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Reducing Anxiety in Middle School and High School Students: a Comparison of Cognitive-Behavioral Therapy and Relaxation Training Approaches

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Reducing Anxiety in Middle School and High School Students: a Comparison of Cognitive-Behavioral Therapy and Relaxation Training Approaches Reducing Anxiety in Middle School and High School Students: A Comparison of Cognitive-Behavioral Therapy and Relaxation Training Approaches Item Type text; Electronic Dissertation Authors Rice, Cristy Lynn Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 03/10/2021 18:15:22 Link to Item http://hdl.handle.net/10150/194450 REDUCING ANXIETY IN MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS: A COMPARISON OF COGNITIVE-BEHAVIORAL THERAPY AND RELAXATION TRAINING APPROACHES by Cristy Lynn Rice _________________ Copyright © Cristy Lynn Rice 2008 A Dissertation Submitted to the Faculty of the DEPARTMENT OF SPECIAL EDUCATION, REHABILITATION, AND SCHOOL PSYCHOLOGY In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY WITH A MAJOR IN SCHOOL PSYCHOLOGY In the Graduate College THE UNIVERSITY OF ARIZONA 2008 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Cristy Lynn Rice entitled, Reducing Anxiety in Middle School and High School Students: A Comparison of Cognitive-Behavioral Therapy and Relaxation Training Approaches and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy ________________________________________________Date: May 30, 2008 Dr. Richard J. Morris ________________________________________________Date: May 30, 2008 Dr. Lawrence M. Aleamoni ________________________________________________Date: May 30, 2008 Dr. Jane N. Erin Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. ________________________________________________Date: May 30, 2008 Dissertation Director: Richard J. Morris, PhD 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED: Cristy Lynn Rice 4 ACKNOWLEDGEMENTS Through this long and arduous process there are many individuals to whom I owe a debt of gratitude. I only hope that I can sufficiently express my sincere thanks and appreciation; it is doubtful that this type of gratefulness can be adequately expressed through words. I would like to thank my daughter, Morgan, and husband, Mike. They have been so supportive and patient throughout the entire process. They provided frequent reminders for me as deadlines approached and they sacrificed activities and time together so that I could work on this project. I appreciate their love and assistance more than I can ever say, as they have been my solid foundation during this time. I would also like to express an enormous amount of thanks to my parents, Marvin and Carolyn Dunlap, who were the first to instill within me a deep love of learning. I know that this endeavor has caused them equal shares of stress and pride and I cannot thank them enough for their love and support throughout graduate school and my life. I just have to say that you are the most wonderful, excellent parents ever! I also wish to thank my brother, John Dunlap, for always being there when I needed anything. The same can be said of my mother- and father-in-law, Julia and Ward Rice, and my sisters-in-law, Susan Sultzaberger and Stephanie Dunlap. They have listened to me countless number of times as I gave extensive accounts of what was going on with my schooling and project. For that alone, they deserve a medal! I would also like to acknowledge how important my grandparents have been during my life. Thank you, Marie and Rex Tovrea and Bill and Dale Dunlap. I appreciate all that these individuals have taught me and I hope that they know how very much I love and appreciate them! I would also like to thank my many friends who have helped to make this achievement possible. They have been there for me in spite of my tendency to give long accounts of the details of the project design and implementation. They were so wonderful to show interest even when the topics were not the most pertinent or interesting to their lives! There are many of these individuals, but the first who I must thank are Laurel Tovrea and Cynthia Schultz, without whom I would most definitely not have been able to complete this goal. Additionally, I am exceptionally appreciative of Kim Dembrowski, who has assisted me in everyway and on too many occasions to count! They are the type of best friends that can be counted on at any time or place. I wish to give many thanks to the Susquenita School District for allowing me to work with the fantastic students and teachers within the district! Thank you CAT project kids; without you this venture would not have been possible! Sincere thanks also go out to Dr. L. Aleamoni, Dr. J. Erin, Dr. M. Craddock, Dr. G. Brainard, Dr. C. Resavy, Dr. L. Idleman, Keith Badger, Mike Renning, Jackie Collins, and Cecilia Carlon. Finally, I wish to sincerely thank my advisor, Richard J. Morris, PhD, who has been patient and helpful beyond all belief for a very long time! I am grateful for his expertise, wisdom, and support and for the fact that he kept me on track (even though that was a difficult task at times). I truly cannot adequately express my appreciation for all of his guidance during this process! “With God all things are possible” (Matthew 19:26). 5 DEDICATION This dissertation is dedicated, with love, to my daughter Morgan Elizabeth Rice. 6 TABLE OF CONTENTS LIST OF TABLES.............................................................................................................. 9 ABSTRACT...................................................................................................................... 10 CHAPTER 1: INTRODUCTION..................................................................................... 12 Research Supporting the Current Study........................................................................ 16 Purpose of the Study..................................................................................................... 28 CHAPTER 2: REVIEW OF LITERATURE.................................................................... 30 Anxiety as Defined in the Research Literature............................................................. 32 Anxiety in the School Setting ....................................................................................... 34 Psychiatric Definitions.................................................................................................. 37 Separation Anxiety ................................................................................................... 38 Social Phobia ............................................................................................................ 40 Generalized Anxiety Disorder .................................................................................. 43 Summary................................................................................................................... 46 Prevalence and Incidence.............................................................................................. 46 Prevalence..................................................................................................................... 47 Social Phobia (Social Anxiety Disorder).................................................................. 48 Generalized Anxiety Disorder (Overanxious Disorder of Childhood)..................... 49 Separation Anxiety ................................................................................................... 49 Test Anxiety.............................................................................................................. 50 Incidence....................................................................................................................... 51 The Relation of Anxiety to Socioeconomic Status................................................... 51 Ethnicity and Regional Background......................................................................... 54 Gender and Age ........................................................................................................ 60 Comorbidity of Anxiety and Other Disorders .............................................................. 62 Theories of Fear and Anxiety Development................................................................. 64 Medical Model Approaches.......................................................................................... 66 Neurobiology ............................................................................................................ 66 Psychodynamic Theory ...........................................................................................
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