Purpose: The aim of this study was to analyze the effects of Quantitative Electroencephalography guide brain wave-biofeedback training for enhancing self-regulation of physiological response, cognitive response, emotional response and behavioral response in adolescence with emotional behavior problem. And this study is to identify the possibility of use for nursing intervention.
Methods: The brain-wave biofeedback training nursing intervention was developed and based on cybernetic process model of self-control. In this study, the mixed method design was researched. A nonequivalent control group pretest-posttest study was applied to evaluate the effectiveness; the variables for quantitative research were Quantitative Electroencephalography (QEEG), heart rate variability in physiological response, self-efficacy, GRIT in cognitive response, depression, anxiety in emotional response, impulsivity, aggression, and delaying gratification in behavioral response. Participants were assigned to the experimental group (n=24) and control group (n=24). Experimental group was received brain-wave biofeedback training nursing intervention and basic psychological support for adolescent program for 4 weeks. In the control group, pretest was performed at the start of participation in the study, and post-test four weeks later with basic psychological support for adolescent program. The intervention was conducted in a total of 10 sessions for 30 minutes per session with band reward training and inhibit training which match their QEEG status, demand and chief complaint.
Results: The general characteristics and the pre-test scores of the 2 groups were all homogeneous (p>.05). There were significant difference in theta z-score absolute power in T3, T4, Fz, Cz, Pz (p< .05), alpha z-score absolute power in F3, F4, Fz, Pz (p< .05), SMR z-score absolute power in C4, Cz (p< .05) high-beta z-score absolute power in Fz, Cz, Pz (p< .05) in eye open. There were significant difference in standard deviation of normal to normal interval (p=.036) and high frequency (p=.005) in HRV. There were significant difference in self-confidence, self-regulation efficacy, total self-efficacy (p<.001), and in consistency of interest, perseverance of effort, total grit score in grit (p<.05). There were significant difference in depression (p=.006), and in anxiety (p=.044). There were significant difference in cognitive impulsiveness, motor impulsiveness, total impulsiveness score (p<.05), in physical aggression, anger, total aggression score (p<.05), in physical pleasure, social interactions, achievement, total delay gratification score (p<.05).
Conclusion: The results indicated that the brain-wave biofeedback training nursing intervention is effective to enhance self-regulation of physiological response, cognitive resonse, emotional response and behavioral response. Therefore, the brain-wave biofeedback training nursing intervention using brain cognitive neuroscience approach based on cybernetic process model of self-regulation can be used as an effective nursing intervention for risk adolescents who have emotion behavior problems in clinics and communities for adaptive life.

Key words: Neurofeedback, Adolescent, Emotion, Behavior, Self-control