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Effect of Neuro-Linguistic Programming (NLP) on Anxiety: A Systematic Literature Review

Authors:
  • Sekolah Tinggi Ilmu Kesehatan Papua Sorong
  • Sekolah tinggi ilmu kesehatan jayapura

Abstract and Figures

Anxiety is a feeling of helplessness, and worry about things that are not clear, as well as a comprehensive feeling that something bad is going to happen. Anxiety is experienced subjectively and communicated interpersonally, at the same time feelings of anxiety are a necessary survival instinct. The Neuro-Linguistic Programming (NLP) is a communicative approach employs a positive view of anxiety and how it can help shape life changes, and that is the topic of this article. This research method uses a Systematic Literature Review, investigating Garuda, Pubmed, ScienceDirect, and Proquest, using boolean for keyword neurolinguistics programming (NLP) and anxiety. The inclusion criteria used were Indonesian and English language articles written within the last 5 years (from 2015 until 2020). The exclusion criteria used by the article were abstract writing style, inaccessible, or lacking national accreditation. Articles were tested with Critical Appraisal Tools. The studies indicate that good communication using NLP can help reduce anxiety and can promote changes in a person’s behavior patterns. There are several NLP techniques including sensory acuity, reframing, anchoring, rapport, and pacing, and leading. NLP can improve knowledge, skills and attitudes, communication skills, self-management, mental health, reduce work stress, and self-efficacy. Keywords: Anxiety, Neuro-Linguistic Programming, NLP
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      
 
Conference Paper
Effect of Neuro-Linguistic Programming (NLP)
on Anxiety: A Systematic Literature Review
Rifki S. Nompo1, Andria Pragholapati2, and Angela L. Thome3
       
       
       
ORCID:
Rifki S. Nompo: https://orcid.org/0000-0002-5821-7179
Abstract
              
             
         
            
             
               
        
         
            
             
          
           
            
          
          
        
Keywords:    
1. Introduction
             
            
          
 
           
           
           
How to cite this article              
       The 4th International Virtual Conference on Nursing     
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   
    
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   
    
 

              

            
             
                
             
            
               
         
   
        
                
           
           
         
                
          
            
           
               
           
           
        
            
            
        
            
       
             
             
            
               
             
     
           
          
   

          
    
              
            
          
                
          
           
          
           
2. Methods and Equipment
2.1. Methods
2.1.1. Search the Literature
        
          
         
          
         
         
        
No Resources Key Word Seach Strategy Total
Results
Primary
Selection
Final
Selection
    
   
   
     

 
   
   
     

 
   
   
     

 
Total  
   

2.1.2. Literature Selection
     
Criteria Inclusion Criteria Exclusion
   
        
        
2.1.3. Data Extraction and Synthesis
            
        
       
        
            
             
           
            

3. Results
3.1. Study Setting
           
             
             
             
             
              
               
              
             
   

   
No Judul Autors dan
Year
Metode Sample Outcome
 
 
  
  


 
 


    
    
   
  
  
  
    

   
   
      
    
    
   
    
      
    
        
       
        
 
  


 
 
 
 
 
 


            
     
     
  
 
 
  
 


    
  
   

 
   
   
    
    
    
  

    
      
      
 
  


 
  
  
   
 


   
   
    
   
    
   
    
    
     
     
    
   
    
     
  
   
     
       

 
 
  
 

 
 


    
   
     
  
    
 
      
      
      
        
       
     
   

  
No Judul Autors
dan Year
Metode Sample Outcome
   
 

 
  
  





  
   
 
  
  

  
 
  

       
  
 
 

 
  

 
  
  
  




     
       
     
    
  
      
    
    
 
  
  
  

 

  

 
  
    
 
   
 
        
      
      
       
          
       
       
     
      
     
     
     
      
      
      
       
     
     
       
       
       
     
    
     
       
     
     
    
     
       

   

Identification study from database
Garuda, PubMed, Science Direct,
and ProQuest (n = 1304)
Articles are identified based on
duplicates (n = 1304 )
Screening based on title
identification (n = 44 )
Indication based screening (n =8 )
Assessment based on full text and
eligibility criteria (n =8 )
Articles that are suitable and can be
used (n = 8)
Screening
Included
Eligibility
Iden!fica!on
Exclusion (n = 1260)
The inclusion criteria used are
Indonesian and English, in the last 5
years from 2015 until 2020, and
research articles. The exclusion criteria
used by articles were abstract,
inaccessible, not nationally accredited.
Exception (n = 36)
Not in accordance with the research aim
Figure     
4. Discussion
              
