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Autogenic Training - A self-help technique for children with emotional and behavioural problems

November 2013
Therapeutic Communities The International Journal of Therapeutic Communities 34(4):152-158

DOI:10.1108/TC-09-2013-0027

Authors:

Tavistock and Portman NHS Foundation Trust

Purpose – The purpose of this paper is to discuss Autogenic Training as an effective therapy for children with behavioural and emotional problems. The technique offers children in therapeutic communities strategies in dealing better with stress- and anxiety-related problems. The resulting increased body awareness and ability for self-reflection can also lead to a better engagement in other forms of therapy, decrease anxieties, reduce levels of frustration, increase self-esteem, decrease the fight/flight feeling and supports the work in therapeutic communities. Design/methodology/approach – International literature and the author's experience are reviewed to provide a better understanding of the technique and its potential in therapeutic communities. The paper explores creative ways of modifying the technique aiming to help children engage in the autogenic process. Findings – The paper concludes that Autogenic Training is an effective therapy and self-help technique for children with emotional and behavioural problems in therapeutic communities. Originality/value – Autogenic Training is well known in other European countries and often used as a first intervention in therapeutic settings for children and adults. There seems to be a clear lack of literature, papers and understanding of the technique in the UK. The paper addresses this deficit.

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Autogenic Training – a self-help technique

for children with emotional and behavioural

problems

Oliver Klott

Oliver Klott is a Deputy Team

Leader, The Mulberry Bush

Organisation, Standlake, UK.

Abstract

Purpose – The purpose of this paper is to discuss Autogenic Training as an effective therapy for children

with behavioural and emotional problems. The technique offers children in therapeutic communities

strategies in dealing better with stress- and anxiety-related problems. The resulting increased body

awareness and ability for self-reflection can also lead to a better engagement in other forms of therapy,

decrease anxieties, reduce levels of frustration, increase self-esteem, decrease the fight/flight feeling and

supports the work in therapeutic communities.

Design/methodology/approach – International literature and the author’s experience are reviewed to

provide a better understanding of the technique and its potential in therapeutic communities. The paper

explores creative ways of modifying the technique aiming to help children engage in the autogenic process.

Findings – The paper concludes that Autogenic Training is an effective therapy and self-help technique for

children with emotional and behavioural problems in therapeutic communities.

Originality/value – Autogenic Training is well known in other European countries and often used as a first

intervention in therapeutic settings for children and adults. There seems to be a clear lack of literature,

papers and understanding of the technique in the UK. The paper addresses this deficit.

Keywords Children and young people, Anger management, Autogenic training,

Behavioural problems and emotional problems, Self-help, Therapy

Paper type Conceptual paper

Introduction

Grown-ups never understand anything by themselves and it is rather tedious for children to have to

explain things to them time and again (Saint-Exupe

´ry, 1995, p. 11).

Therapeutic communities for children understand behavioural and emotional problems as

a form of communication. Reflective practice, psychodynamic thinking and play are used to

help the children understand some of their problems. Autogenic Training can add another

component to the therapeutic work and offers clear self-help strategies. There seems to be

a clear lack of structured self-help approaches for children.

Autogenic Training is one of the most effective techniques for dealing with stress-related

problems. The self-help technique is designed to switch off the stressful fight-flight mechanism

in the body and turns on the restorative rhythms associated with profound psychophysical

relaxation. “Autogenic” means self-generating or generated from within. The physical and

mental relaxation is generated from within oneself and is not dependent on external values,

philosophies or other forms of therapies. Autogenic Training aims to help maintain a balance

between the activities of the two hemispheres of the brain, as well as the sympathetic and

the parasympathetic branches of the autonomic nervous system. The autogenic process helps

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VOL. 34 NO. 4 2013, pp. 152-158, CEmerald Group Publ ishing Limited, ISSN 0964-1866 DOI 10.1108/TC-09-2013-0027

to maintain a balance between the dominant and the non-dominant halves of the brain. This can

lead to freer expression and information can be processed more creatively (Kermani, 1996).

Autogenic Training aims to increase self-awareness, self-control, self-reflection and the ability to

engage in other forms of therapy. This process is very supportive of the work in therapeutic

communities. Autogenic Training offers safe strategies aiming to express strong feelings,

such as anger, anxiety, the need for movement and the need for crying. The technique can be

described as a simple method of self-healing and offers a skill and resource for life. It also

provides a very useful tool for anger management.

Autogenic Training is one of the oldest bio-behavioural stress management techniques and

widely used all over Europe, Russia and Japan (Linden, 2007). In Germany, for example,

Autogenic Training is very well known and often used as a first intervention in therapeutic settings

for children and adults. Klott (2005) points out that German legislation demands the

consideration of own resources and self-help techniques before other forms of therapy

are considered. A higher emphasis on self-help can only be beneficial for children and parents.

