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This is to certify that the
thesis entitled
The Effects of Autogenic Training in
Reducing the Occupational Stress of
Probate Court Juvenile Case-workers

presented by
Stephen Alan Lazar

has been accepted towards fulfillment
of the requirements for

_ Ph.'f); ‘dggreein Counseling and
Educational Psychology I

Major professor

 

Date%fiwj’7é/ZP0

0-7639

OVERDUE FINES:
25¢ per day per tu-

RETURNING LIBRARY MATERIAL§:
Place in book return to ram
charge from circulation rocor

 

 

 

THE EFFECTS OF AUTOGENIC TRAINING
IN REDUCING THE OCCUPATIONAL STRESS

OF PROBATE COURT JUVENILE CASE'WORKERS

‘By

Stephen A. Lazar

A DISSERTATION

submitted to
Michigan State University
in partial fulfillment of the requirements

for the degree of

DOCTOR OF PHILOSOPHY

Department of Counseling and Educational Psychology

1980

ABSTRACT

-0

THE EFFECTS OF AUTOGENIC TRAINING
IN REDUCING THE OCCUPATIONAL STRESS
OF PROBATE COURT JUVENILE CASE WORKERS

BY .

Stephen A. Lazar
The purpose of this study was to investigate the use of
“ autogenic training as a self-monitoring stress reduction
technique within an occupational setting. It was hypothe-‘
'sized that autogenic training would produce a greater change
in perceived stress and the reaction to stress than would
progressive relaxation training, which served as the control

Eighteen case-workers in the juvenile court system of
Lansing, Michigan, were randomly assigned to the autogenic
training or progressive relaxation training treatment group.
The Life Experiences Survey (LES) served as the covariate
while the state scale of the State Trait Anxiety Inventory
(STAI) and individual blood pressure served to measure the
outcomes.

Analysis revealed that autogenic training produces no
greater change than progressive relaxation. Trend analysis
revealed that subjects experienced, during the six—week
training period, a variety of life changes that may account

for the lack of over-all change in perceived stress.

Stephen A. Lazar

An examination of suspected error sources includes the

0

following: theory, sampling, design, instrumentation,

treatment, and individual differences.

DEDICAT ION

To my Father and Mother,
who, for as long as I can
remember, allowed me to
follow my own path in
life, offering love_and
support along the way.

and

To my wife, Jan,

who has shared
this experience with me,
figuratively and literally,
and who gave me

encouragement at those times

when I needed it most.
Thanks, hon.

'ii

1

ACKNOWLEDGEMENTS

Bits and pieces of many individuals went into the com-
pletion of this work. Some helped with ideas, some with
facts, some with work, and some with support. I would
specifically like to thank the following people:

Dr. Bob Winborn, my academic advisor and friend, for
his ideas and support which helped form the foundations for
this investigation. Secondly, Ms. Slaudia Sowa, a dear
'friend and colleague who, in the midst of her own work, took
time to explain and help me understand what were for me dif-
ficult concepts, and whose super-human mastery of statistics
and design has held me in awe since 1976. Ms. Barbara
Reeves and Mrs. Jan Ellison, whose wizardry at the typewrit-
er and incomprehensible patience with my handwriting made
my life easier and expediated completion. Lastly, my doc-
toral committee members, Drs. Bob Winbor, Bruce Burke, Gary

Stollak, and Alex Cade, who all offered suggestions, direc-

tion, support, and final approval.

iii

TABLE OF CONTENTS

List Of Tables 0 O O O O C O O O O O O O O O O 0
List of Figures . . . . . . . . . . . , . . . .

Chapter I: THE PROBLEM, RATIONALE, AND
RELATED RESEARCH . r . . . . . . . . . . .

Need . r . . . . . . . . . . . . . . . . .
Hypothesis . . . . . . . . . . . .

Review of the Literature ... . . . . .
Physiological and Psychological Stress
Occupational Stress . . . . . . . . .

Review of Development and Research

in Autogenic Training . . . . . .
. Description of the Autogenic Exercises
Summary . . . . . . . . . . . . . . . . . .

