| Academic stress is a common issue among university students and may resemble Acute Stress Disorder (ASD), potentially progressing to Post-Traumatic Stress Disorder (PTSD). This preliminary study examines the effectiveness of the Acute Stress Syndrome Stabilization Technique (ASSYST), an early intervention method derived from Eye Movement Desensitization and Reprocessing (EMDR), in reducing acute academic stress. Two undergraduate students (one male, one female, aged 20 and 19) who reported high distress levels participated in a single ASSYST session. The intervention used tapping-based Bilateral Stimulation (BLS). Stress levels were measured before and after the session using the Post Traumatic Stress Disorder Checklist for DSM-5 (PCL-5) and the Subjective Units of Distress Scale (SUDs). Post-session interviews were also conducted. Results showed decreased stress in both participants. Participant 1’s PCL-5 score dropped from 58 to 51, and SUDs from 7 to 0. Participant 2’s PCL-5 score decreased from 15 to 14, and SUDs from 7 to 0. Despite differing baseline levels, both showed stress reduction following ASSYST. These findings suggest ASSYST may be a quick, non-verbal intervention to alleviate academic stress among students. However, a full EMDR protocol remains necessary for individuals with more complex psychological histories, such as childhood trauma. |