Welcome to Relaxation and EBD! This website will give an overview of stress and then talk in more detail about relaxation techniques for emotional and behavioral disordered children. Make sure you take the pretest (mini quiz #1) before you read any further!
Now let's talk about stress. Stress is a word we use every day. We talk about being "stressed out" and "stressing over" details of our lives. What most of us forget is that stress has serious consequences over time. Chandler (1987) defines stress as a state of "emotional tension" arising from unmet needs or environmental threats" (p. 4). The literature on stress and relaxation techniques is full of examples of effects of stress on adults. There is little information about stress and children with behavior disorders. Some common reasons that children experience stress are pressures to excel, fear and insecurity about living (O'Brien, 1988) and community violence (Feglar, 1992). These children are already having problems and if stress becomes overwhelming, behaviors tend to escalate. Stress causes many difficulties in the life of a child such as difficulty concentrating, difficulty attending, poor grades, hyperactivity, withdrawal, and hostility to name a few (Romano, 1992). Children with emotional and behavioral disorders lack the planning and coping skills needed to handle stressful situations. Feeling stressed yet?
Now let's turn our attention to the good news. There are many programs, articles and websites dedicated to relaxation in general and specifically relaxation techniques for children. There is a body of literature that supports the use of the two techniques covered in this website: Progressive Muscle Relaxation (PMR) and Cognitive/Behavioral Relaxation. (I combined Cognitive and behavioral here because they are very often seen together in the literature and in the online sites). Progressive Muscle Relaxation (PMR) is a technique that requires the participant to tense and relax various muscle groups in sequential order. Cognitive/Behavioral techniques include keeping a journal or log of stress and relaxation techniques, replacing negative thinking patterns that may hinder relaxation with self-statements that will promote relaxation, deep breathing, counting to 10, exercising to relieve stress. Jackson and Owens (1999) recommend the use of relaxation techniques as a "classroom tool" for teachers of children with EBD (p.74). They offer a guide to making relaxation techniques/training part of a curriculum with useful guidelines to introduce the concept to students. They contend that teaching these techniques will improve control over negative behaviors and perhaps improve self-esteem.
Silvestri et. al. (1996) conducted a study of fourth-grade students from inner city schools in a large urban southern city. Noting that Weimer (1987) found that PMR training reduced the frequency of classroom disruptions, they sought to measure the effects on anxiety levels of at-risk fourth graders. They found that anxiety levels decreased PMR had been taught and used by the students. Rasid and Parish (1998) examined the effects of PMR and behavioral relaxation training. Their findings revealed that both PMR and behavioral relaxation training reduced anxiety in their test group of high school students. They suggest this should be wonderful news for high school counselors looking for ways to help alleviate anxiety in students.
Kellner and Tutin (1995) examined the effectiveness of a school-based anger management program for developmentally and emotionally disabled high school students. PMR and cognitive/behavioral relaxation techniques were an integral part of the anger management program. Although results were impressionistic and based on observation of group sessions, it was determined that these young adults benefited from this program.
Examining various relaxation techniques, Robb (2000) administered pretest questionnaires to measure anxiety in subjects. Then, different groups were taught and then practiced various relaxation techniques (PMR, music listening, silence). Participants completed a posttest questionnaire to examine their level of participation in the techniques. Results revealed that every condition significantly reduced anxiety and no one technique was seen as more effective than another.
Other researchers have had similar findings of success, specifically with EBD children. Dunn and Howell (1982) examined the relationship of relaxation training to hyperactivity in young boys. After relaxation training, the boys demonstrated significant change. Walton (1979) found that inappropriate classroom behaviors were significantly reduced with the use of a relaxation curriculum and biofeed back training.
I hope you are now feeling convinced of the benefits of relaxation training! Before you rush off to relax, make sure you take quiz #1!! Don't stress!!
Then make sure you check out the links included here to gain a complete understanding of PMR and Cognitive/Behavioral relaxation techniques!! Many of these are "how to " sites, some are resources and some offer products for purchase. After you review the websites/links, let me know what you found interesting and useful by clicking on Quiz #2. Thank you!
Disclaimer: I am in no way promoting or endorsing any product or service or alternative therapy found on any of these links. Inform yourself, educate yourself and take what you need. Leave the rest!
References
Chandler, L.A. (1987). Childhood stress: The teacher's role. (ERIC Document Reproduction Service No. ED 285 367).
Dunn, F. M. & Howell, R.J. (1982). Relaxation Training and its relationship to hyperactivity in boys. Journal of Clinical Psychology (32), 92-100.
Feglar, M.A. (1992). Gangs and violence. Journal of Emotional and Behavior Problems, 1, 9-12.
Jackson, J.T.& Owens, J.L. (1999). A stress management classroom tool for teachers of children with BD. Intervention in School and Clinic, 35(2), 74-78.
Kellner, M.H. and Tutin, J. (1995). A school-based anger management program for developmentally and emotionally disabled high school students. Adolescence, 30, 813-825.
O'Brien, S.J. (1988). Childhood stress: A creeping phenomenon. Childhood Education, 65, 105-106.
Romano, J.L. (1992). Psychoeducational interventions for stress management and well-being. Journal of Counseling and Development, 17, 199-202.
Rasid, Z.M. and Paris, T. S. The effects of two types of relaxation training on students' levels of anxiety. Adolescence, 33(129), 99-101.
Robb, S. L. (2000). Music assisted progressive muscle relaxation, progressive muscle relaxation, music listening, and silence: a comparison of relaxation techniques.
Silvestri, L., Dantonio, M., Eason, S. (1996). The effects of a self-development program and relaxation/imagery training on the anxiety levels of at-risk fourth grade students. Journal of Instructional Psychology, 23, 167-173.
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