This paper aims to explain the rationale of the technique and its potential in therapeutic

communities for children.

Development of Autogenic Training

In the 1920s, Autogenic Training was developed by the German neurologist and psychiatrist

Dr Johannes Heinrich Schultz. It is based on his and Oskar Vogt’s research on sleep and

hypnosis. Vogt’s observations concluded that his patients were able to put themselves, for

a self-determined period, into a state similar to a hypnotic state. Oskar Vogt noticed that his

patients regularly reported an unfamiliar heaviness and a sensation of warmth during the auto-

hypnotic exercises. Patients also reported a remarkable recuperative effect and reduced

stressor effects, when practised several times during the day. Schultz used Vogt’s research and

own observations and started to explore the therapeutic potential of hypnosis and various forms

of suggestions. His aim was to develop a therapeutic approach which would reduce the

passivity of the patient and the dependence on the therapist (Luthe, 2001a).

The Standard Exercises

Schultz made very similar observations to Vogt’s conclusions and started to induce a hypnotic

state by asking the patient to think of heaviness in the limbs, followed by imagining a feeling of

warmth in the limbs and concentration on the heartbeat and breathing. This was followed by

thinking about warmth in the abdominal area and a cool feeling in the forehead (Luthe, 2001a).

Schultz further developed the idea of formulas to reliably achieve deep relaxation and

accompanying sensations in various parts of the body (Linden, 2007). Six physiologically

oriented formulas are now the core of the Autogenic Training. Best results were observed by

patients who assumed a casual and passive attitude during the concentration (Luthe, 2001a).

It is possible to add a personal formula to the practice routine. This aims to reinforce and support

effects already induced by the standard exercises. They can be changed to enable the patient

to work on specific problems (Luthe, 2001a). Personal formulas should be phrased positively

(e.g. “My bed can stay dry at night” for children with Enuresis) (Biermann, 1996).

Intentional Off-Loading Exercises

Dr Wolfgang Luthe later developed the technique further and added Intentional Off-Loading

Exercises to the Autogenic Training course.

Luthe was able to observe autogenic discharges, which can be described as sudden and

unpredictable pent-up thoughts, sensory processes or muscular activity. He believed that some

of the self-regulation may occur through short bursts of central nervous system activity. Luthe

related some autogenic discharges to pain memories (Linden, 2007). Suppressed emotional

material (e.g. childhood trauma or other life events) can also lead to autogenic discharges and

can interfere with the relaxing nature of the standard exercises (Bird and Pinch, 2002). Intentional

Off-Loading Exercises offer the opportunity to off-load strong feelings, such as anger, anxiety,

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PAGE 153

the need for movement and the need for crying. They are designed to complement and enhance

the autogenic process and are taught gradually during the Autogenic Training sessions.

Ross (2010) suggests that Intentional Off-Loading Exercises allow us to off-load the negative

feelings from a secure base in which we do not damage ourselves or anyone else. He states that

some clients find the idea of the Off-Loading Exercises difficult and embarrassing. He suggests a

playful approach (acting) to enable those clients to benefit from the exercises.

The playful approach seems very useful for children, as it helps children to engage in the process

and makes the experience more enjoyable. Children can release angry feelings by acting like

an angry animal.

Autogenic Training for children

Babies seek stimulation and develop strategies to have their needs met. They often focus their

gaze on something (e.g. mother’s face). Very soon, they develop their sensory and motor skills.

They use their eyes, mouths, hands and finally their whole bodies to discover objects. If the

experiences are generally pleasurable, they continue to develop motility, coordination, language,

perceptual skills, memory, ability to distinguish between reality and fantasy and social skills

(Kohen and Olness, 2011). If the experiences are generally not pleasurable, they cannot develop

healthily and may develop emotional and behavioural problems.

Children need to develop trust to accept boundaries. Trust develops when the child’s needs are

met consistently. If the child’s needs are not met (e.g. in the case of child abuse or postnatal

depression), the child will not develop healthy strategies to express feelings, such as anger,

anxiety, sadness or the urge for movement. These needs can bottle up and may get expressed

in destructive ways (e.g. aggression, psychosomatic disorders). Langensiepen (2010) points

out that more and more children suffer from stress, anxiety, fear of failure, childhood depression

and psychosomatic symptoms. She suggests that Autogenic Training offers a practical tool to

help with stress-related problems and provides a break from constant bombardment through

TV, DVDs, video games, iPod, mobile phones and aggressive marketing.

Babies and toddlers are generally allowed to cry, scream and show some form of anger.

They show emotions immediately (e.g. after being stung by a bee), off-load the feeling and

generally move on very quickly. However, increasing childhood conditioning will lead to a very

controlled way of releasing emotions. Children get told not to cry, not to be angry and to sit still.