Chapter II: EXPERIMENTAL DESIGN AND METHODOLOGY

Sample . . . . . . . . . . . . . . . . . .
Population . . . . . . . .
Demographic Data . . . . .
Methodology . . .
Control Group . . . .
Instruments . . .

Testable Hypotheses . . .

Design and Statistical Anal

ysi
Chapter III: ANALYSIS OF RESULTS . . . . . . .

Treatment Effects . . . . . . . . . . . . .
Explorational Data: Trend Analysis . . . .

Chapter IV: SUMMARY AND DISCUSSION . . . . . .

Summary . . . . .
Discussion . . . . . .
Theory . . .
Sampling . .
Design . . . . . .
Instrumentation .
Treatment . . . . . . . . . .
Subject Differences . . . . . . .

iv

vi

vii

57
61

65

65
66
67
67
68
69
69
7O

Conclusions and Implications for

Further Research .

Appendix A:
Averages

Appendix B:
Averages

Appendix C:

Pre-Post Systolic Blood Pressure
Pre-Post Diastolic Blood Pressure

ANCOVA of Demographic Data on
Systolic Blood Pressure, Diastolic Blood

Pressure, State—Trait Anxiety Inventory .

Appendix D:
Appendix E:_
Appendix F:

BIBLIOGRAPHY

Self—Evaluation Questionnaire

The Life Experiences Survey . . .

Progressive Relaxation Exercises

71

74

75

76
77,

.79

84

87

3.6

3.7
3.8
3.9
3.10

’

LIST OF TABLES

Demographic Information . . . . . . . . . . .
Graphic Representation of the Research Design

Analysis of Treatment Group Means Using
Systolic Blood Pressure . . . . . . . . . . .

Analysis of Treatment Group Variances
Using Systolic Blood Pressure . . . . . .-. .

Analysis of Treatment Group Means Using
Diastolic Blood Pressure . . . . . . . . ...

.Analysis of Treatment Group Variance

Using Diastolic Blood Pressure . . . . . . .

Analysis of Treatment Group Means Using
the State Score of the STAI . . . . . . . . .

Analysis of Treatment Group Variance
Using the State Score of the STAI .y. . . . .

Summary of Individual T—Tests: Blood
Pressure Changes . . . . . . . . . . . . . .

Post-Treatment Increases in Blood Pressure .
STAI State-Scale Scores: Pre-Post . . . . .
Life Experience Survey: Pre-Post . . . . . .

Effect of LES on Blood Pressure . . . . . . .

vi

43

55

57

58

59

59

6O

60

61
62
62
64

64

Figure l:

I

LIST OF FIGURES

Hypothalamus-Pituitary-Adreno-

Cortical AXis O O O O O O O O O O O O O O 0

Figure 2:
Figure 3:

Figure 4:

General Adaptation Syndrome KG.A.S.)
Position of Autogenic State . . . . .

The Autogenic Shift . . . . l . . . .

vii

10
252

26

I

CHAPTER I

THE PROBLEM, RATIONALE,

AND RELATED RESEARCH

Nee

 

The need for the practice of stress-reducing behaviors
exists because the effects of stress upon the physiological
and psychological components of the human body are profound.
From the physiological perspective,.stress plays a part in
,virtually all illnesses; i.eq there is a psychosomatic fac-
tor present in the process of being ill (Pelletier, 1977);”
most easily recognizable to most people is the ulcer.

An easily recognizable example of this concept is the ulcer,
a condition that, in most cases, is totally psychosomatic in
origin. More importantly, however, stress effects the phys-
iological processes that are involved in the immunological
system. While there is much uncertainty concerning the
exact components by which stress affects this system, there
is sufficient evidence to merit closer examination (Pelle-
tier, 1977). Stein, Schiavi, and Camerino (1976) have exam-
ined the influence of behavior on the immunological system,

and they conclude the following:

It has been shown experimentally that psycho-
soc1al processes influence the susceptibility
to some infections, neoplastic processes, and
to some aspect of humoral and cell—mediated

1

immune responses. These psychosocial effects
may be related to hypothalmic activity. Re-
viewing the mechanisms that may be involved

in immune responses indicates that there is

no single mediating factor. Various processes
may participate, including the autonomic ner-
vous system and neuroendocrine activity (p. ).

