How does a group-based Autogenic Training intervention affect levels of anxiety in adolescents in mainstream schools?

Anxiety is the most common form of child and adolescent mental health disorder. Adolescents are uniquely exposed to life stressors and as such, are a particularly vulnerable group.

This thesis aims to investigate the impact of a group-based Autogenic Training relaxation intervention on levels of anxiety in adolescents in mainstream school settings.

A systematic literature review showed that the range of interventions used in mid-adolescence specifically for relaxation was limited mainly to behavioural cue controlled techniques.

However, findings suggested that relaxation interventions can have a positive impact on young people suffering from a number of psychological and psychosomatic complaints such as anxiety, depression, aggression migraine and asthma.

In particular, relaxation interventions could be used effectively together with cognitive approaches, psychoeducation and simple breathing exercises.

In order to seek a better understanding of the impact of relaxation methods on adolescents under stress and to explore young people's experiences of relaxation in schools, a mixed-methods study was carried out in four secondary schools to evaluate an alternative relaxation intervention: Autogenic Training (AT).

66 adolescents were randomised to either the AT treatment programme or a wait-list group. Participants completed the SCAS questionnaire at pre and post treatment time points. 12 participant volunteers were then interviewed for qualitative information using Thematic Analysis.

Results showed significant reductions in levels of anxiety for both treatment group (p<.0005) and waitlist group (p<.004) with large effect sizes (ƞρ² = .46 and .24 respectively). No significant main interaction was found between groups.

Qualitative results highlighted added benefits such as perceived improvements in social relationships, executive function skills, self- awareness, physiological symptoms and a sense of control.

Improvements for the wait-list group raised questions around possible other variables that may also contribute to progress.

Implications for educational psychology practice and recommendations for further research are made.