The pressure can build up and lead to a variety of psychosomatic symptoms.

Autogenic Training can be very beneficial for children from the age of five. Bird and Pinch (2002)

state that Autogenic Training should not be taught to children under the age of five and suggest

a shortened course for young children. Biermann (1996) explains that very young children

devote themselves to their fantasy world and are able to experience physical sensations without

regards to reality.

Children are generally more able to enter a world of imagination. They can easily switch between

being a dinosaur to a Poke

´mon in a matter of minutes. According to Kohen and Olness (2011),

children use fantasy to modify unpleasant situations, to gratify unmet needs or to prepare for

creative activities and new achievements.

Luthe (2001b) describes that difficulties can be encountered before the age of eight. He points

out that Autogenic Training has been successfully applied to intelligent children at the age of six.

This shows that it is necessary to modify the course to ensure that younger children can benefit

from the technique and complications (e.g. refusal) are prevented.

Autogenic Training can be practised in different postures and almost anywhere and offers the

opportunity to add a personal and motivational formula. This formula enables the child to think about

personal areas of development and can target individual emotional and behavioural problems.

The most important concept in Autogenic Training is Passive Concentration. Passive

Concentration is the attitude of the mind in which a person practises the exercises. Bird

and Pinch (2002) point out that Passive Concentration is free of critical judgement and concern.

There is no goal and no striving to achieve.

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VOL. 34 NO. 4 2013

Children often get told that they have to work extremely hard to achieve happiness and good

results. The concept of Passive Concentration can help children appreciate the present more

and can decrease worries related to the future and the past.

Possible modifications for children

It is possible to modify the course to meet individual needs. Petermann (2001) suggests the

combination of Autogenic Training and Captain Nemo Stories as a creative way of introducing

Autogenic Training to children. Eberlein (1999) uses fairy tales as an introduction of Autogenic

Training to children. She provides a number of fairy tales which include the autogenic formulas.

Langensiepen (2010) has developed a six-week programme for the introduction of the

autogenic formulas. She uses illustrations, visualisation exercises, creative stories and magic

words to help children acquaint with the method and offers some useful creative exercises,

warm-up activities and follow-up activities. They can help to explain the rationale of the different

autogenic exercises to children.

The creative use of Autogenic Training can be useful for younger children. It enables children to

gain some understanding of the technique. However, it cannot replace the complex medical and

physiological content of the structured autogenic exercises.

Individual work vs group work

Autogenic Training can be taught individually, in groups, or together with a primary care giver.

Biermann (1996) suggests including the primary care giver as a co-therapist. This enables the

symbiotic child to receive a healing intervention from its mother, supports a healthy separation

process and helps the child to feel more secure.

Other children might benefit from the socialisation aspect of group therapy or individual therapy.

The group experience itself can be therapeutic and enables children to learn from other children.

This can improve relationships with peers. Children with very extreme behaviours generally

benefit from individual sessions, as it prevents group-related anxieties.

Autogenic Training at the Mulberry Bush Organisation

The Mulberry Bush School is a therapeutic residential school which provides care, treatment

and education to primary-aged children with severe behavioural and emotional problems. The

author of this paper is in the process of introducing Autogenic Training to the community.

A summary of the concept aims to outline the potential of the technique and benefits for the

work in therapeutic communities.

Psychodynamic thinking is underpinning the therapeutic work at the Mulberry Bush

Organisation. Ward (2003) describes Winnicott’s focus on the development of relationships

with the aim to help the child to move from absolute dependency towards becoming physically

and emotionally independent. He points out that psychodynamic thinking explores the existence

of the unconscious and the interplay between the conscious and the unconscious elements

in communication. According to him, psychodynamic thinking focuses on the concept of a

“holding environment”, which consists of suitable boundaries, expression of emotions and

strong feelings, the appropriate containment of anxieties and clear communication.

Autogenic Training aims to support the process of self-reflection, increases self-awareness,

equips the children with a self-help technique and provides a useful addition to the reflective

practice. This process can help children develop higher levels of independency and can increase

awareness of unconscious material. Autogenic Training can have a “holding” function for

children and staff, as it offers opportunities to reflect on and off-load strong feelings. It provides

clear strategies for children and staff, which can decrease levels of anxiety. This process

supports the psychodynamic practice in therapeutic communities.

The residential part of the Mulberry Bush School consists of four houses, one assessment

house for new children and three post-assessment houses. The concept aims to focus on the

assessment house and suggests starting the training during the 12-week assessment stage.

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Children can also ask for the training at a later stage of their placement. Focusing on the

assessment house can help to set up a clear practice routine for the children.

The children are encouraged to practise three times per day. In all the houses, the

daily routine has been adapted to accommodate three practice opportunities per day.

