A study was conducted to determine whether group relaxation training combined with guided fantasy as a method of covert cognitive rehearsal would be more effective than story-listening or no special treatment in enabling "problematic" children to decrease muscle tension, activity level, and behavior problems and to increase academic performance and self-esteem. A total of 62 fourth graders identified by their teachers as being problematic were randomly assigned to either relaxation/covert rehearsal or story-listening (experimental groups) or to a control group. Children were evaluated before and after 6-weeks of treatment, which consisted of two group sessions per week, and again after 4 months. The control group also received relaxation/covert rehearsal training. Evaluations included teacher and parent ratings on the Conners Abbreviated Behavior Scale and the Coopersmith Self Esteem Inventory (Form B); grades in math, reading, spelling, and language arts; a spelling achievement test; classroom observations; and electromyograph measures. Only minimal evidence was obtained to suggest that relaxation/covert rehearsal and story-listening are effective in helping problematic children decrease activity levels and behavior problems and to increase academic performance and self-esteem. (MP) [By permission, ERIC Processing and Reference Facility, US Department of Education]
CITATION STYLE
Fling, S., Safady, R. S., Schwausch, T. L., & Wright, L. S. (1983). Relaxation/Covert Rehearsal for Problematic Children: A Pilot Study. In Theoretical and Clinical Applications (pp. 331–340). Springer US. https://doi.org/10.1007/978-1-4684-1179-9_27
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