            
          
  
           
           
              
               
           
             
          
      
   

           
            
        
              
          
             
               
   
            
         
         
         
        
            
            
          
         
4.1. NLP intervention
            
     
          
              
           
          
             
           
            
              
        
     
           
             
            
             
   

          
     
           
              
             
                
           
            
              
            
             
                 
              
             
    
          
         
            
          

         
        
            
                
             
       
            
                  
              
        
          
              
    
   

4.2. Risk of Bias
             
              
            
4.3. Limitations
               
           
4.4. Research implications
            
               
    
5. Conclusion
              
        
              
         
  
Funding
            
     
Acknowledgement
             
              
        
   
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Conflict of Interest
        
References
    Anxiety    
     Depression and Other Common Mental Disorders:
Global Health Estimates    
               
         Jurnal Medicina 
    
    Peran Keluarga Dukung Kesehatan Jiwa Masyarakat
  
     Psychiatric Mental Health Nursing   
     Buku Saku Keperawatan Jiwa    
               
        
       Jurnal BIMIKI    
 
            
         Saussurea
     
           
       Jurnal Studi
Komunikasi      
           
       Jurnal
Dakwah Risalah      
          
    Jurnal Psikologi Indonesia    
 
           
       
    Jurnal Pendidikan Olahraga dan Kesehatan     

   