The practice routine will be part of the daily routine, similar to other daily tasks such as washing

and brushing teeth. One member of staff has undertaken the training and can support

the children with their practice. This is very supportive for the weekly sessions with the

qualified therapist and takes aspects of the therapy to the immediate environment of

the child.

In the beginning, the children receive a folder for the session sheets, diary, pen and door sign.

All the information, postures and autogenic formulas are summarised on the weekly session

sheets and remain in the child’s bedroom. The therapeutic care staff are encouraged to show

interest in the progress of the training and can follow the progress on the weekly session sheets

in the child’s folder.

Some of the autogenic formulas can be used in everyday situations (e.g. in class). The children

are encouraged to say these formulas silently to themselves. For example, the children can say

“My forehead is cool and clear” if they want to be more able to concentrate in class. A blue dot

on the child’s desk can act as a reminder.

After completion of the course, the children are invited to join a follow-up group. This group aims

to encourage the children to continue with their practice and offers on-going support and

motivation. The children meet in the morning, go through the exercise, have breakfast together

and have the opportunity to do some of the Off-Loading Exercises.

The work is clinically supervised by the school’s consultant child psychotherapist.

Case example

Luke (ten years) has been at the school for three years. During the first years of his placement,

he struggled to form secure relationships with others. He suffers from Tourette syndrome. His

body and facial tics can be very painful for Luke and seem to increase during stressful times.

Mealtimes can be very anxiety provoking for him. His longstanding foster placement broke down

during the course (not because of him), which caused significant distress. Luke occasionally

has nightmares.

Luke engaged well in the Autogenic Training course and was able to complete it. In the

beginning of the course, Luke struggled to lay down in a relaxed manner during the practice,

because of his body and facial tics related to the Tourette syndrome. He also struggled to close

his eyes during the exercises and generally struggled to relax. Luke found it hard to show certain

emotions during the Intentional Off-Loading Exercises.

During the course, Luke was increasingly able to engage in the process and seemed

more interested in the use of the technique. He struggled to practise independently and

appreciated support from significant adults. Luke remembered to use the technique during

distressing moments (e.g. after a nightmare). He also wanted to go through the exercise on the

way to a new foster carer. Luke was very thoughtful about the use of the personal formula

and wanted to relate the formula to his house target. At the time, he struggled to have

good mealtimes. Later he changed the formula, aiming to develop more trust in his new

foster placement.

Towards the end of the course, Luke’s Tourette symptoms decreased significantly, despite

the increased stress caused by the breakdown of his foster placement. His body and facial

tics are now hardly noticeable and not distressing for him anymore. He seems more mature

and is more able to enjoy the social aspect of mealtimes. He generally seems to appreciate the

present more without thinking too much about the next activity. Luke is able to use Autogenic

Training as a self-help technique and appreciates the benefits of it. He has also spoken

very positively about the technique, which helped other children and regularly attends the

follow-up group.

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Research and evaluation

Autogenic Training has been used successfully in the treatment of children with behavioural

and emotional problems for many years. Biermann (1996) points out that almost all children

with behavioural problems, psychosomatic problems and school phobias can benefit from

the training.

Biermann and Mueller (1986) conducted research on the effectiveness of Autogenic Training in

the treatment of children with a variety of problems. They concluded that 74 per cent of the

children were able to improve their symptoms.

Goldbeck and Schmid (2003) present an investigative study of the effectiveness of Autogenic

Training in a mildly disturbed outpatient population of children and adolescents (age 6 to 15) with

mostly internalising symptoms, and/or some aggressive, impulsive or attention deficit symptoms. At

the end of the intervention, 56 per cent of the children and 55 per cent of the parents reported partial

goal attainment, 38 per cent of the children and 30 per cent of the parents reported complete goal

attainment. Three months post-intervention, 71 per cent of the parents confirmed partial goal

attainment. The study concludes that Autogenic Training is an effective therapeutic intervention for

children with mild to moderate mental health problems. A high acceptance of the technique and

low dropout rates were also observed by the researchers.

Evaluation is an important part of all therapeutic interventions. It is useful to set individual targets

for the children in the beginning of the course. The children should be part of this process.

The Hospital Anxiety and Depression Scale can be used in the beginning and at the end of the

course. Goldbeck and Schmid (2003) used a multi-informant assessment approach and asked

the parents and children to fill in the Child Behaviour Checklist (CBCL), the Giessen Subjective

Complaint List (GBB-KJ) and the Childhood Stress and Coping Questionnaire (SSK).

Evaluation of the Autogenic Training course needs further exploration and needs to be relevant

for the therapeutic setting.

Conclusion

This paper has been concerned with the exploration of the self-help technique Autogenic

Training in therapeutic settings for children with emotional and behavioural problems.

