing: Will not share

Locations

LE (1)