Thymus-derived cells destroy antigens by direct contact
or by secreting toxins. This results in the end of the im-
munological response. The extent of the immune response to
a given antigen depends on the number of pre—existing thymus-
derived cells and bursal-derived cells which initiate the
immune response. While the feedback connections of the body
to the system are poorly understood, it is clear that the
connections involve both physiological and psychological
'factors (Pelletier, 1977).

The individual psychological make—up of each person
causes responses to stressful situations that are potential-
ly unique to that individual in that situation. Some indie
viduals experience a decrease in their attention span, or
they become short—tempered, withdrawn, Openly aggressive,
depressed, overly-sensitive, or any of a variety of alter-
nate manifestations.

Personality types have been shown to be good predictors
of stress. The work of Friedman and Rosenman (1974) distin—
guished between "type A" and "type B" behaviors, each set of
behaviors belonging to certain personality types. The type
A personality is typically aggressive, extroverted, easily

aroused to hostility, possesses an excessive competitive

drive and a chronic sense of time urgency (Pelletier, 1977L

The latter two variables, according to Friedman and Rosen-

man (1974), automatically equal a type A personality which

is subject to life-threatening illness as a resultcflfstress.
An interesting facet of thevtype A personality is the ten—
dency to judge accomplishments and successes in terms of
numbers (Pelletier, 1977). For example, success tends to
be measured in the numbers of dollars earned, as opposed to
personal satisfaction. .

In contrast to type A, type B is typically free of the
compulsive sense of time urgency. Type B does not measure
him/herself against peers, nor is s/he likely to base ambi-
tions on status or money but more on well thought-out goals.
Type B also possesses the ability to relax for the sole pur-
pose of relaxing, without guilt. Type B works for personal
satisfaction.

Thus, the inability of people to cepe with stress plays
a role in both physical and psychological health. As the
concept of stress is a relative recent innovation, the need
for researching and developing means of assisting indivi—

‘ duals to manage their stress is presently needed.

Mental health professions are considered to be high-
stress occupations. The purpose of this studyijstx>examine
ways of reducing the stress associated with being a case-
worker in the juvenile probate court system in Lansing,
Michigan. Case—workers within this system experience the

common occupational stressors emanating from labor-manage-

ment relations. However, in conjunction with such stressors,

there exists the exposure to individuals (clients) whose
life-histories generally consist of exposure to maladaptive
behaviors and social experiences. In some instances, the
behavior of these individuals is not predictably rational,
and situations develop in such a manner that physical harm
or a threat to physical safety becomes a potential outcome.
A case in point was reported during the.week of July 23,
1979, when a case-worker received a broken arm while trans-
porting a youngster to the juvenile court. Examples of other
such potential situations are: removal of children-from
homes, home visitations, and counseling interviews or ses-
sions at the court. To confront these situations on a daily
basis gives rise to stress and anxiety. Thus, there is a
need for coping mechanisms for case-workers that they can
use to manage this stress. This research was designed to
study techniques that could permit individuals to self-moni-
tor and self-regulate physical and emotional reactions to
stress. -

Hypothesis

 

It was the intention of this study to investigate the
hypothesis that case-workers who receive autogenic training
will display less stress than those who receive progressive
relaxation training. Due to the fact that both these tech-
niques involve relaxation, the author felt it was safe to
assume that all subjectswould experience some degree of re-
duced reaction to stress. Therefore,it was not the inten-

tion of the study to show that one technique reduces stress

while the other does not, but that the change produced by
autogenic training is greater than the change achieved via
progressive relaxation. The hypotheses will be stated in

testable form in Chapter 111

Review of the Literature

 

The review of the literature is presented in three
sections: physiological and psychological stress, occupa-
tional stress, and a review of the development and research
involving autogenic training. The section on physiological
and psychological stress discusses the developmentalaspects
of stress theory, focusing on the works of Cannon, Selye,
and Mason, among others. This section offers a closer exam-
ination of the processes affected by the treatments used in
this study.

