The reduction of children's school-related stress
Bibliographic Data
| ID | 11511149 |
|---|---|
| Authors | Harry E Stanton (University of Tasmania) |
| Year | 1985 |
| Volume | 20 |
| Issue | 2 |
| Pages | 171-176 |
| Publication date | 1985-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australian Psychologist (JOURNAL) |
| Journal identifiers | ISSN: 0005-0067 • E-ISSN: 1742-9544 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00050068508256163 |
| OpenAlex | W2105314195 |
| Language | EN |
| Citations received | 1 |
| References cited | 2 |
60 13-year-old male and female students were paired on the basis of their scores on the Student Stress Inventory (children's version) and allocated at random to an Experimental or non-treatment Control group. The Experimental group experienced three treatment sessions spaced 1 week apart, the first of 40 minutes duration and the other two of 20 minutes duration. These sessions encompassed a “turning-off” procedure and the use of imagery to generate new behaviour more appropriate to the handling of environmental stresses. Results immediately after treatment and 6 months later were very positive. These results together with anecdotal reports provided by the Experimental group students are discussed
Developmental psychology · Duration (music · Physical therapy · Stress (linguistics · Stress reduction · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Early Childhood Education and Development · Medicine · Psychology
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |