Gonçalves Lia Lopes, Voos Mariana Callil, de Almeida Maria Helena Morgani, Caromano Fátima Aparecida
Department of Physical Therapy, Speech Therapy and Occupational Therapy Rehabilitation Sciences Post Graduation Program, Medical School, University of São Paulo, São Paulo, SP, Brazil.
Occup Ther Int. 2017 Jan 19;2017:5087145. doi: 10.1155/2017/5087145. eCollection 2017.
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.
To evaluate the effect of two interventions (massage and storytelling) on aggressive behaviors and academic performance of elementary school children.
Three groups ( = 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.
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 ( < 0.05).
小学阶段必须应对攻击性行为。按摩和讲故事可以作为应对攻击行为的策略，因为两者都涉及经验交流和社交互动。两者都可以减轻压力和焦虑，并提高自尊心。
评估两种干预措施（按摩和讲故事）对小学生攻击性行为和学业成绩的影响。
二年级的三组学生（每组35名儿童）参与研究（年龄在6.5 - 8.1岁之间）。一组接受十节额外的按摩课程（按摩组），另一组接受额外的讲故事课程（故事组），对照组接受额外的随机主题课程（对照组）。额外课程时长为50分钟，每周一次。教师和协调员通过日记记录攻击性行为。观察按摩组、故事组和对照组的攻击性行为频率及学业成绩六个月，并对各组进行比较。
方差分析表明，干预后，按摩组和故事组（而非对照组）的教师和协调员记录的攻击性行为有所减少。干预后，按摩组和故事组的学业成绩有所提高（P < 0.05）。