The second section looks at stress solely from the per-
spective of occupation. This was a necessary concept to
examine as this study deals with one specific occupation.
The contributions of Herzberg, Maslow, and McGrath are exam-
ined in this section, and the facets of a given occupation
that may induce stress are discussed.

Autogenic training is examined in the third section.
The steps of training and the autogenic state are reviewed
in detail. Because no research has ever been done on the
use of autogenic training in a mental health occupational
setting, existing literature was reviewed on the use of au-

togenic training in a variety of other settings.

Physiological and Psychological Stress

 

The content of this section will deal Specifically with
the concept of stress. It is necessary to achieve a certain
level of understanding of this concept so that a more pre»
cise focus on what the autogenic training will reduce is ob-
tained. In the following section, a more detailed focus on
occupational stress will be presented.

Stress is conceptualized as the non—specific response
of the body to any demand made upon it (Selye, 1974, 1976).
Benson (1975) defines stress as the environmental conditions
that require behavioral adjustment. Stress has also been
defined as:

I

...the state of an organism where he perceives

that his well-being (or integrity) is endan—

gered and that he must divert all his energies

to its protection (Cofer and Appley, 1964, p.

453).
Each of these definitions is valid even though somewhat dif-
ferent. Appley and Trumbell (1967) view the definition
problem as stemming from the choices made in studying the
phenomena of stress; i.e., investigators typically seek out
conditions that produce stress and a measure to indicate
its presence. This combination of events is seen as the
most often used method to study stress. The problem is that
the choices made are often governed by convenience and/or
tradition. This, in turn, leads to a variety of uses, de-
finitions, and purposes of the term stress. However, with—

in all these definitions, there is the aspect of individu-

ality in relation to stress. Individuality refers to the

notion that even while the physiological reaction elicited
via exposure to stress is the same regardless of whether or
not the stressor is pleasant or unpleasant (Selye, 1974),
the reality of the event asua stressor is left up to the in-
dividual. Support for this hypothesis is seen in the re-
ported differential patterns of autonomic responses to anger
and anxiety (e.g., Ax, 1953; Funkenstein, King, Drolette,
1957; Schachter, 1957). If all people perceived a stressor
in the same exact fashion, then, barring any organic dif-
ferences, the physiological reaction should be the same'in
its intensity. It is due to this individuality that auto-
genic training is being used as a coping technique; for once
it is mastered, it can be utilized by the individual at
his/her discretion. I

Stress was initially conceived of as an emotional as
well as.a physiological reaction by W. B. Cannon (1935).
Cannon felt that to fully understand the factors that allow
the human organism to effectively resist stress, it is ne—
cessary to explore the limits of these factors and beyond,
~ to the point where stress alters the state of the internal
environment. Within the internal environment, the stress
reaction is mediated via hormonal action. This action oc-
curs along the hypothalamus—pituitary-adreno—cortical axis
(see Figure 1). The stressor stimulates the hypothalamus
via sensory pathways. The hypothalamus is located at the
base of the skull, and its function is to regulate body

temperature and other autonomic activities. It produces a

Figure l. Hypothalamus-Pituitary-

Adreno-Cortical Axis

 

 

r

STRESSOR

-4

 

g

 

 

O

STOMACH
(with
ulcer)

 

(from Selye, 1974, p. 31)

 

