Date of Completion
Anxiety, Gifted, Children, Adolescents, CBT, EFT, Interventions
Dr. Orv Karan
Dr. E. Jean Gubbins
Dr. Melissa Bray
Dr. James O'Neil
Field of Study
Doctor of Philosophy
Interventions to Reduce Anxiety for Gifted Children and Adolescents
Amy H. Gaesser, PhD
University of Connecticut, 2014
This study examined the anxiety levels of gifted students, as well as the effectiveness of two interventions: Cognitive-Behavioral Therapy (CBT) and Emotional Freedom Technique (EFT). Using the Revised Children’s Manifest Anxiety Scale-2 (RCMAS-2), Phase I of this study examined anxiety levels in gifted youth (n = 153) participating in private and public gifted education programs, grades 6-12, in two Northeastern states. ANOVA analyses indicated that gender (F [1, 149] = 13.52, p< .001, h2= .08) and school setting (F [2, 149] = 21.41, p< .001, h2= .23) were significant factors in the anxiety levels of the gifted students. In Phase II, a randomized controlled research design was used to investigate the effectiveness of CBT and EFT interventions. Participants (n = 63) identified with moderate to high levels of anxiety on the pre treatment RCMAS-2 were assigned to one of three treatment groups: a) CBT, b) EFT, or c) a wait-listed control group. Treatment outcomes were measured using the RCMAS-2 post treatment scores and analyzed using ANCOVA with pre treatment RCMAS-2 scores serving as the covariate. EFT participants (n= 20, M = 52.163, SE = 1.42) showed significant reduction in anxiety levels when compared to the control group (n= 21, M = 57.93, SE = 1.39, p = .005). CBT participants (n= 21, M = 54.82, SE = 1.38) did not differ significantly from either the EFT or control groups (p = .12 and p = .18, respectively).
Gaesser, Amy H., "Interventions to Reduce Anxiety for Gifted Children and Adolescents" (2014). Doctoral Dissertations. 377.