From Cathartic ‘Brain Tingles’ to Scratching Chalkboard Sensations:  An Exploratory Study Investigating the Phenomenological Aspects of ASMR

Anna Lindfors; Heather Branigan

doi:10.31273/reinvention.v14i2.743

From Cathartic ‘Brain Tingles’ to Scratching Chalkboard Sensations

An Exploratory Study Investigating the Phenomenological Aspects of ASMR

Authors

Anna Lindfors
Dr Heather Branigan

DOI:

https://doi.org/10.31273/reinvention.v14i2.743

Keywords:

ASMR, Autonomous Sensory Meridian Response, Misophonia, Mixed-methods, Thematic Analysis, Theoretical Development

Abstract

ASMR is a sensory-perceptual experience in which specific audio-visual or haptic stimuli reliably trigger electro-static-like ‘brain tingles’ extending peripherally from the back of the scalp. While generally an under-studied phenomenon, research is beginning to identify potential therapeutic benefits of immersing in ASMR-content, supported by anecdotal accounts from active online communities. The present mixed-methods online study aimed to explore the phenomenological aspects of ASMR and its potential therapeutic effects. A total of 224 participants watched ASMR-videos and completed scales measuring ASMR response and affect. Participants then completed four open-ended questions about their ASMR experience and use. In line with our hypotheses, quantitative results suggested that participants who experienced ASMR demonstrated significantly higher positive affect and significantly lower negative affect compared to those who did not (or were unsure about whether they did) experience ASMR. The pleasurability and intensity of ASMR also positively correlated with measures of positive affect, and negatively with measures of negative affect. Thematic analysis identified great phenomenological variability in perceived pleasurability and intensity of ASMR experience among individuals as a super-theme present across themes (Psychological, Physical and Social dimensions). Based on these findings, a multi-dimensional model for characterising ASMR is proposed, providing clear opportunities for future research.

Author Biographies

Anna Lindfors

Ms Anna Lindfors is a passionate advocate for holistic wellbeing. This is reflected both in her academic experience, graduating MA in Psychology with Counselling Skills with First Class Honours from the University of Aberdeen and expanding that foundation in Clinical Sexology at Metropolia University of Applied Sciences. She is currently developing an online intervention method for promoting sexual health among the youth as part of her studies. Besides her studies, she works in preventive health care as a Science Writer at Biohacker Center. In her role, Ms Lindfors collaborates in international multidisciplinary projects, where she applies diverse scientific knowledge into practice.

Ms Lindfors' passion for research is reflected in her diverse experience. For example, she independently organised a research internship at the University of Valencia in 2019, where she was part of a research group investigating the effectiveness of mindfulness-integrated intervention therapy. She also expanded her research skills by learning Qualitative Comparative Analysis, which is a new methodology based on Boolean logic. Ms Lindfors successfully applied for funding from three different sources for the internship — most notable of which is the prestigious Santander Mobility Award.

Ms Lindfors studied mindfulness as counsellor self-care method in her Counselling Skills dissertation. Her Psychology undergraduate thesis was a mixed-methods online study investigating the phenomenology of Autonomous Sensory Meridian Response (ASMR) and its association with mindfulness in which she collaboratively created a novel multidimensional model of ASMR. She is currently developing that model in the research context in collaboration with Dr Heather Branigan.
Dr Heather Branigan

Dr Heather Branigan is a Teaching Fellow at the University of Aberdeen, where she specialises in teaching developmental psychology and research methods. Heather gained her PhD in Psychology and Education from the University of Stirling: Her thesis was titled “Exploring Metacognition in Primary School Classrooms” and the research project was supported by the Carnegie Trust. Heather’s research interests focus on the transition of ideas from psychological research into educational practice, and the role of teacher-student interactions in promoting metacognition. Heather is also currently co-chair of the Scottish Developmental Psychology Network for Graduates (ScotDPN).

References

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Published

30.10.2021

Issue

Vol. 14 No. 2 (2021): Volume 14 Issue 2

Section

Article

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