PITITUITARY

HYPOTHALAMUS

THYMUS

secretion that excites the pituitary gland whichissattached
to the base of the brain and whose function is to control
other endocrine glands and monitor growth, maturation, and
metabolism. The pituitary,~when excited in this manner,
discharges into the bloodstream adreno-corticotrOphic hor-
mone (ACTH) which, in turn, induces the external, cortical
portion of the adrenal gland to secrete‘corticoids. Corti-
coids represent that group of hormones associated with the
adrenal cortex. The corticoids are typically separated in-
to two distinct groups, the anti-inflammatory glucocorti-
coids, of which cortisone is a member, and the pro-inflam-
matory mineralocorticoids. The latter group induce shrink-
age of the thymus, a large, lymphatic organ located in the
chest, concurrently with atrOphy of the lymph nodes, inhibi~
tion of inflammatory reactions and sugar production (Selye,
1974). An additional destructive by-product of this reac-
tion is potential development of peptic ulcers in the stom-
ach resulting from increased corticoid levels in the blood.
This process represents the first stage of reaction in
Selye's (1956, 1974) general adaptation syndrome, also known
as the biological stress syndrome. This syndrome is concep-
tualized in a three—stage process. First, when exposed to
a stressor, the organism experiences an alarm reaction.
This reaction is characterized by autonomic excitability:
changes in heart rate, muscle tone, blood content: adrena-
‘line discharges; and gastrointestinal ulceration (Appley

and Trumbull, 1967). Resistance to stress is diminished at

10

this point; and if the trauma is severe enough, such as mor-
tal wounds or severe burns, death may be the immediate re—
sult. If the stressor is of the more typical, every day
type (social, occupational,"or familial), then the indivi-
dual enters the second stage, that of resistance. This
stage occurs as long as the individual can adapt to the
stressful condition(s). The outcome of‘this stage_is that
the individual functions at a higher level than usual which
results in the usage of adaptive energy. The higher level
of functioning is maintained until it is no longer neces~
sary--the stressor has passed--or until the individual‘s
adaptive capability is depleted. At either of those points,
the third stage is entered, the stage of exhaustion. If the
stressor has passed, the organism typically lapses into a
period of recovery (Patterson, 1979). If the adaptive ca-
pability has been exhausted, the organism dies. Figure 2

is a diagrammatic representation of the general adaptation

syndrome (G.A.S.).

Figure 2. General Adaptation Syndrome

 

 

(1) )- ————— (2)----“ (3)
I \\
I \
‘\ I, \A“ N
sq \\
alarm resistance exhaustion

 

 

(from Selye, 1974, p. 27)

11

Selye‘s concepts have been scrutinized and re—evalu-
ated. John Mason (1975) discusses and comments on some of
Selye's basic principles. He points out that Selye's con-
cept of non-specificity was~based on the use of "relatively
indirect morphological indices of adrenal cortical activi-
ty." Mason goes on, however to explain that as newer me-
thods were developed to directly measure adrenal cortical,
hormonal levels-~urine and plasma analysis--Seley's conclu- -
sions were justified. Later research challenged Selye's .
non-specificity concept again, especially the physiological
basis for initial mediation of the stress response. The
more recent research shows that the pituitary—adrenal cor-
tical activity is sensitive to emotional and secial influ-
ences, thereby indicating that possibly the initial media—
tors of the stress response are external. Mason summarizes
the changes this produces in stress theory by explaining
that a single stimulus such as emotional arousal is seen as
eliciting the hormonal response as opposed to many stimuli
eliciting the hormonal response. This View of emotional
‘ arousal caused Selye's concept of non-specificity to be ap-
plied as a higher level of psychological phenomenon rather
than a lower level physiological phenomenon.

Another area of re-examination is with the general
adaptation syndrome (G.A.S.). When Cannon's (1929) work
with homeostasis or internal balance of bodily functions is
considered, then one of his principles of homeostasis ap-

pears to be in conflict with the non~specificity of the

12

of the_genera1 adaptation syndrome. Cannon viewed homeosta-
sis as being regulated by bodily needs in that needs deter-
mined responses (Mason, 1975L Mason notes that from the ori-
ginal physiological perspective of the G.A.S., it becomes
difficult to view physiological processes as being able to
"generally" adapt to bodily needs. This is because the pro-
cesses Operate on a selective basis. For example, exposure
to heat elicits the specific bodily reaction of perspiring
to facilitate cooling. It it hypothesized by Mason that a
more behavioral mode of adaptability fits with the concept
of general adaptability. A behavioral perspective provides
a basis for synthesizing the concept of non-specificity with

othe established homeostatic laws (Mason, 1975):