Experience and research show that Autogenic Training is an effective therapeutic intervention for

children. Autogenic Training can be a very beneficial addition to the work in all therapeutic

communities. The technique has been used successfully for many years and can be used

creatively, depending on the age and ability of the children.

It is very important to find ways of motivating the children to go through the course, as it requires

a lot of effort from the children to engage in the process and practise regularly. It helps to ensure

that all staff members, carers and parents have an awareness of the technique and are able

to support the children in their daily practice.

Psychodynamic theory is a very useful theoretical concept in therapeutic communities.

Autogenic Training aims to increase self-awareness, self-control and self-reflection. It can also

lower internal defences, enable children to be more in touch with pre-verbal material, decrease

anxieties and impact on the fight/flight feeling. The technique offers some strategies in dealing

better with strong feelings, such as anger and anxiety. Intentional Off-Loading Exercises

enhance the course and can provide tools for anger management. Autogenic Training gives

children clear strategies to engage in the therapeutic process, provides a skill for life and

supports the psychodynamic practice in therapeutic communities.

References

Biermann, G. and Mueller, M. (1986), “Autogenic Training mit Kindern und Jugendlichen – Eine

katamnetische Studie (Autogenic training with children and adoloecents – a catamnestic study)”, in

Biermann, G. (Ed.), Handbuch der Kinderpsychotherapy, Bd. IV, 783, Reinhardt, Mu

¨nchen.

Biermann, G. (1996), Autogenes Training mit Kindern und Jugendlichen (Autogenic Training with Children

and Adolescents), Reinhard, Mu

¨nchen.

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PAGE 157

Bird, J. and Pinch, C. (2002), Autogenic Therapy, Self-help for Mind and Body, Newleaf, Dublin.

Eberlein, G. (1999), Autogenis Training mit Kindern (Autogenic Training with Children), Econ & List

Taschenbuch Verlag, Mu

¨nchen.

Goldbeck, L. and Schmid, K. (2003), “Effectiveness of autogenic relaxation training on children and

adolescents with behavioural and emotional problems”, Journal of the American Academy of Child

& Adolescent Psychiatry, Vol. 42 No. 9, pp. 1046-54.

Kermani, K. (1996), Autogenic Training, The Effective Holistic Way to Better Health, Souvenir Press, London.

Klott, O. (2005), “Treatment of children and adolescents with mental health problems. A comparative study

between England and Germany”, in Berg, W. (Ed.), Matters Differ, Comparative Studies in Social Work and

Social Policy, Shaker Verlag, Aachen, pp. 152-70.

Kohen, D. and Olness, K. (2011), Hypnosis and Hypnotherapy with Children, 4th ed., Routledge, New York, NY.

Langensiepen, J. (2010), Deeno’s Dream Journeys in the Big Blue Bubble, Jessica Kingsley Publishers,

London.

Linden, W. (2007), “The autogenic method of J. H. Schultz”, in Lehrer, P. et al. (Eds), Principles and Practice

of Stress Management, 3rd ed., The Guildford Press, New York, NY.

Luthe, W. (Ed.) (2001a), Autogenic Therapy, Autogenic Methods, Vol. I, British Autogenic Society, The Bath

Press.

Luthe, W. (Ed.) (2001b), B. Autogenic Therapy, Applications in Psychotherapy, Vol. III, British Autogenic

Society, The Bath Press.

Petermann, U. (2001), Die Kapita

¨n-Nemo-Geschichten: Geschichten gegen Angst und Stress (Captain

Nemo Stories: Stories Against Anxiety and Stress), Verlag Herder, Freiburg.

Ross, I. (2010), Autogenic Dynamics, Stress, Affect Regulation, and Autogenic Therapy, Tantallon Press,

North Berwick.

Saint-Exupe

´ry, A. (1995), The Little Price, Wordsworth Editions, Ware.

Ward, A. (2003), “The core framework”, in Ward, A. et al. (Eds), Therapeutic Communities for Children and

Young People, Community, Culture and Change 10, Jessica Kingsley Publishers, London.

About the author

Oliver Klott is a qualified Social Worker, Social Pedagogue and Autogenic Training Therapist.

