Hostname: page-component-586b7cd67f-l7hp2 Total loading time: 0 Render date: 2024-11-26T14:20:09.909Z Has data issue: false hasContentIssue false
  • English
  • Français

The Efficacy of Relaxation Training with Year 12 Students

Published online by Cambridge University Press:  12 February 2016

Kate Morton  and
Mark Cescato
Kate Morton*
Affiliation:
University of South Australia
Mark Cescato
Affiliation:
University of South Australia
*
School of Psychology, University of South Australia, North Terrace Adelaide, South Australia 5000
Get access

Abstract

This study explored the potential benefits of an eight-week relaxation training program for students in their final year of high school. The relaxation program was structured around the concept of applied relaxation, consisting of a blend of progressive muscle relaxation, cue-controlled, and rapid relaxation, whilst also incorporating a cognitive coping strategies component, and goal-directed visualisation. Treatment participants were compared with control group members on measures of anxiety, stress, and locus of control. Overall, the results support the efficacy of a school-based relaxation training program in reducing student stress and anxiety levels, but not on influencing locus of control orientation towards internality. Furthermore the results of this project indicate that it is possible to incorporate relaxation training within a preventative framework as part of the regular school curriculum.

Type
Research papers
Information
Journal of Psychologists and Counsellors in Schools , Volume 10 , Issue 1 , November 2000 , pp. 133 - 144
Copyright
Copyright © Cambridge University Press 2000

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Benson, H., Kornhaber, A., Kornhaber, C., LeChanu, M.N., Zuttermeister, P.C., & Friedman, R. (1994). Increases in positive psychological characteristics with a new relaxation-response curriculum in high school students. The Journal of Research and Development in Education, 27, (4), 226–231.Google Scholar
Bernstein, D.A. & Borkovec, T.C. (1973). Progressive relaxation training. Champaign, Ill.: Research Press.Google Scholar
Doan, B.T., Plante, T.G., Digregorio, M.P., & Manuel, G.M. (1995). Influence of aerobic exercise activity and relaxation training on coping with test-taking anxiety. Anxiety, Stress, and Coping, 8, 101–111.Google Scholar
Hiebert, B., & Eby, W. (1985). The effects of relaxation training for Grade 12 students. The School Counselor, 32, 205–210.Google Scholar
Hillenberg, J. B. & Collins, F.L. (1982). A procedural analysis and review of relaxation training research. Behavior Research and Therapy, 20, 251–260.Google Scholar
King, N.J. (1980). The therapeutic utility of abbreviated progressive relaxation: a critical review with implications for clinical practice. In Hersen, M., Eisler, R.M. & Miller, P.M (Eds), Progress in Behavior Modification, Volume 10. New York: Academic Press.Google Scholar
King, N.J., Ollendick, T.H., Murphy, G.C., & Molloy, G.N. (1998). Utility of relaxation training in school settings: a plea for realistic goal setting and evaluation. British Journal of Educational Psychology, 68, 53–66.Google Scholar
Kiselica, M.S., Baker, S.B., Thomas, R.N., & Reedy, S. (1994). Effects of stress inoculation training on anxiety, stress, and academic performance among adolescents. Journal of Counseling Psychology, 41, (3), 335–342.Google Scholar
Larsson, B., Melin, L. & Doberl, A. (1990). Recurrent tension headache in adolescents treated with self-help relaxation training and muscle relaxant drug. Headache, 30, 665–671.Google Scholar
Leckie, M.S., & Thompson, E. (1979). Symptoms of Stress Inventory: A Self Assessment. Seattle: University of Washington.Google Scholar
Margolis, H. (1990). Relaxation training: A promising approach for helping exceptional learners. International Journal of Disability, Development, and Education, 37, 216–234.Google Scholar
Meichenbaum, D., & Cameron, R. (1983). Stress Inoculation Training. In: Meichenbaum, D, Jaremko, M.E. (eds) Stress reduction and prevention. Plenum Press, New York.Google Scholar
Nowicki, S., & Strickland, B.R. (1973). The Children's Nowicki-Strickland Internal-External Locus of Control Scale. Emory University.Google Scholar
Omizo, M.M., Cubberly, W.E., Semands, S.G., & Omizo, S.A. (1986). The effects of biofeedback on memory tasks among hyperactive boys. The Exceptional Child, 33, (1) 56–62.Google Scholar
Omizo, M.M., Omizo, S.A., & Suzuki, L.A. (1988). Children and stress: An exploratory study of stressors and symptoms. The School Counselor, 35, 261–274.Google Scholar
Ost, L-G. (1987). Applied relaxation: description of a coping technique and review of controlled studies. Behavior Research and Therapy, 25, (5), 397–409.CrossRefGoogle ScholarPubMed
Payne, R.A. (1995). Relaxation Techniques: A practical handbook for the health care professional. Melbourne: Churchill Livingston.Google Scholar
Peveler, R, & Johnston, D.W. (1986). Subjective and cognitive effects of relaxation. Behavior Research and Therapy, 24, 413–420.Google Scholar
Richter, N.C. (1984). The efficacy of relaxation training with children. Journal of Abnormal Child Psychology, 12, 319–344.Google Scholar
Roome, J.R., & Romney, D.M. (1985). Reducing anxiety in gifted children by inducing relaxation. Roeper Review, 7, 177–179.Google Scholar
Spielberger, C.D., Gorsuch, R.L., & Lushene, R.E. (1983). Manual for the State-Trait Anxiety Inventory. Palo Alto, California: Consulting Psychologists Press.Google Scholar
Van Hasselt, V. B. & Hersen, M. (Eds) (1996). Sourcebook of Psychological Treatment Manuals for Adult Disorders. New York: Plenum Press.Google Scholar