This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Loffredo, D. A. Articles by Hammett, V. L. Search for Related Content PubMed PubMed Citation Articles by Loffredo, D. A. Articles by Hammett, V. L. Social Bookmarking                         What's this?

Group Relaxation Training and Parental Involvement with Hyperactive Boys

Donald Loffredo is a counselor in the Department of Educational Psychology at the University of Houston. He received his PhD in educational psychology from the University of Houston.

Michael Omizo, PhD

Michael Omizo is an assistant professor of psychology at the University of Houston. He received his PhD in educational psychology from the University of Southern California.

Victoria L. Hammett, EdD

Victoria Hammett is an assistant professor and psychologist in the Department of Educational Psychology at the University of Houston. Address: University of Houston. Central College of Education. Department of Educational Psychology, 4800 Calhoun, Houston, TX 77004.

This study investigated the effects of group relaxation training and parental involvement with hyperactive boys on three factors of self-concept: personal-self; social-self; and intellectual-self as measured by the Primary Self-Concept Inventory (PSCI). Subjects were randomly assigned to treatment (n = 16) and control (n = 16) groups. The treatment consisted of three sessions of group relaxation training. Mothers of the experimental group boys also participated in group relaxation exercise sessions separately from their sons. Mothers of the experimental boys were asked to encourage their sons in their relaxation efforts by doing the exercises with their sons at least once a day. They were also instructed to have their sons do the exercises prior to situations which would require continuous attention. Multivariate analysis of variance procedures indicated significant differences between the experimental and control boys (F3.28 = 5.63; p<.01). Post hoc procedures (univariate Fs and discriminant analysis) revealed social-self and intellectual-self measures to be valid discriminators. It was concluded that the intervention affords promise for improving a few domains of self-concept among hyperactive boys.

Journal of Learning Disabilities, Vol. 17, No. 4, 210-213 (1984)
DOI: 10.1177/002221948401700404


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?