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The Effect of Online-Delivered Guided Imagery Relaxation on Stress and Well-Being of Primary School Children

BACKGROUND: In the context of the coronavirus (COVID-19) pandemic, effectively coping with daily stressors is crucial for children who experience restrictions on physical movement and social activities. We examined the effects of the online-delivered guided imagery relaxation (GIR) technique on the...

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Autores principales: Lim, Chean Wei, Othman, Azizah, Hashim, Hairul Anuar
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Penerbit Universiti Sains Malaysia 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10467597/
https://www.ncbi.nlm.nih.gov/pubmed/37655146
http://dx.doi.org/10.21315/mjms2023.30.4.10
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author Lim, Chean Wei
Othman, Azizah
Hashim, Hairul Anuar
author_facet Lim, Chean Wei
Othman, Azizah
Hashim, Hairul Anuar
author_sort Lim, Chean Wei
collection PubMed
description BACKGROUND: In the context of the coronavirus (COVID-19) pandemic, effectively coping with daily stressors is crucial for children who experience restrictions on physical movement and social activities. We examined the effects of the online-delivered guided imagery relaxation (GIR) technique on the stress and well-being of primary school children. METHODS: Thirty-four (N = 34) 11-year-old students were randomly assigned to either intervention (n = 17) or waitlist-control (n = 17) groups. The participants from the intervention group were required to attend a 4-week online GIR session and practice the techniques daily for 5 min–10 min. The Stress in Children (SiC) questionnaire, the Strengths and Difficulties Questionnaire-Parent Reported (SDQ-PR) and tracking form were administered pre- and post-intervention. RESULTS: Eleven (64.7%) participants attended all sessions and eight (47.0%) completed daily practices. Mixed-model ANOVA indicated no significant difference between participants from intervention and waitlist-control groups across pre- and post-intervention time points, with P-values greater than 0.05 for stress and well-being. CONCLUSION: Issues regarding online intervention, including managing children’s activities from a distance, Internet connectivity, and time limitations might have affected their adherence and the research outcome. Nonetheless, the online-delivered GIR technique is a promising intervention modality. However, its implementation should be improvised to be more impactful.
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spelling pubmed-104675972023-08-31 The Effect of Online-Delivered Guided Imagery Relaxation on Stress and Well-Being of Primary School Children Lim, Chean Wei Othman, Azizah Hashim, Hairul Anuar Malays J Med Sci Original Article BACKGROUND: In the context of the coronavirus (COVID-19) pandemic, effectively coping with daily stressors is crucial for children who experience restrictions on physical movement and social activities. We examined the effects of the online-delivered guided imagery relaxation (GIR) technique on the stress and well-being of primary school children. METHODS: Thirty-four (N = 34) 11-year-old students were randomly assigned to either intervention (n = 17) or waitlist-control (n = 17) groups. The participants from the intervention group were required to attend a 4-week online GIR session and practice the techniques daily for 5 min–10 min. The Stress in Children (SiC) questionnaire, the Strengths and Difficulties Questionnaire-Parent Reported (SDQ-PR) and tracking form were administered pre- and post-intervention. RESULTS: Eleven (64.7%) participants attended all sessions and eight (47.0%) completed daily practices. Mixed-model ANOVA indicated no significant difference between participants from intervention and waitlist-control groups across pre- and post-intervention time points, with P-values greater than 0.05 for stress and well-being. CONCLUSION: Issues regarding online intervention, including managing children’s activities from a distance, Internet connectivity, and time limitations might have affected their adherence and the research outcome. Nonetheless, the online-delivered GIR technique is a promising intervention modality. However, its implementation should be improvised to be more impactful. Penerbit Universiti Sains Malaysia 2023-08 2023-08-24 /pmc/articles/PMC10467597/ /pubmed/37655146 http://dx.doi.org/10.21315/mjms2023.30.4.10 Text en © Penerbit Universiti Sains Malaysia, 2023 https://creativecommons.org/licenses/by/4.0/This work is licensed under the terms of the Creative Commons Attribution (CC BY) (http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) ).
spellingShingle Original Article
Lim, Chean Wei
Othman, Azizah
Hashim, Hairul Anuar
The Effect of Online-Delivered Guided Imagery Relaxation on Stress and Well-Being of Primary School Children
title The Effect of Online-Delivered Guided Imagery Relaxation on Stress and Well-Being of Primary School Children
title_full The Effect of Online-Delivered Guided Imagery Relaxation on Stress and Well-Being of Primary School Children
title_fullStr The Effect of Online-Delivered Guided Imagery Relaxation on Stress and Well-Being of Primary School Children
title_full_unstemmed The Effect of Online-Delivered Guided Imagery Relaxation on Stress and Well-Being of Primary School Children
title_short The Effect of Online-Delivered Guided Imagery Relaxation on Stress and Well-Being of Primary School Children
title_sort effect of online-delivered guided imagery relaxation on stress and well-being of primary school children
topic Original Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10467597/
https://www.ncbi.nlm.nih.gov/pubmed/37655146
http://dx.doi.org/10.21315/mjms2023.30.4.10
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