He is currently employed by the Mulberry Bush Organisation as a Deputy Team Leader in

the residential part of the school and a Member of the Education and Training Team at the

British Autogenic Society, London. The Mulberry Bush Organisation is a therapeutic residential

school dedicated to providing care, treatment and education to primary-aged children

with severe behavioural and emotional problems. Oliver Klott can be contacted at:

oklott@mulberrybush.org.uk

To purchase reprints of this article please e-mail: reprints@emeraldinsight.com

Or visit our web site for further details: www.emeraldinsight.com/reprints

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Oct 2021
REV PSICODIDACT

Resumen Este estudio examina el entrenamiento autógeno meditativo en el contexto del entrenamiento en estado de atención. La evidencia sugiere que la atención puede mejorarse a través del entrenamiento en estado de atención, que incluye la meditación como técnica para enfocar y mantener la atención. Algunos estudios indican también que el entrenamiento en estado de atención promueve la regulación emocional y conductual. Sin embargo, esta cuestión necesita mayor evidencia científica. El objetivo de este estudio es comprobar la eficacia del entrenamiento en meditación autógena como estrategia para mejorar la atención, reducir la ansiedad y promover un mejor perfil de salud mental en los niños. Los participantes de este estudio son setenta estudiantes españoles (M = 9.77, DT = 1.08) asignados aleatoriamente a tres condiciones: entrenamiento en meditación autógena, entrenamiento en lectura natural y lista de espera durante doce semanas. Para evaluar el efecto de entrenamiento se obtienen mediciones previas y posteriores en atención selectiva y sostenida; ansiedad estado y rasgo; y un cribado de salud mental compuesto de síntomas emocionales, problemas de comportamiento, hiperactividad-intención, problemas de relación entre iguales, índice total de dificultades y comportamiento pro-social. Los resultados muestran que los niños asignados al entrenamiento de meditación autógena experimentan una mejora de la atención selectiva y sostenida, una reducción de la ansiedad de estado y de rasgo, y una mejor salud mental general que los niños asignados al entrenamiento de lectura natural o al grupo de control pasivo. Los hallazgos sugieren que el entrenamiento en meditación autógena proporciona un enfoque aceptable para mejorar la atención, reducir la ansiedad y promover un mejor perfil de salud mental en los niños.

Effect of online Kundalini Yoga mental health of university students during Covid-19 pandemic: A randomized controlled trial

Article

Full-text available

Jan 2024

University students were at an increased risk for psychological distress during the COVID-19 pandemic. Using a randomized controlled trial, we examined the efficacy of an online Kundalini Yoga intervention on students’ psychological functioning. Healthy university students ( N = 106) were randomly assigned to a Kundalini Yoga group, an active control group, or a passive control group in a 1:1:1 ratio. The experimental group attended six Yoga sessions over 6 weeks and the active control group attended to six autogenic relaxation sessions over 6 weeks. All participants completed the study protocol, which involved answering questionnaires related to psychological distress, emotion regulation, self-compassion, self-concept, spiritual well-being, and subjective happiness at three different time points: baseline, at the end of the intervention, and at 1-month follow-up. Results showed that Yoga contributed to improving self-compassion, extrinsic affect improving, and personal and communal spiritual well-being, in comparison to the control groups.

Relaksasi Autogenik untuk Meningkatkan Regulasi Emosi pada Siswa SMP

Article

Full-text available

Feb 2023

This study aims to empirically examine the effect of autogenic relaxation training to increase the emotion regulation of the junior high school students. The Subjects in this study were the students of Junior High School M Yogyakarta. The selection of research subjects was based on the lowest pretest scores students got from the scale of emotion regulation, and the number of the sebject taken was 50 students. The placement of subjects into control and experimental group performed by using random assignment. The number of the subjects who followed the pretest, the posttest and the follow-up in full in the experimental group was 16 female students. While in the control group, the number was 19 female students. The results showed that the re was a significant difference between the pretest and the posttest scores in both groups experimentalcontrol). The conclusion of this study is autogenic relaxation was effective to improve the emotion regulation of the junior high school students. Abstrak. Penelitian ini bertujuan untuk menguji secara empiris pengaruh pelatihan relaksasi autogenik terhadap peningkatan regulasi emosi. Partisipan dalam penelitian ini adalah siswa SMP M Yogyakarta. Penentuan partisipan penelitian berdasar skor pretest dengan skor mulai 51-63 pada skala regulasi emosi sejumlah 50 siswa. Penempatan partisipan ke dalam kelompok kontrol dan kelompok eksperimen dilakukan dengan mengurutkan nilai terendah sampai tertinggi kemudian nomor ganjil sebagai kelompok eksperimen dan nomor genap sebagai kelompok kontrol. Partisipan yang mengikuti pretest, posttest dan follow up secara lengkap pada kelompok eksperimen berjumlah 16 siswa perempuan dan pada kelompok kontrol berjumlah 19 siswa perempuan. Hasil penelitian menunjukkan bahwa perubahan skor pretest menuju posttest pada kedua kelompok (eksperimen-kontrol) adalah berbeda secara signifikan. Perubahan regulasi emosi dari pretest ke posttest pada kelompok eksperimen adalah signifikan, sedangkan pada kelompok kontrol tidak signifikan. Kesimpulan penelitian ini adalah relaksasi autogenik dapat meningkatkan regulasi emosi pada siswa SMP. Kata kunci: regulasi emosi, relaksasi autogenik, siswa SMP Usia siswa Sekolah Menengah Pertama (SMP) 1 termasuk dalam usia remaja yang 1 Korespondensi mengenai artikel ini dapat diala-kukan melalui: yulia1407fitriani@gmail.com 2 Atau melalui: asmalsa@ugm.ac.id rentan dengan gangguan emosi karena pada masa ini kondisi emosi siswa masih labil dan dipandang sebagai masa transisi dari masa anak-anak menuju masa dewasa; ditandai dengan perubahan fisik yang begitu cepat disertai perubahan psikologis

