@article{discovery10081189, number = {3}, title = {Evaluating the impact of an autogenic training relaxation intervention on levels of anxiety amongst adolescents in school}, year = {2019}, volume = {36}, journal = {Educational and Child Psychology}, pages = {33--51}, month = {September}, note = {This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.}, issn = {2396-8702}, keywords = {Autogenic Training; Relaxation; Adolescence; Mind-body interventions; Anxiety.}, author = {Atkins, T and Hayes, B}, url = {https://www.bps.org.uk/publications/educational-child-psychology}, abstract = {Aim: This study aimed to investigate the impact of a group-based Autogenic Training (AT) relaxation intervention on levels of anxiety in adolescents in mainstream school settings. Method: A mixed-methods design was used to measure differences in levels of anxiety and explore a range of perceived changes between groups over time. 66 young people aged between 14 and 15 years old from 4 mainstream schools in the UK were randomly assigned within each school to a treatment or wait-list control group. Quantitative data was analysed using a mixed between-within subjects ANOVA. Qualitative information from 12 volunteer participants was analysed using Thematic Analysis. Findings: Results showed a main effect of time for both the treatment group and the wait-list group however no significant main interaction was found. Qualitative results showed perceived improvements in social relationships and connectivity; reflectiveness; selfawareness; physiological symptoms; and a sense of control. Limitations: Measures were reliant on self-reported data. Schools were recruited through self-referral and expression of interest excluding participants who may not have the opportunity to take part. There were no opportunities to collect follow up data. Conclusions: Results suggest that a structured AT relaxation intervention delivered in a familiar school environment may significantly reduce levels of anxiety amongst adolescents. However, significant improvements for the wait-list group also raises questions around the potential of other supportive variables such as acknowledgement and validation of feelings; the promise and availability of forthcoming support; and the potential impact of raised awareness and interest in pupil wellbeing amongst school staff.} }