TY  - JOUR
PY  - 2015//
TI  - Teacher-led Relaxation Response Curriculum in an Urban High School: Impact on Student Behavioral Health and Classroom Environment
JO  - Advances in mind-body medicine
A1  - Wilson, H. Kent
A1  - Scult, Matthew
A1  - Wilcher, Marilyn
A1  - Chudnofsky, Rana
A1  - Malloy, Laura
A1  - Drewel, Emily
A1  - Riklin, Eric
A1  - Saul, Southey
A1  - Fricchione, Gregory L.
A1  - Benson, Herbert
A1  - Denninger, John W.
SP  - 6
EP  - 14
VL  - 29
IS  - 2
N2  - Context • Recent data suggest that severe stress during the adolescent period is becoming a problem of epidemic proportions. Elicitation of the relaxation response (RR) has been shown to be effective in treating anxiety, reducing stress, and increasing positive health behaviors. <br><br>OBJECTIVE • The research team's objective was to assess the impact of an RR-based curriculum, led by teachers, on the psychological status and health management behaviors of high-school students and to determine whether a train-the-trainer model would be feasible in a high-school setting. Design • The research team designed a pilot study. Setting • The setting was a Horace Mann charter school within Boston's public school system. Participants • Participants were teachers and students at the charter school. Intervention • The team taught teachers a curriculum that included (1) relaxation strategies, such as breathing and imagery; (2) psychoeducation regarding mind-body pathways; and (3) positive psychology. Teachers implemented this curriculum with students. Outcome Measures • The research team assessed changes in student outcomes (eg, stress, anxiety, and stress management behaviors) using preintervention/postintervention surveys, including the Perceived Stress Scale (PSS), the State-Trait Anxiety Inventory-Form Y (STAI-Y), the stress management subscale of the Health-promoting Lifestyle Profile II (HPLP-II), the Rosenberg Self-Esteem Scale (RSES), the Locus of Control (LOC) questionnaire, and the Life Orientation Test-Revised (LOTR). Classroom observations using the Classroom Assessment Scoring System (CLASS)-Secondary were also completed to assess changes in classroom environment. <br><br>RESULTS • Using a Bonferroni correction (P <.007), the study found that students experienced a significant reduction (P <.001) in measures of state-level anxiety on the STAI from pre- to postintervention. The study also found an increase in the use of stress management behaviors at that point. Using a Bonferroni correction (P <.007), the study found that students had significantly less perceived stress (P <.001), less state anxiety (P <.001) and trait anxiety (P <. 001), and increased use of positive stress management behaviors (P <.004) at the follow-up assessment in the fall of the following year. Using a Bonferroni correction (P <.002), the study found a significant increase in overall classroom productivity (eg, increased time spent on activities and instruction from pre- to postintervention). <br><br>CONCLUSIONS • This study showed that teachers can lead an RR curriculum with fidelity and suggests that such a curriculum has positive benefits on student emotional and behavioral health and on classroom functioning.<p /> <p>Language: en</p>
LA  - en
SN  - 1470-3556
UR  - http://dx.doi.org/
ID  - ref1
ER  -