Massage and Storytelling Reduce Aggression and Improve Academic Performance in Children Attending Elementary School
Carregando...
Citações na Scopus
10
Tipo de produção
article
Data de publicação
2017
Título da Revista
ISSN da Revista
Título do Volume
Editora
HINDAWI LTD
Autores
GONCALVES, Lia Lopes
Citação
OCCUPATIONAL THERAPY INTERNATIONAL, article ID 5087145, 7p, 2017
Resumo
Background. Aggressive behaviors must be addressed in elementary schools. Massage and storytelling can be strategies to deal with aggression because both involve experience exchange and social interaction. Both can decrease stress and anxiety and increase self-esteem. Objective. To evaluate the effect of two interventions (massage and storytelling) on aggressive behaviors and academic performance of elementary school children. Method. Three groups (n = 35 children in each group) of the second grade participated (aged 6.5-8.1 years). One group received ten extra classes of massage (MG), another group received extra classes of storytelling (SG), and the control group received extra classes of random subjects (CG). Extra classes lasted for 50 minutes, once a week. Aggressive behaviors were recorded on diaries, by the teachers and the coordinator. The frequency of aggressive behaviors and the academic performance of MG, SG, and CG were observed for six months and the groups were compared. Findings. ANOVAs evidenced that MG and SG, but not CG, showed a reduction in aggressive behaviors registered by the teachers and coordinator, after the intervention. Academic performance of MG and SC improved after the intervention (p < 0.05).
Palavras-chave
Referências
- American Academy of Child and Adolescent Psychiatry, 2004, FACTS FAM COND DIS
- Amabile T. A., 1989, GROWING UP CREATIVE
- Bae J. Y., 2012, J KOREAN ACAD PSYCHI, V21, P210
- Beider S, 2007, PEDIATR CLIN N AM, V54, P1025, DOI 10.1016/j.pcl.2007.10.001
- De Laet S, 2015, DEV PSYCHOL, V51, P1292, DOI 10.1037/a0039478
- Ez-Elarab Hanan S, 2007, J Egypt Public Health Assoc, V82, P127
- Hansen SF, 2008, ECOTOXICOLOGY, V17, P438, DOI [10.1007/s10646-008-0210-4, 10.1007/s00787-008-0686-8]
- Isbell R., 2004, EARLY CHILDHOOD ED J, V32, P157, DOI 10.1023/B:ECEJ.0000048967.94189.A3
- Li YB, 2011, DEV PSYCHOL, V47, P233, DOI 10.1037/a0021307
- Murray-Close D, 2009, CHILD DEV, V80, P828, DOI 10.1111/j.1467-8624.2009.01300.x
- Nesdale D, 2009, AGGRESSIVE BEHAV, V35, P244, DOI 10.1002/ab.20303
- Piaget J., 1977, KNOWLEDGE DEV, P17
- Powell L., 2010, INT J SPECIAL ED, V25, P47
- Powers CJ, 2016, J CHILD PSYCHOL PSYC, V57, P899, DOI 10.1111/jcpp.12487
- Reebye P., 2005, CANADIAN CHILD ADOLE, V5, P16
- Schonert-Reichl KA, 2015, DEV PSYCHOL, V51, P52, DOI 10.1037/a0038454
- Slominski A, 2000, ENDOCR REV, V21, P457, DOI 10.1210/er.21.5.457
- von Knorring AL, 2008, ACTA PAEDIATR, V97, P1265, DOI 10.1111/j.1651-2227.2008.00919.x
- Wang MT, 2012, CHILD DEV, V83, P877, DOI 10.1111/j.1467-8624.2012.01745.x
- Wonglorsaichon B, 2014, PROCD SOC BEHV, V116, P1748, DOI 10.1016/j.sbspro.2014.01.467
- Woods S, 2004, J SCHOOL PSYCHOL, V42, P135, DOI 10.1016/j.jsp.2003.12.002
- Yoo YG, 2016, J PEDIATR NURS, V31, pE185, DOI 10.1016/j.pedn.2015.12.001