After conducting a functional analyses of behavior (this is described in our book Understanding Challenging Behavior), a script is written which utilizes the information from the analyses. The imagery programs utilize visual imagery and/or a procedure we call picture rehearsal. The relaxation program can also be used to develop self-control by the individual learning to make a relaxation response in place of the typical maladaptive behavior he or she exhibits during stressful situations. Once these stressful situations have been pinpointed, the client can then use coping strategies, such as relaxation or imagery to reduce their stress. Finally, the person is taught to tighten and relax all remaining muscle groups of the body.Īfter the person has mastered the relaxation procedure, we administer a stress survey which I have developed and which helps to identify stressful situations. The child or adult is then taught relaxing without tensing. The person learns to tighten and relax the arms, hands, and legs, and to do deep breathing in a sitting position. The practice session is a regularly scheduled event built into the person’s schedule. This usually ranges from a few minutes to twenty minutes. Children and adults are taught the relaxation procedure, usually in a one-to-one teaching session lasting for as long as the participant can maintain attention.
#Girls with muscle relaxed how to#
Basically, this program involves teaching consumers how to discriminate between tense muscles and relaxed muscles. JG: The relaxation program that we use involves progressive relaxation developed by Edmund Jacobson. SE: Since you are considered an expert in the areas of relaxation and visual imagery, could you describe your work so our readers will have a better idea of what is involved and what they might expect?
#Girls with muscle relaxed manual#
He is the co-author of the Relaxation Manual and has been part of developing the videos, Breaking the Barriers: I and II which feature the relaxation and imagery procedures. We are still working together to continually refine and expand these procedures. at Boston College and went to study with him for the specific purpose of adapting the procedures he developed which he labeled as Covert Conditioning to use with the population with autism and developmental disabilities.
I had studied the work of Joseph Cautela, Ph.D.
My interest in stress reduction arose from the work I had done earlier in self-management and self-control, and I felt that it was important to look at inner behavior in addition to overt behavior. The combination of education and psychology is helpful in combining both the academic and behavioral programs since behavioral problems are often affected by the appropriate curriculum or vocational programs. JG: I have a bachelor’s degree in business administration, a master of education and a master of arts in psychology and a Ph.D. SE: Could you tell us a little bit about your background? The Groden Center provides community-based evaluative, therapeutic, educational and vocational programs for children and adults who have or are at risk for moderate to severe behavioral/emotional problems, including autism. Groden is the Director of the Groden Center in Providence, Rhode Island. She has focused on the development of relaxation and imagery based procedures for a population with autism and developmental disabilities. Her primary areas of interest are stress and anxiety and procedures to reduce stress. June Groden is considered one of the pioneers in the field of autism and developmental disabilities.