@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.}
}