Mason further explores other aspects of stress theory.
such as the definition of stress, distinctions from biologi-
cal stress, stress as an inducing agent and as a result,and
additional physiological concerns. Selye (1975) defendsenui
discusses all points made by Mason. The theory of stress
remains a controversial subject. However, what does seem
. to be rising out of all perspectives is the recognition of
the role of individual choice in dealing with stress. Laza-
rus and Opton (1966) discuss reaction patterns to the same
stressor as varying greatly from individual to individual.
They further believe that these characteristic patterns are
determined by characteristics of the individual's personali-
ty. On this basis, it becomes required that stress be exam-

ined in terms of transactions between each individual and

13

the environment (Lazarus, 1966, 1971). Examining stress in
this fashion necessitates examining all potential interre-
lating factors, such as past experiences, coping style,
stimulus—response relationships, perception of the environ-
ment, defense mechanisms, and a considerably vast array of
psychological and physiological processes.

In summary, the following chemical) physiological, and
emotional changes occur during stress reactions: adrenocor—
tical enlargement, secretion of adrenocorticotrOphic hormone
(ACTH) by the pituitary gland, production of adrenal-corti-
cal hormones (corticoids) by the adrenal cortex, atrOphy of
the thymicolymphatic organs, disappearance of eosinOphil
cells, i.e., leukocytes (white blood cells) from the circu-
latory blood, and increased output of 17-ketosteroid in the
urine and plaSma. Biological phenomena such as heart rate,
oxygen uptake, carbon dioxide elimination and respiratory
exchange ratio, systolic and diastolic blood pressure, and
body temperature have all been used to indicate the influ-
ence of a specific stressor on the human organism. Emo-
tional reactions to stress are exhibited in a variety of
ways: lack of patience, forgetfulness, insomnia, lethargy,
apathy, increase or decrease in fantasy, errors in percep-
tion and judgment of distance typified by an increase in
minor accidents, increase in anger episodes, increase in
‘domestic quarrels, nausea, tension, anxiety, lack of breath,

hot flashes, and rashes.

14

It is important to note that each of the indices men-
tioned in the former paragraphs is sensitive to the many
uncontrollable forces other than adrenal—cortical
secretions and, therefore, cannot play a highly discrimi—
nating role in the studies of the stress genre (Ulrich,
1960). In accepting the individuality of stress, it is ac-
cepted that what is viewed as stressful'in terms of social
situations, life~sty1e, occupation or other variables,nmy
not be viewed as stressful or at least not to the same per-
ceived degree by others. Girardin (1967) states that the
intensity of stress can only be gauged by the intensity of
its manifestations. Considering the individual, this can
‘be modified_to say that the intensity of stress can only be
measured by the intensity of its manifestations within each

individual.

Occupational Stress

 

The effects of working within a given occupation are
experienced on an individual basis. While individuals may
react to the same aspect of an occupation as stressful, the
type of reaction and the intensity of that reaction is de-
termined by the individual (Patterson, 1978; McGrath, 1973L
This perspective supports the notion postulated earlier by
Lazarus and Opton (1966); i.e., reaction patterns to the
same stressor vary from individual to individual. A thor-
ough review of the literature on the subject of job satis-

faction and occupational stress was undertaken in 1957 by

15

Herzberg, Mausner, Peterson, and Capwell. That study
yielded 1,795 references. It was estimated in 1973 by
Locke that 3,350 articles on the tepic are in print.
Using Locke's yearly average of 111, by now there must be
an additional 666 articles yielding an approximate total of
4,016. This section will not review all this material,
mainly because much of it is "trivial, repetitive, and in-
conclusive" (Locke, 1973). .A brief description of the lit-
erature on stress and occupations is given so that a clearer
picture of occupational stress can be attained.
Occupational stress is viewed as occurring when an en-
vironmental situation is perceived as presenting a demand
which threatens to exceed a person's capabilities and re-
sources. Stress is increased when the latter situation oce
curs under conditions where the individual expects a sub-
stantial difference in the rewards gained from meeting the
demand as opposed to the costs from not meeting it (McGrath,
1973). This situation is represented by the equation
ES=C(lD-Al), where ES equals the experienced stress, C re-
‘ presents the differential consequences such as rewards and
costs of meeting versus not meeting the demand, D is the
perceived demand, and A is equal to the perceived ability
to cope with the demand. This formulation supports Selye's
concept of stress as a neutral phenomenon by the following
implications: (a) that the occupational demands and the
capability to meet those demands must be perceived as sig—

nificantly out of balance for "stress" to be considered;

