Introducing Russian Neuro-Linguistic Programming Behavior Modification Techniques to Enhance Learning and Coping Skills For High-Risk Students in Community Colleges: An Initial Investigation

Richard Esterbrook

Advisor: .

Enterprise Hall, 418
February 28, 2006, 07:00 PM to 07:00 PM

Abstract:

Community colleges have traditionally maintained an open-door admissions policy regardless of student academic preparedness. Three quarters of all college students who require remediation due to poor or limited educational preparation or experiences are enrolled in the community colleges. These under-prepared students are at high risk of academic failure. This research represents is an initial investigation to determine the effectiveness of Neuro-Linguistic Programming techniques as an intervention to help under-prepared and underachieving community college students alter undesirable or negative preconceptions and behavioral patterns that would impede or prevent the successful completion of a planned degree or certification program in a community college. Sergei V. Kovalev (2001) has introduced a set of structured NLP interventions that were translated from his book Return from the Edge of the Abyss: Seven Steps to Recovery, NLP - Therapy for Drug or Alcohol Addiction. These NLP interventions are reflected in a three step pilot model that can be applied to help under-achieving community college students use coping resources and successful life experiences in approaching their academic work. The intervention techniques were developed involving applications of cognitive-behavioral exercises (e.g. use of imagery). A sample of 17 community college students underwent the NLP imagery intervention exercises and techniques and was compared to a control group of 17 students who did not receive the intervention. All participants completed pre and post-intervention assessment with a test battery of behavioral adjustment, self-concept, and social skills. Results indicated that the intervention group demonstrated statistically significant and positive change in the areas of self-reported anxiety/depression and social assertion. The limitations of this investigation are discussed. The pilot model is meant to be a supplement to the normal standard community college interventions and assistance programs but it is not designed to supplant or substitute them. The results from this investigative study showed positive change in student preconceptions and behavior from a NLP intervention in community college students.