            
      Jurnal Mahasiswa Bimbingan
Konseling UNESA    
           
       Jurnal Mahasiswa
Bimbingan Konseling UNESA      
   et al           
         
 The Official Journal of National Stroke Association     
 
           
         International Coaching
Psychology Review,      
           
       World Scientific
News    
             
           
  International Journal of Behavioral Research & Psychology
     
     et al       
        
 International Journal of Innovation, Creativity and Change   
  
        
 Semantik      
   
... A systematic review by Nompo et al. (2021) found that Neuro-Linguistic Programming (NLP) interventions can effectively reduce anxiety across different populations and contexts (Nompo et al., 2021). Multiple studies showed that NLP techniques, including reframing, anchoring, rapport building, and modeling, helped lessen anxiety symptoms and encourage positive behavioral changes (Kotera et al., 2019). ...
... A systematic review by Nompo et al. (2021) found that Neuro-Linguistic Programming (NLP) interventions can effectively reduce anxiety across different populations and contexts (Nompo et al., 2021). Multiple studies showed that NLP techniques, including reframing, anchoring, rapport building, and modeling, helped lessen anxiety symptoms and encourage positive behavioral changes (Kotera et al., 2019). ...
... The benefits of these NLP interventions were not limited to anxiety reduction. Improvements were also noted in participants' self-confidence, communication skills, and overall mental health (Nompo et al., 2021;Shirazi & Kahrazei, 2022). ...
Article
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Adolescent parenting presents significant challenges for mothers, often leading to elevated levels of stress and anxiety that can adversely affect their well-being and parenting effectiveness. This study aims to evaluate the efficacy of yoga alone and in combination with Neuro-Linguistic Programming (NLP) in managing stress and anxiety among mothers of adolescent children. In this randomized controlled trial, 90 participants aged 35-55 years (mean age 44.56±4.58 years), each with at least one child aged 13-19 years, were randomly assigned to one of three groups: control, yoga, or yoga with NLP. Interventions were conducted over 12 weeks, with outcome measures assessed pre-and post-intervention by trained research assistants blinded to group allocation. The Depression, Anxiety, and Stress Scale (DASS-21), and Pittsburgh Sleep Quality Index (PSQI), were utilized to evaluate outcomes. Both intervention groups demonstrated significant reductions in depression, anxiety, and stress levels compared to the control group. The yoga with NLP group exhibited superior improvements across all primary outcomes, with statistically significant differences noted in depression (mean difference =7.1, p<0.001), anxiety (mean difference =5.1, p<0.001) and stress levels (mean difference =5.5, p<0.001). Additionally, sleep quality improved significantly in both intervention groups, with the yoga with NLP group showing greater benefits. This study provides evidence that yoga, particularly in combination with NLP, is an effective non-pharmacological approach for reducing stress and anxiety and improving sleep quality among mothers of adolescents. These findings support the integration of mind-body practices into mental health care, highlighting the potential synergistic benefits of combining physical and cognitive interventions. Future research should explore long-term effects and the mechanisms underlying these improvements.
... A systematic review found evidence that NLP interventions can effectively reduce anxiety across various populations and settings (Nompo et al., 2021). Several studies demonstrated that NLP techniques like reframing, anchoring, rapport building, and modelling helped decrease anxiety symptoms and promote positive behavioural changes (Kotera et al., 2019). ...
... Common elements included identifying sensory preferences, establishing rapport, reframing negative thoughts, and practising new cognitive and communication strategies. The benefits extended beyond merely reducing anxiety, encompassing enhancements in self-confidence, communication skills, and overall mental health (Nompo et al., 2021;Shirazi & Kahrazei, 2022). Ghosh, T., Duraipandian, C., Karuppasamy, G., et al. (2025). ...
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Background: Mothers of adolescents face unique stressors that can adversely affect their mental health and family dynamics. Effective interventions are essential to address maternal stress and anxiety in this population. Objectives: This study aimed to evaluate the effects of yoga alone and yoga combined with Neuro-Linguistic Programming (NLP) on physiological, stress, and anxiety management in mothers of adolescent children. Methods: A randomized controlled trial was conducted in the Chennai Metropolitan Area involving 90 mothers (aged 35–55 years) of adolescents (aged 13–19 years). Participants were randomly assigned to one of three groups: control (n=30), yoga (n=30), or yoga with NLP (n=30). The yoga group engaged in 60-minute yoga sessions thrice weekly for 12 weeks, while the yoga with NLP group participated in the same yoga regimen plus weekly 90-minute NLP sessions. The control group received no intervention. Primary outcomes included blood pressure, heart rate, salivary cortisol, Perceived Stress Scale (PSS), Hamilton Anxiety Rating Scale (HAM-A), and Parenting Sense of Competence (PSOC) scale, measured at baseline and post-intervention. Results: Post-intervention, significant between-group differences were observed across all outcomes (P<0.001). The yoga with NLP group demonstrated the greatest improvements, with reductions in systolic (119.93±3.87 mmHg) and diastolic blood pressure (82.93±3.37 mmHg), heart rate (74.90±8.86 bpm), cortisol (14.17±1.91 mg/dL), PSS (13.80±2.73), and HAM-A (16.67±2.55) scores, alongside increased PSOC scores (79.33±6.35). The yoga-only group exhibited moderate improvements, while the control group showed no changes. Conclusion: Combined yoga and NLP significantly improved stress, anxiety, and physiological outcomes in mothers of adolescents, highlighting its potential as an effective intervention.
... NLP was developed in the 1970s by Richard Bandler, a mathematician, and John Grinder, a linguist (Kotera & Sweet, 2019), to provide a framework for understanding how people think, communicate, and change to improve personal and professional effectiveness . NLP has been applied to address anxiety and emotional issues in different settings and has shown a positive impact as a complementary tool to traditional approaches (Nompo et al., 2021). Several training courses, personal development programs, and therapeutic and educational interventions are developed based on the principles of NLP (Drigas & Mitsea, 2021) since this approach can use a wide range of techniques and strategies that can be applied in various contexts, including personal growth, therapy, education, business, and coaching (Anjomshoa et al., 2020;Sakallı & Kara, 2022). ...
