Relaxation Theory for Rural Youth. Research Bulletin No. 46.

Autor/in	Matthews, Doris B.
Institution	South Carolina State Coll., Orangeburg.
Titel	Relaxation Theory for Rural Youth. Research Bulletin No. 46.
Quelle	(1989), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Anxiety; Biofeedback; Coping; Educational Research; Elementary Secondary Education; Literature Reviews; Preadolescents; Relaxation Training; Rural Education; Rural Youth; Stress Management; Stress Variables; Training Methods + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Angst; Bewältigung; Bildungsforschung; Pädagogische Forschung; Pre-adolescence; Präadoleszenz; Entspannungstraining; Ländliche Erwachsenenbildung; Rural area; Rural areas; Youth; Ländlicher Raum; Stressmanagement; Stressbewältigung; Didaktik; Trainingsmaßnahme
Abstract	This document synthesizes research findings to formulate a theory to guide relaxation training in educational settings, particularly rural schools. Young people experience many intense life events that require coping skills or relaxation. Family-related stress factors include instability in the home, lack of a support system, conflicting values, sibling rivalry, and family mobility. In school, children may experience stress related to academic achievement or social relationships. Community-based stressors include the technology explosion and world problems. For 5 years, researchers trained 10- to 18-year-old students in relaxation, using biofeedback, guided imagery, autogenics, and deep breathing. The resulting theory of relaxation holds that: (1) relaxation training decreases arousal, with high-anxious persons more capable of change than low-anxious persons; (2) students evoke the relaxation response easily but have difficulty evoking arousal; (3) all training techniques are suitable, with cognitive methods more effective with extended practice; (4) practice creates an incremental effect; (5) personal training is more effective than cassette programs; and (6) biofeedback instrumentation enhances measurement of relaxation states. Relaxation training improved students' self-management skills, decreased state anxiety, increased girls' social interaction skills, improved self-concept, reduced test anxiety, and raised test scores and achievement. This document contains 136 references and suggestions for implementation of a system-wide stress management program. (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01