The effects of relaxation therapy upon aggressive behavior of emotionally disturbed elementary school males

The present study was designed to examine the effectiveness of a standard relaxation training therapy in reducing the aggressive behavior of six emotionally disturbed males in public elementary schools. The effect of varying treatment schedules was also explored.

A single subject AB₁B₂ design with six replications was used. Weekly teacher ratings using the School Behavior Checklist Aggression and Anxiety Scales were collected throughout the study.

Relaxation training consisted of the standard instructions proposed by Cautela and Groden. Treatment time was varied from 300 to 450 minutes twice daily, once daily or three times per week for periods from two to four weeks.

Criteria for the measurement of the extent of achieved relaxation following relaxation training differentiated individual subjects into two groups for data analysis. Data analysis consisted of graphical presentation of weekly Aggression Scores from the School Behavior Checklist for subjects meeting relaxation criteria and not meeting relaxation criteria. Exploration of therapy schedules was limited to a description of outcome due to limited data.

In general two subjects met the criteria of relaxation and showed slight decreases in teacher-rated aggressive behavior. Daily relaxation training sessions appeared to have a slightly greater chance of success in the achievement of relaxation.

Reliability of teacher ratings was suggested but the validity of teacher ratings using the School Behavior Checklist for the measurement of aggressive behavior was questionable.

In summary, the treatment effects were very weak. Consequently, relaxation training for emotionally disturbed aggressive elementary school males cannot be recommended for the reduction of aggressive behavior.