... In contrast, social and environmental triggers were reduced significantly in all age groups post-NLP intervention. This could be related to the role of NLP in fostering a more optimistic mindset among children, enhancing their self-awareness regarding thoughts and actions, bolstering social aptitude, communication proficiency, self-regulation, and overall mental well-being, ultimately aiding in mitigating social and environmental stressors (Nompo et al., 2021). The current findings align with prior research, as evidenced by other studies that have consistently demonstrated the effectiveness of NLP interventions in ameliorating social anxiety, alleviating symptoms of depression, and reducing stress levels in children, underscoring its significance as a valuable tool for enhancing the psychological well-being of young children (Abdivarmazan & Sylabkhori, 2016;Fakehy, 2022). ...
... This supportive environment facilitated better learning outcomes, as students felt more motivated and less anxious, allowing them to participate more actively and confidently in class activities. This finding is consistent with the work of Gençer (2020) and Nompo et al., (2021), who found that NLP techniques reduced language anxiety and improved reading comprehension among EFL learners. ...
Article
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This study investigates the impact of Neuro-Linguistic Programming (NLP) techniques on student engagement and language proficiency in English as a Foreign Language (EFL) classroom. Adopting a mixed-methods approach, the research involved sixty EFL students from a private language school. Quantitative data were collected through pre- and post-intervention surveys and standardized language proficiency tests, revealing a 25% increase in student engagement and a 15% improvement in language proficiency scores. Additionally, qualitative data from bi-weekly classroom observations highlighted enhanced classroom dynamics, increased student confidence, and reduced language anxiety. The findings highlight the potential of specific NLP techniques, such as anchoring positive emotions and reframing challenges, in creating a more supportive and effective learning environment. These results contribute to the discourse on innovative teaching methodologies, suggesting that NLP can significantly enhance EFL teaching strategies and improve student outcomes.
... Neurolinguistic programming is still a new approach under study but has proven its effectiveness (Ahmad, 2017;. In addition, it can also enhance knowledge, self-management, and mental health while minimizing work stress (Nompo et al., 2021). It is interesting to point out that NLP is derived from hypnosis. ...
... Neurolinguistics programming (NLP) is an essential factor in applied linguistics and plays a crucial role in educational contexts. It is one of the main psychoanalysis for having improved interaction as well as regulating deleterious sensations and apprehension (Nompo et al., 2021). According to Hedayat et al. (2020), NLP can be valuable equipment for enhancing tutors' prominent abilities, viz., critical thinking, self-efficacy, and rapport. ...
Conference Paper
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The present article was an experimental study and explored the effectiveness of neuro-linguistics programming (NLP) methods on students' achievement motivation and emotional intelligence (EI) in academic university settings. Data collection was through convenience sampling. The participants were 20 university students who were studying English courses. Two classes were randomly selected, and the participants took Oxford Placement Test to have homogeneity in language proficiency. Upper intermediate language proficiency was highlighted in this study. Subjects were assigned to a control group (N=10) and an experimental group (N=10). Pre-test and post-test were conducted for each group. The experimental group was instructed in favor of some methods of NLP, whereas the control group did not obtain any intervention. Analysis of Covariance (ANCOVA) was administered to evaluate the study's outcomes. The top results revealed the positive impact of the independent variable, namely NLP methods, on university students' achievement motivation as well as students' EI. Additionally, the conclusions and findings of the current research can contribute to university teachers, practitioners, and students overcoming any barriers based on practical implications in a learning environment. Keywords: Neuro-linguistic Programming; Academic context; Achievement motivation; Emotional Intelligence.
... ; Arroll et al., 2017; for a review, seeSturt et al., 2012); anxiety (Adams et al., 2023;Savardelavar & Kuan, 2017; for a review, seeSturt et al., 2012 andNompo et al., 2021) PTSD(Wake & Leighton, 2014); occupational stress(Mohamad, 2011; HemmatiMaslakpak et al., 2016); chronic pain(Bolstad & Prochazka, 2003;Walker, 2004); morning sickness(Timpany, 1994, as cited in ...
Article
This paper explored the potential of enhancing self-efficacy to offer high performance and productivity in academic and occupational contexts through the innovative application of the New Code Change Format (NCCF) within the framework of Neuro-linguistic Programming (NLP). Drawing on the self-efficacy theory proposed by Albert Bandura and the principles of NLP, the proposed intervention aims to empower individuals by instilling confidence, motivation, and control over their actions. The steps involve (i) envisioning oneself or a social model successfully performing a desired action in a specific context; (ii) associating this context with a physical stimulus and making physical contact with it; (iii) playing a new code NLP game and thereby enter a content-free high-performance state; and (iv) mental rehearsal of the desired action and overcoming expected impediments thereto. The limitations of this model and prospects for future research informed by the shortcomings of past research have been discussed.
... According to Gehlbach and Robinson (2021), NLP is a psychological discipline focused on internal cognitive processes. The primary function of NLP is to assist individuals in enhancing their self-communication and managing adverse emotions and stress (Nompo et al., 2021). Adding more to this idea Jayanthi (2021) states that NLP is thinking about thinking and it is the study of the mind and self-awareness, aimed at personal growth and achieving outstanding results in various life areas. ...
Conference Paper
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Public speaking is considered a crucial skill that is classified under the intellectual and practical skills that should be mastered by English language learners. However, many second language learners in Sri Lanka lack the motivation to speak in English. Neuro-Linguistic Programming (NLP) techniques offer a potential solution to improve speaking abilities, particularly in public speaking. One such NLP technique is "Outcome Orientation," which emphasizes setting clear goals for language learning and communication. This study aims to investigate the effectiveness of using the NLP technique of "outcome orientation" to enhance the public speaking abilities of English language learners. The study primarily focused on addressing two specific research questions. 1). How effectively can the selected NLP technique be used in teaching public speaking in English? 2). How will the learners’ learning experience be in learning to do public speaking in English using the selected NLP technique? This was a classroom action research. A pre-test and post-test as well as a quasiexperimental research design was carried out, employing the mixed method of both quantitative and qualitative methods. The participants of the study were 40 students from advanced-level classes at a government school in Sri Lanka. Quantitative data were collected through pre-tests and post-tests. Qualitative data was collected through a focus group discussion. In an effort to achieve the research aims, an NLP workshop for participants was conducted prior to the post-test. A qualified English language teacher was invited to take part in the study as an external observer and tester. Paired sample t-test and thematic analysis were employed to analyze the data. The findings of the study reveal that the implementation of the NLP technique can have a significant effect on the public speaking of advanced-level students. Besides, the NLP technique can be a valuable asset in boosting students' public speaking skills. Keywords— English language learners, motivation, Neuro Linguistic Programming (NLP), outcome orientation, public speaking
Chapter
The evolution of the human being is a manifestation of the dynamic nature of needs as seeds for the future of human engagement through a variety of experiences that create the world around us. It has shown transformation with consistency and accelerated with technological innovations, including personalization, playing a pivotal role. The journey of chapters will lead to Pandora's box meandering through the intricacies of customer engagement, knitting past, present, and future conditioning, experiences, and perceptions. The deepening concept of neuro-marketing, is the emerging future of customer engagement, which is finding its own way with the emphasized use of AI tools in managing a delicate balance between intelligence and empathy, moreover, the interlinking of end user experiences with neuro-linguistics hacks is navigating a new horizon with an increased sense of emerging needs & solutions.
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This study aimed to determine the pattern of communication between nurses and elderly patients towards a healthy lifestyle through the NLP approach. It was a qualitative study using a case study method involving 6 nurses and 15 elderly patients active in Prolanis activities in Batu Ke'de village, Masalle subdistrict. The results of observations and interviews were then analysed using interactive analysis techniques from Miles and Huberman. Based on the results of observation and analysis, the study found that nurses could use the neurolinguistic programming method in communicating with the elderly which causes changes in the thinking and behaviour patterns of the elderly towards a healthy lifestyle. Therefore, the NLP method can be used by nurses as one method of communicating and influencing elderly patients by taking into account its four main pillars, which are the outcome, rapport, sensory acuity, and flexibility
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The huge popularity of neuro-linguistic programming (NLP) over the past three decades has in some ways mirrored the growth in coaching psychology. This paper is part of a series of four papers in a special issue within ICPR that aims to explore NLP coaching from diverse perspectives, offering personal insights or reviews of evidence. As part of this process a pair of authors were invited to advance the case for and the case against NLP. This paper aims to adopt a critical stance; reviewing the concept of NLP, exploring the claims made by advocates and critically reviewing the evidence from a psychological perspective. In undertaking this review we completed a series of literature searches using a range of discovery tools to identify research papers, based on pre-determined search criteria. This review led us to the conclusion that unique NLP practices are poorly supported by research evidence.
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   This study aims to examine the effectiveness of NLP (Neuro Languistic Programming) training in increasing adolescent self-confidence. This study uses an experimental approach with a quasi-experimental research design. The research subjects were taken by purposive sampling technique with the condition of low self-confidence. The data collection technique used is the confidence scale. Data analysis techniques used in this study used the analysis of independent sample test using Mann-Whitney. The results of the study based on the Independent Sample Test analysis obtained t value of 6.439 with a significance of 0.000 (p
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Self-efficacy perawat didefinisikan sebagai persepsi perawat dalam melakukan tindakan keperawatan professional sesuai dengan kompetensi keperawatan. Berdasarkan penelitian sebelumnya, self-efficacy perawat diketahui memiliki pengaruh yang signifikan terhadap beberapa aspek seperti komunikasi, perilaku asertif hingga kinerja keperawatan. Berbagai cara dapat dilakukan untuk meningkatkan self-efficacy perawat salah satunya adalah pendekatan Neuro-linguistic programming. Artikel ini dibuat untuk mengetahui dampak positif Neuro-Linguistic Programming terhadap self-efficacy perawat. Neuro-linguistic programming terdiri dari beberapa metode seperti sensory acuity, reframing, anchoring, rapport, pacing dan leading. Melalui beberapa penelitian diketahui bahwa neuro-linguistic programming dapat meningkatkan pengetahuan, keterampilan dan sikap perawat, kemampuan berkomunikasi perawat, manajemen diri, kesehatan mental, stress kerja higga self-efficacy perawat dalam melakukan kompetensi keperawatan. Neuro-linguistic programming dapat menjadi sebuah solusi untuk meningkatkan self-efficacy perawat yang kemudian berdampak pada kinerja dan kualitas tenaga keperawatan professional.
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