Research
Research and Impact data
Research to measure the impact of applying the SEJ Process is important in validating and confirming its effectiveness. An Independent research study conducted shows that those who participated in the study had 100% success and proved to themselves that the SEJ Process successfully addressed their concerns, enabling them to stay mentally healthy and reach their full potential.
The information below shows some of the key data and results.
If you want to know more details about the research background and how we conducted it, you can read our published journal article. https://doi.org/10.33902/jpsp.202317514 .
We are in the process of preparing our second journal article showcasing the psychological and physiological shifts observed as the practitioner applies the SEJ Process. Watch this space for further news!
The research below was undertaken by Dr. Mariko Howard-Kishi at Kingston University. Although the data is linked to the student experience whilst at university, it relates to everyone in all areas of life.
The SEJ Process is efficient, often resolving issues in a single session, addressing long waiting lists and the need for intervention. Research shows 90% of participants reached empowerment after one session. By Step 4 of the process the practitioner is at a state of physiological and psychological ease knowing what action to take to break limiting patterns of behaviour and reach their full potential.
Psychological and physiological change: Student’s self-observation after a single SEJ Process training.
At Step 1, higher stress levels and negative emotions were reported. However, at Step 4, the students reported freedom from stress and emotional happiness. There was an improvement in all of the physiological states; they noted an emotional improvement of 127%, mental improvement of 105%, and physical improvement of 117%. The diagram below compares the average Likert score between Step 1 (in blue) and Step 4 (in red), where the improvement is very clearly observed.
Our research indicates that many employees, students, and educators are reluctant to seek help due to stigma, past negative experiences and a desire to find their own solutions.
As shown in this figure 1, the majority of students (65%, n=26) had no stress-related coping mechanisms at the point of transitioning into Higher Education. This highlights the skills gap within schools, further education, and the home environment.
The university provides a plethora of mental health and wellbeing services; however, a staggering 90% (n=36) have chosen never to use these facilities (see Figure 2). These statistics are reflective of other more extensive university mental health surveys.
Additional Supporting Evidence: graphs, statistics, qualitative and quantitative data
Information we collect
We collect information, but all data are stored anonymously only for research purposes:
-The psychological and physiological impact of the SEJ Process.
- Demographic background information such as age and ethnicity and course of study.
- Feedback collected through questionnaires and surveys that have received ethical approval.
With this information we look at the impact of the SEJ Process in improving the overall wellbeing and mental health of everyone, with their ability to stay mentally healthy and reach their full potential. The research data allows and supports us in improving our training and services including the delivery and timescale of training.
Our research partners
External validation is essential in showing the success of the SEJ Process through research, impact, data and evaluation. We are therefore grateful to Kingston University and in particular Dr. Mariko Howard-Kishi, who has been an advocate of the SEJ Process for 15 years, the students, and her fellow academics for their continued support.