ERIC Number: ED443239
Record Type: RIE
Publication Date: 2000-Jan
Relaxation, Cognitive Therapies, Tibetan Buddhist Perspectives Thereon and Implications for the Instruction of Students with Challenging Behaviors.
Manninen, Charles O.
This paper reports the outcomes of a study that explored Buddhist psychology in terms of what answers it might offer relative to intervention that special educators could apply to students who display challenging behaviors. A literature review was conducted of Buddhist psychological theories and comparable Western psychological theories, and research was done on Western interventions which seem compatible with the theories. The report discusses findings on the role of instincts/Buddhist realms, characteristics of instincts/realms, personality attributes of the child with challenging behaviors, and conduct/oppositional defiant disorder and achievement. Western meditation approaches are explored, along with cognitive theories, rational/emotive therapy, cognitive restructuring, and cognitive behavioral therapy and cognitive strategies training. Findings from the literature review question the effectiveness of cognitive therapies. Relaxation training is proposed as an alternative and beneficial strategy for students with attention deficit disorders, aggressive behaviors, and stress. The positive effects of relaxation training on reading comprehension and academic performance are also noted. Relaxation training program implementation is discussed, and the importance of teachers teaching students the legitimacy and importance of relaxation is emphasized. (Contains 38 references.) (CR)
Publication Type: Dissertations/Theses - Masters Theses; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Master's Research Project, Marietta College.