Interpersonal relationships among university students: a randomized longitudinal effectiveness evaluation study: Relações interpessoais entre estudantes universitários: um estudo randomizado de avaliação da eficácia longitudinal

Article

Full-text available

Oct 2022

Relaxation is a coping mechanism that helps to regulate emotions and is associated with prosocial responses. This paper included two studies: 1) a randomized clinical trial conducted with 139 university students who participated in a relaxation program and were assessed on interpersonal relationships over time; 2) a correlational study that assessed the relationship between emotional regulation, cognitive functioning, the importance attributed to sociability, and interpersonal relationships. Results revealed that interpersonal relationships did not change over time due to the relaxation intervention. The importance attributed to sociability played a moderating role in the relationship between emotional regulations and interpersonal relationships. The results suggest the need for further studies and emphasises the critical role of emotional regulation skills in university students.

Penerapan Latihan Relaksasi Otogenik untuk Regulasi Emosi Atlet Anggar

Article

Full-text available

May 2021

Masa pandemic Covid-19, pemerintah menghimbau berbagai instansi olahraga temasuk Komite Olahraga Nasional Indonesia (KONI) untuk mengganti sistem latihan bagi atletnya. KONI jawa Timur memberlakukan latihan dari rumah termasuk bagi atlet anggar. Perubahan situasi latihan membuat atlet rentan mengalami tekanan psikis dan emosi negatif sehingga perlu upaya untuk meningkatkan kemampuan regulasi emosi oleh para atlet. Salah satu intervensi untuk regulasi emosi adalah latihan relaksasi otogenik. Maka dari itu, tujuan kegiatan pengabdian kepada masyarakat ini dilakukan untuk membantu atlet dalam mengelola emosinya di tengah masa pandemic ini, khususnya bagi atlet anggar. Kegiatan pengabdian ini dilakukan melalui kelas virtual selama 5 hari berturut-turut. Partisipan adalah 8 orang atlet anggar (4 orang laki-laki dan 4 orang perempuan). Alat ukur untuk regulasi emosi berupa skala regulasi emosi. Hasil kegiatan pengabdian ini menunjukkan adanya peningkatan kemampuan regulasi emosi sebesar 39,82 % pada diri atlet. Hal ini menunjukkan bahwa intervensi relaksasi otogenik mampu meningkatkan kemampuan regulasi emosi bagi atlet anggar. Relaksasi otogenik dapat dijadikan salah satu alternatif yang dilakukan atlet secara mandiri untuk meningkatkan kemamuan regulasi emosinya.

Effects of Mind-Body Interventions on Adolescents’ Cooperativeness and Emotional Symptoms

Article

Full-text available

Feb 2022
Behav Sci

Background: Mind-body interventions may support the development of adolescents' self-regulation and provide a protective effect against maladaptive outcomes, e.g., internalizing and externalizing problems. The present study aimed at evaluating the effects of mindfulness-oriented meditation training (MOM) and autogenic training (AT) on a group of healthy Italian adolescents' character dimensions, emotional and behavioral difficulties. Methods: 72 adolescents were randomly assigned to MOM/AT conditions and tested before and after the 8-week trainings through self-report measures (Temperament and Character Inventory 125, TCI; Strengths and Difficulties Questionnaire for Adolescents, SDQ-A). Main analyses involved robust and repeated measures ANOVAs, carried out separately for character TCI and SDQ-A scales. Results: After trainings, we found increased levels of cooperativeness and reduced emotional symptoms. Changes in these dimensions were negatively correlated: the more participants increased in their cooperativeness the greater decrease they showed in emotional symptoms. Conclusion: Both MOM and AT enhanced a cooperative attitude in adolescents and helped reducing their emotional problems. Therefore, it may be useful to apply these mind-body interventions in school settings as they can have a protective effect on the well-being and psychosocial adjustment of youths, through fostering their character maturity and helping them to better regulate their emotions.

