Integrating a Relaxation Response-Based Curriculum into a Public High School in Massachusetts

Autor/inn/en	Foret, Megan M.; Scult, Matthew; Wilcher, Marilyn; Chudnofsky, Rana; Malloy, Laura; Hasheminejad, Nicole; Park, Elyse R.
Titel	Integrating a Relaxation Response-Based Curriculum into a Public High School in Massachusetts
Quelle	In: Journal of Adolescence, 35 (2012) 2, S.325-332 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0140-1971
DOI	10.1016/j.adolescence.2011.08.008
Schlagwörter	Control Groups; Stress Management; Locus of Control; Intervention; Cognitive Restructuring; Relaxation Training; Anxiety; High School Students; Public Schools; Academic Achievement; Stress Variables; Resilience (Psychology); Self Esteem; Health Promotion; Health Behavior; Outcomes of Treatment; Massachusetts + Suchen Sie Ihr Suchwort? Stressmanagement; Stressbewältigung; Entspannungstraining; Angst; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Schulleistung; Self-esteem; Selbstaufmerksamkeit; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Health behaviour; Gesundheitsverhalten; Master-Studiengang
Abstract	Academic and societal pressures result in U.S. high school students feeling stressed. Stress management and relaxation interventions may help students increase resiliency to stress and overall well-being. The objectives of this study were to examine the feasibility (enrollment, participation and acceptability) and potential effectiveness (changes in perceived stress, anxiety, self-esteem, health-promoting behaviors, and locus of control) of a relaxation response (RR)-based curriculum integrated into the school day for high school students. The curriculum included didactic instruction, relaxation exercises, positive psychology, and cognitive restructuring. The intervention group showed significantly greater improvements in levels of perceived stress, state anxiety, and health-promoting behaviors when compared to the wait list control group. The intervention appeared most useful for girls in the intervention group. The results suggest that several modifications may increase the feasibility of using this potentially effective intervention in high schools. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10