• 한국정보통신학회:학술대회논문집
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• 한국정보통신학회 2016년도 춘계학술대회
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• pp.284-285
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• 2016

본 논문에서는 사용자의 실시간 뇌파를 계측 및 집중력 지표를 반영하여 집중력 훈련이 가능한 게임 형 콘텐츠를 구현하였다. 구현된 콘텐츠는 보다 효과적인 훈련을 위하여 사용자별 뇌파 차이를 토대로 집중력 지표를 반영함으로써, 수준별 훈련이 가능하다. 구현된 콘텐츠의 유용성을 평가하기 위하여 피실험자 5명을 대상으로 집중력 향상 훈련을 진행하였고 집중력 지표의 변화를 비교 분석을 통하여 사용자의 집중력 향상을 확인할 수 있었다.

• The Journal of Korean Physical Therapy
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• 제26권6호
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• pp.442-448
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• 2014

Purpose: The objective of this study is to evaluate the effect of neuro-feedback training and transcutaneous electrical nerve stimulation (TENS) on stress, quantitative sensory threshold and pain in patients suffering from tension type headache. Methods: 22 participants who passed the preliminary evaluation were enrolled in the study and 11 participants were randomly assigned to each group. The control group (n=11) was subject to the TENS treatment of which was composed of a 20-minute session for 5 times a week during 4 weeks, and the experimental group (n=11) was subject to both neuro feedback training and TENS treatment for 10 minutes a day and 5 days a week during 4 weeks. The Perceived Stress Scale (PSS) was used to measure a level of stress and the quantitative sensory testing (QST) was used for the measurement of cold pain threshold (CPT) and heat pain threshold (HPT); A degree of pain was evaluated through the headache impact test-6 (HIT-6). Results: In comparision of all dependent variables between the control and subject groups, there were significant differences in stress, quantitative sensory threshold and pain after the treatment (p<0.05), and the experimental group showed significant differences in stress, CPT, HPT and pain (p<0.05) and the control group showed only a significant difference in HPT (p<0.05). Conclusion: Findings of this study demonstrate that the concomitant administration of the TENS treatment and neuro feedback training is effective on alleviation of stress, quantitative sensory threshold and pain in patients with tension type headache.

• 한국산학기술학회논문지
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• 제10권10호
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• pp.2952-2958
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• 2009

본 연구는 2008년 7월부터 2008년 12월까지 I시 P뇌훈련센타에 정서적 성향이나 학습능력 향상을 위하여 방문한 내담자 48명(실험군 24명, 대조군 24명)의 뇌파를 검사하여 뇌파 조절 훈련 전과 훈련 후의 스트레스저항능력의 변화와 스트레스저항능력이 학업성취도에 미치는 영향을 보고자 하였다. 훈련 전과 후의 스트레스저항능력의 비교는 뇌기능 분석을 통하여 비교하였으며, 학업성취도의 변화를 보기 위하여 5점 척도 설문지를 이용하였다. 연구의 결과로 뇌파 조절 훈련을 적용한 실험군에서 항스트레스지수와 학업성취도에서 유의미한 차이를 보였다. 이는 뇌파 조절 훈련이 초등학생들의 스트레스저항능력을 높여 주었으며 이결과가 학업성취도에 긍정적인 영향을 미쳤다고 본다. 따라서 본 연구 결과는 뇌기능 변화가 학생들의 육체적, 정신적 스트레스나 저항능력 등의 객관적 지표로서 활용될 수 있는 가능성을 제시한 점에서 의의가 있으며, 이에 대한 경험적 증거의 축적을 위한 후속연구가 필요하다고 본다.

• 지역사회간호학회지
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• 제32권3호
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• pp.254-267
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• 2021

Purpose: The purpose of this study was to identify the effects of brain-wave biofeedback training nursing intervention (NFT) upon enhancing self-regulation response in adolescence with emotional behavior problems in school. Methods: A quasi-experimental design was conducted. The participants were assigned to the experimental group (n=24) or the control group (n=24). The experimental group additionally received NFT. The NFT was conducted 10 sessions for 30 minutes per session with the band reward and inhibit training which matched their Quantitative Electroencephalography (QEEG), participant's demand and chief complaint. Data were collected with QEEG and heart rate variability (HRV) in physiological response, self-efficacy in cognitive response, depression in emotional response, impulsivity and delay gratification in behavioral response of self-regulation. Results: The general characteristics and the pre-test scores of two groups were all homogeneous. The experimental group was reported to be significantly higher in QEEG homeostasis, HRV homeostasis, self-efficacy, and delay gratification than the control group. The experimental group was reported to be significantly lower in depression and impulsivity. Conclusion: The results indicate that NFT using brain cognitive neuroscience approach is effective in enhancing self-regulation response. Therefore, this nursing intervention using brain cognitive neuroscience approach can be applied as an effective self-regulation nursing intervention for adolescents with emotional behavior problems in communities for adaptive life.

• 대한간호학회지
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• 제52권1호
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• pp.36-51
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• 2022

Purpose: The purpose of this study was to examine the effects of electroencephalogram (EEG) biofeedback training for emotion regulation and brain homeostasis on anxiety about COVID-19 infection, impulsivity, anger rumination, meta-mood, and self-regulation ability of late adolescents in the prolonged COVID-19 pandemic situation. Methods: A non-equivalent control group pretest-posttest design was used. The participants included 55 late adolescents in the experimental and control groups. The variables were evaluated using quantitative EEG at pre-post time points in the experimental group. The experimental groups received 10 sessions using the three-band protocol for five weeks. The collected data were analyzed using the Shapiro-Wilk test, Wilcoxon rank sum test, Wilcoxon signed-rank test, t-test and paired t-test using the SAS 9.3 program. The collected EEG data used a frequency series power spectrum analysis method through fast Fourier transform. Results: Significant differences in emotion regulation between the two groups were observed in the anxiety about COVID-19 infection (W = 585.50, p = .002), mood repair of meta-mood (W = 889.50, p = .024), self-regulation ability (t = - 5.02, p < .001), self-regulation mode (t = - 4.74, p < .001), and volitional inhibition mode (t = - 2.61, p = .012). Neurofeedback training for brain homeostasis was effected on enhanced sensory-motor rhythm (S = 177.00, p < .001) and inhibited theta (S = - 166.00, p < .001). Conclusion: The results demonstrate the potential of EEG biofeedback training as an independent nursing intervention that can markedly improve anxiety, mood-repair, and self-regulation ability for emotional distress during the COVID-19 pandemic.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제28권2호
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• pp.84-95
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• 2017

Attention-deficit hyperactivity disorder (ADHD) is a neuropsychiatric disorder that begins in early childhood and can persist throughout adulthood. ADHD causes difficulties in various area of life, such as academic achievement, peer relationships, family functioning, employment and marriage. Although ADHD is known to respond well to medication, such treatment is more effective when combined with psychosocial (non-pharmacologic) therapy in terms of alleviating the core symptoms and improving appropriate functions. Psychosocial treatment interventions are divided into psychoeducation, behavioral parent training, school intervention, cognitive behavior therapy, social skill training, parent-child interaction therapy, play therapy, other treatments (coaching, complementary and alternative medicine), neurofeedback and Cogmed. Adult ADHD cognitive behavioral therapy is described separately. These practice parameters summarize the evidence for psychosocial treatment. Based on this evidence, specific recommendations are provided for psychosocial interventions.