An Overview of Mindfulness and Its Implications for Children and Adolescents

Chapter

Jan 2022

Srinivasan Venkatesan

Mindfulness is focusing on the present moment while calmly acknowledging and accepting one's thoughts, feelings, and body sensations as they are. The use of mindfulness practices on children and adolescents is burgeoning. This chapter covers the meaning and elements of mindfulness, their measurement, the various techniques, and exercises exclusive for children. Such techniques are typically individualized, tailor-made, personalized, contextualized, play-based, activity-oriented, reward-oriented, and maintained at the child's developmental level. Mindfulness parenting is vital. A mindful parent is aware of one's thoughts and feelings; is responsive to the child's needs, thoughts, and feelings; is better at regulating own emotions; is less critical of oneself or the child; is better at standing back from situations and avoiding an impulsive reaction. Issues related to professionalism, formal institutions for training mindfulness, and ongoing research on this theme, their achievements, and setbacks are listed before providing future directions for work in this area.

Hypnosis and hypnotherapy with children, fourth edition

Article

Mar 2012

Updated and revised in response to developments in the field, this Fourth Edition of Hypnosis and Hypnotherapy With Children describes the research and clinical historical underpinnings of hypnosis and hypnotherapy with children and adolescents, and presents an up-to-date compendium of the pertinent world literature regarding this topic. The authors focus on the wide variety and scope of applications for hypnotherapy; including an integrated description of both clinical and evidence-based research as it relates to understanding approaches to various clinical situations, case studies of practical aspects, and how-to elements of teaching hypnotherapeutic skills to clients.

Effectiveness of Autogenic Relaxation Training on Children and Adolescents With Behavioral and Emotional Problems

Article

Oct 2003
J AM ACAD CHILD PSY

To investigate the effectiveness of autogenic relaxation training in a mildly disturbed outpatient population of children and adolescents with mostly internalizing symptoms, and/or some aggressive, impulsive, or attention deficit symptoms. Fifty children and adolescents from southern Germany (mean age 10.2 years; range 6-15 years; mostly intact middle class family background) participated in a group intervention program. Fifteen patients were randomly assigned to a waiting-list control group. Behavior symptoms (Child Behavior Checklist), psychosomatic complaints (Giessen Complaint List), and level of stress were assessed before and after the intervention or after the waiting phase. Individual goal attainment was evaluated at the end of the intervention and in a 3-month follow-up. The parent report on CBCL reflected reduced symptoms compared with control. The child report indicated reduced stress and psychosomatic complaints both in the intervention and control group, and no significant group x time interaction effects occurred on these scales. Effect sizes of 0.49 in the CBCL and 0.36 in the complaint list indicated clinically relevant effects of the intervention compared with the control group. At the end of the intervention, 56% of the children and 55% of the parents reported partial goal attainment, 38% of the children and 30% of the parents reported complete goal attainment; 71% of the parents confirmed partial goal attainment 3 months postintervention. Autogenic relaxation training is an effective broadband method for children and adolescents.

Autogenic Therapy, Self-help for Mind and Body

Jan 2002

J Bird
C Pinch

Bird, J. and Pinch, C. (2002), Autogenic Therapy, Self-help for Mind and Body, Newleaf, Dublin.

Deeno's Dream Journeys in the Big Blue Bubble

Jan 2010

J Langensiepen

Langensiepen, J. (2010), Deeno's Dream Journeys in the Big Blue Bubble, Jessica Kingsley Publishers, London.

Principles and Practice of Stress Management

W Linden

The Little Price, Wordsworth Editions

A Saint-Exupéry

Autogenic Training mit Kindern und Jugendlichen -Eine katamnetische Studie (Autogenic training with children and adoloecents -a catamnestic study)

Jan 1986

G Biermann
M Mueller

Biermann, G. and Mueller, M. (1986), "Autogenic Training mit Kindern und Jugendlichen -Eine katamnetische Studie (Autogenic training with children and adoloecents -a catamnestic study)", in Biermann, G. (Ed.), Handbuch der Kinderpsychotherapy, Bd. IV, 783, Reinhardt, Mü nchen.

Autogenic Training, The Effective Holistic Way to Better Health

Jan 1996

K Kermani

Kermani, K. (1996), Autogenic Training, The Effective Holistic Way to Better Health, Souvenir Press, London.

Treatment of children and adolescents with mental health problems. A comparative study between England and Germany

Jan 2005
152-170

O Klott

Klott, O. (2005), "Treatment of children and adolescents with mental health problems. A comparative study between England and Germany", in Berg, W. (Ed.), Matters Differ, Comparative Studies in Social Work and Social Policy, Shaker Verlag, Aachen, pp. 152-70.

Die Kapita¨n-Nemo-Geschichten: Geschichten gegen Angst und Stress (Captain Nemo Stories: Stories Against Anxiety and Stress)

Jan 2001

U Petermann

Petermann, U. (2001), Die Kapita¨n-Nemo-Geschichten: Geschichten gegen Angst und Stress (Captain Nemo Stories: Stories Against Anxiety and Stress), Verlag Herder, Freiburg.