16

(b) that an imbalance in either direction may be stressful;
i.e., lack of stimuli and too many stimuli both produce
stress; (c) that there must be an anticipated, substantial

difference in consequences if the demand is met as Opposed

to consequences if it is not met; and (d) that these dif-
ferent consequences may arise from the individually antici-
pated rewards that come from meeting the demand or from not
meeting it (McGrath, 1973).- Both a and d imply the neutral~
ity Of the stressor. By applying numerical values to the
formula, the implication is that the closer the demand
comes to the ability to meet that demand, the less stress
is experienced. 'However, research conducted by Love and
'McGrath (1971) demonstrated that the closer perceived de-
‘mands were with the perceived ability, the greater the
stress experienced. So it becomes feasible to modify the
formula with a constant, k, resulting in ES=(C)(k-1D-Al).
The formula now implies that experienced stress increases
as demand and ability to approach each other.

The nature of the experienced stress is shaped by the
‘ nature of the activities and tasks in which an individual
is involved and the relationship Of those tasks of the
stressor conditions; i.e., occupational setting (McGrath,
1970). Most, if not all, theorists would agree thatixisome
sense the individual's emotional reactions to the tasks ex-
perienced are dependent upon the interaction between the
individual and the environment (Locke, 1973). However,

there exists considerable debate over which mental processes

17

determine the reaction. To facilitate an examination of
this area of occupational stress, causal models of job sa-
tisfaction are next examined to bring into focus some of

the types of variables considered causally relevant.

Expectancies in terms of discrepancy between what an
individual's environment offers or what he attains as Op-
posed tO what he has adapted to or expects is felt by some
to determine the individual's emotional (affective) reac-
tions (e.g., Ilgen, 1971; McClelland, Athinson, Clark,
Lowell, 1953; Spector, 1956). Locke points out that
most attempts in relating expectancy to job satisfaction
fail to control for the effects Of values, goals, aspira-
tions, etc. (Locke, 1973). It is conceded, however, that
expectancy can influence indirectly the emotional reaction
of an individual. For example, the expectancy of a pleasant
event elicits the anticipation Of the actual event and the
pleasures accompanying it (Locke, 1973).

Needs are a second causal variable supported by some
theorists (e.g., Lofquist and Davis, 1969; Morse, 1953;

\ Wofford, 1971). However, the definition Of needs as it re-
lates to job satisfaction and occupational stress is not
provided; neither is it distinguished from such related con-
cepts such as values (Locke, 1973). Needs are present
whether the individual desires them or not or is even aware
of them; i.e., biological needs. If it is in this sense

that theories see needs as causal for job satisfaction,

18

then a more adequate definition and extensive research is
necessary.

The need theorists tend to equate needs with values
and use the terms synonymously. There exists, however, a
separate group that perceive values as the single most
direct determinant of job satisfaction (e.g., Katzell, 1964;
Locke, 1969; Likert, 1961; Rosen and Rosen, 1955L To under-
stand the value concept, it.must be seen as having two com- ,
ponents, content and intensity (Rand, 1966L Content refers
to what is wanted or valued, and intensity refers to how
much it.is wanted or valued. Locke.expresses the idea that
emotional responses in terms of values reflect a dual value
judgment (Locke, 1973b juéh, the discrepancy between what
the individual wants and what s/he perceives him/herself as
obtaining and the individually perceived importance of what
s/he is getting.

In summary, then, job satisfaction apparently stems
from the perception that an individual's occupation satis-
fies Or allows for the satisfaction of the individual's im-
‘ portant occupational values, providing and to the degree
that those values are in harmony with the individuals'
needs. The concept of needs is discussed in the next para-
graph.

