اثربخشی درمان EMDR بر کاهش ترومای تحصیلی و بهبود عملکرد دانش‌آموزان با تجربه آزار مدرسه‌ای

سیده مهسان   میری; سیده نفیسه محسنی منصور; نسیم السادات   قدسی; تینا   حسین‌پور; مریم   عشقی

Authors

Seyedeh Mahsan Miri Department of Clinical Psychology, SR.C., Islamic Azad University, Tehran, Iran. Author https://orcid.org/0009-0008-2133-5455
Seyedeh Nafiseh Mohseni Mansour Department of Clinical Psychology, SR.C., Islamic Azad University, Tehran, Iran. Translator https://orcid.org/0009-0002-8608-6775
Nassim Al-Sadat Ghodsi Department of Counseling and Guidance, Khuzestan Branch, Islamic Azad University, Ahvaz, Iran. Author https://orcid.org/0009-0005-7271-1105
Tina Hoseinpour Department of Educational Psychology, Bab.C., Islamic Azad University, Babol, Iran. Author https://orcid.org/0009-0001-5986-0449
Maryam Eshghi Department of Psychology, Raf.c., Islamic Azad University, Rafsanjan, Iran. Author https://orcid.org/0009-0003-2769-4153

Keywords:

EMDR Therapy, Academic Trauma, Academic Performance, School Bullying, Students

Abstract

Objective: The present study aimed to investigate the effectiveness of Eye Movement Desensitization and Reprocessing (EMDR) therapy on reducing academic trauma and improving academic performance among students with experiences of school bullying.

Methods and Materials: This study employed a quasi-experimental design with pre-test, post-test, control group, and three-month follow-up assessment. The statistical population consisted of male and female middle school students in Tehran during the 2023–2024 academic year who reported experiences of school bullying. The sample initially included 50 students; however, after attrition, data from 47 participants, including 24 students in the experimental group and 23 students in the control group, were analyzed. The experimental group received eight 90-minute sessions of EMDR therapy, while the control group remained on a waiting list. Research instruments included the Peer Bullying Questionnaire, Academic Trauma Scale, and Academic Performance Checklist. Data were analyzed using multivariate analysis of covariance and repeated measures analysis of variance in SPSS-26 software.

Findings: The results of multivariate analysis of covariance indicated significant differences between the experimental and control groups in academic trauma after controlling for pre-test scores (F=48.72, P<0.001, η²=0.53). Furthermore, academic performance significantly improved in the experimental group compared to the control group (F=42.15, P<0.001, η²=0.49). Results of repeated measures analysis of variance also revealed significant effects of time and time×group interaction for both variables (P<0.001), indicating the stability of treatment effects at the three-month follow-up stage.

Conclusion: The findings demonstrated that EMDR therapy can be considered an effective intervention for reducing academic trauma and improving academic performance among students exposed to school bullying. By reducing the emotional burden of traumatic memories, improving emotional regulation, and modifying negative cognitions, EMDR facilitates better psychological and educational adjustment. Therefore, implementing trauma-focused interventions in schools and student counseling centers appears essential.

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