Group desensitization for “anxious” children with reading problems

Muller, Sarah; Madsen, Charles H.

doi:10.1002/1520-6807(197004)7:2<184::aid-pits2310070215>3.0.co;2-z

Cited by 12 publications

(1 citation statement)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Vicarious and direct desensitization proved equally effective under individual and group conditions. Muller and Madsen (1970) treated seventh graders who had reading problems by pairing relaxation with a standard hierarchy designed for reading problems. The highest item on the hierarchy involved actual oral reading.…”

Section: Relaxation and Graduated Imagined Stimulimentioning

confidence: 99%

Desensitization procedures in the treatment of childhood disorders.

Hatzenbuehler¹,

Schrøeder²

1978

Psychological Bulletin

View full text Add to dashboard Cite

Two basic classifications of desensitization procedures, based on historical methods of treating children's fears, are defined-passive association and active participation. The desensitization literature involving clients under age 16 is critically reviewed in terms of these categories. Desensitization is defined as the pairing of either graduated imagined or graduated external stimuli with either relaxation or other responses competitive with anxiety. Desensitization procedures on a vicarious level are also discussed. Clear evidence for the effectiveness of any variant of desensitization with children is limited, since most studies have offered little improvement over the case study level of investigation. It is speculated that the two types of desensitization are not distinct ways of overcoming fear but may best be construed as two processes on one continuum of gradual exposure to aversive stimuli. Several hypotheses concerning the choice of desensitization methods are derived from this speculation.

show abstract

Section: Relaxation and Graduated Imagined Stimulimentioning

confidence: 99%

Desensitization procedures in the treatment of childhood disorders.

Hatzenbuehler¹,

Schrøeder²

1978

Psychological Bulletin

View full text Add to dashboard Cite

show abstract

Applications of desensitization procedures for school-related problems: A review

Prout

Harvey

1978

Psychol. Schs.

View full text Add to dashboard Cite

A variety of desensitization and counterconditioning procedures have been utilized to deal with school-related problems. These procedures are reviewed with respect to applications for treating school phobia, test anxiety, and other academic anxieties. The case and experimental studies reviewed indicate that desensitization procedures in combination with other techniques are most effect,ive. Guidelines for using these procedures in the schools are suggested. University of Wisconsin -MadisonVarious fears and anxiety reactions are exhibited by children in the school setting, which range from extreme cases of school phobia to test and other performance-related anxieties. Such difficulties present serious management problems and may interfere with school learning and performance.Counterconditioning as a treatment modality for a child's fear reaction was first reported by Jones (1924), who successfully eliminated a child's fear of a rabbit. Wolpe (1958) developed ~1 therapeutic procedure known as systematic desensitization, based on the principle of reciprocal inhibition, according to which the strength of an anxiety-evoking stimulus may be weakened by pairing that stimulus with a response antagonistic to anxiety. In his procedure, Wolpe paired deep muscle relaxation with imagined successive approaches (i. e., a hierarchy) to the feared stimulus. Subsequently, a number of variations of the procedure have been developed, including in vivo desensitization, implosive therapy, conditioned relaxation, differential relaxation, and anxiety relief conditioning (Paul & Bernstein, 1973). These variations have been applied to a wide range of phobic disorders and anxiety-related problems (Paul & Bernstein, 1973; Ullman & Krasner, 1975).To date, most of the applications of behavioral techniques in the schools have focused on operant procedures. The purpose of this review is to examine the use of desensitization and counterconditioning procedures in the school setting. Applications for dealing with school phobias, test anxieties, and other schoolrelated anxieties will be reviewed, followed by discussions of implications for use of these techniques in the schools and considerations for future research. School PhobiaSchool phobia is a serious problem, with an estimated occurrence rate of 17 per 1000 school-age children per school year (Kennedy,l965). Although the child's refusal to go to school or remain a t school once he is there is the most obvious symptom, it is often seen in combination with other social, emotional, and somatic symptoms, and a variety of subtypes have been hypothesized (McDonald & Sheperd, 1976).A number of desensitization techniques have been employed to treat school phobia successfully, including systematic desensitization, implosive therapy, in Requests for reprints should be sent to H.

show abstract

Children with learning and behavior problems: a behavioral perspective

Gardner¹,

Boyd²

1982

Psychological Development in the Elementary Year

View full text Add to dashboard Cite

Group desensitization for “anxious” children with reading problems

Cited by 12 publications

References 11 publications

Desensitization procedures in the treatment of childhood disorders.

Desensitization procedures in the treatment of childhood disorders.

Applications of desensitization procedures for school-related problems: A review

Children with learning and behavior problems: a behavioral perspective

Contact Info

Product

Resources

About