*Division of Developmental Behavioral Pediatrics and Psychology, Rainbow Babies and Children's Hospital, Case Western Reserve University, Cleveland, OH; †Westlake, OH; ‡Division of Developmental Behavioral Pediatrics, Rainbow Babies and Children's Hospital, Case Western Reserve University, Cleveland, OH.
J Dev Behav Pediatr. 2014 Jan;35(1):62-7. doi: 10.1097/DBP.0000000000000016.
This preliminary study tests the effectiveness of an elementary school-based stress management technique on anxiety symptoms and heart rate variability (HRV) in children.
In this controlled prospective longitudinal study, children in third-grade classroom participated in a teacher-led daily 10-minute stress management intervention for 4 months. The control class teacher read from a children's book for 10 minutes daily. A standardized anxiety scale and HRV (using computer biofeedback program) were measured before the 4-month intervention, immediately after, and 1 year later.
The intervention class showed significant improvement from baseline to the immediate postintervention period in total anxiety (N = 14, F = 12.95, p = .002), with 1-year follow-up scores maintaining improvement (N = 13, F = 5.88, p = .025). The intervention class had small improvement in HRV using the biofeedback program in the immediate postintervention period, with significant improvement at 1-year follow-up (N = 13, F = 10.61, p = .005). The control class showed no improvements. Qualitatively, children reported that the intervention was helpful during stressful times at school and at home, even after the study period.
An elementary school-based short daily stress management intervention can decrease symptoms of anxiety, and improve HRV, a measure of relaxation. Ultimately, these children found this skill continued to help them cope better with everyday stressors.
本初步研究检验了一种基于小学的压力管理技术对儿童焦虑症状和心率变异性（HRV）的有效性。
在这项对照前瞻性纵向研究中，三年级课堂上的儿童参与了一项由教师主导的、每天 10 分钟的压力管理干预，为期 4 个月。对照班的教师每天读 10 分钟的儿童读物。在 4 个月的干预前、干预后立即和 1 年后，使用标准化的焦虑量表和 HRV（使用计算机生物反馈程序）进行测量。
干预班的总焦虑评分从基线到干预后立即期有显著改善（N=14，F=12.95，p=0.002），1 年随访评分仍保持改善（N=13，F=5.88，p=0.025）。干预班在使用生物反馈程序的即时干预后 HRV 有较小的改善，1 年随访时改善显著（N=13，F=10.61，p=0.005）。对照组没有改善。定性地说，即使在研究期结束后，孩子们报告说，该干预在学校和家庭的压力时期非常有帮助。
基于小学的短期日常压力管理干预可以减轻焦虑症状，改善 HRV，这是一种放松的衡量标准。最终，这些孩子发现这项技能继续帮助他们更好地应对日常压力源。
