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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.
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.
The research data shows a 100% success rate in improving students’ experiences of student life. Addressing successfully stressful thoughts and areas of concern after learning and practising the SEJ Process, shown as a pie chart opposite. This is based on students who fully partook in the survey.
As the SEJ is a process of self-enquiry we asked students to self-evaluate using the Likert scale (1-6) their physiological and psychological changes. The blue bar represents before using the SEJ Process and the red bar after using the SEJ Process.
The diagram compares the average Likert score between Step 1, where stressful thoughts are prevalent (in blue) and Step 4 where the problem is resolved (in red), and the improvement is clearly observed.
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.