I For an individual to be satisfied with his/her occupa—
tion, some theorists think that it will be necessary for
certain needs to be satisfied. Maslow (1954, 1970) and

Herzberg (1959) Offer two content theories of job

19

tion that purport to explain the nature of needs. Their
premise is that the occupation itself must contain aspects
that satisfy individual needs.

Maslow's need hierarchy has five basic categories of

needs: (1) physiological needs, including air, food,water;

(2) safety needs, including freedom from physical harm as
well as economic security; (3) belongingness and love needs;
(4) two types of esteem needs: mastery and achievement; (5)
the need for recognition and approval of others; and (6) the
need for self-actualization. Maslow did not develop a Spe—
cific work motivation theory, but the implication of his
theory as a plan for incentive systems is obvious (Locke,
1973). A job environment supplying a correspondence with
an individual's position on the need hierarchy would, in—
deed, be optimal. While Maslow's hierarchy may be appeal-
ing, there is little solid support for its major premise of
a fixed hierarchy which automatically determinesanxlgoverns
action. Locke points out that it is not always what an in—
dividual needs, but what s/he values most strongly, that
dominates his/her behavior and cognitions.

Herzberg argues that occupational satisfaction and dis-
satisfaction stem from different causes: satisfaction on mo-
tivators and dissatisfaction on hygienes, hence the motiva-
tor-hygiene theory (Herzberg, Mausner, Snyderman, 1959l The.
theory was originally based on a study of two hundred engi-
neers and accountants who responded to being asked to de—

scribe a time they felt especially dissatisfied and

20

especially satisfied. The motivators were: the work itselfi
achievement, promotion, recognition, responsibility, and
other work-related occurrences. Hygienes were incidents
involving supervisors, interpersonal relations, working
conditions, company policies, and salary. Research on
Herzberg's theory has questioned seriously its validity.
King (1970» for example, identified five different versions
of the theory, all from Herzberg's writings; The attempts
at replication have proven to be inconsistent (House and
Wigdor, 1967» and the idea of two unipolar continua to ex-
plain satisfaction and dissatisfaction seems indefensible
(Locke, 1973L 'However, Herzberg does stress the importance
bf psychological growth as a precurser for job satisfaction.

’In summary, job satisfaction results from the appraisal
of one's occupation as either attaining or allowing for the.
attainment of one's important job values, with the stipula-
tion that the values are congruent with or aid in the ful-
fillment of one's basic needs. The needs can be physical
and/or psychological. One need stands out, and that is the
' need for individual growth. Growth is made possitflrethrough
the work itself. Occupational stress, therefore, results
from needs‘not being met and/or personal growth's not being
attained. The occurrence, or lack of occurrence, of these
considerations is determined by the individual and the way
in which each individual perceives his/her occupation and
the interrelated events. It was expected that with the

case-workers in the juvenile court system, there would be

21

varying levels Of stress due to the varying perceptions of
job satisfaction and dissatisfaction. This variable is ac-

counted for in the sections on methodology and design.

Review of Development and Research
in Autogenic Training

 

 

Autogenic training originates with the work of Schultz.
Schultz's technique stems from the influence of Vogt who,
at the end of the nineteenth century, was experimentingvfilfli
his own version of hypnosis which he called fractionated
hypnosis (ROsa, 1976l At the turn of the century, attempts
were already in progress to aid individuals in breaking
away from the dependence experienced when treated by hypno-
sis. Schultz involved himself in an intensive study of the
psychological processes involved in learning as well as the
physiological basis of what happens during hypnosis. The
results of his research developed into autogenic training.
Rosa (1976) viewed autogenic training as the best autohyp-
notic method as long as the individual absorbs the metho-
dology as precisely as possible and continues practice un-
~ til total mastery is achieved.

In autogenic training the goal is for the individual
to obtain a trance-like hypnotic state. It is in this re-
spect that autogenic training is considered an autohypnotic
method. This characteristic differs autogenic trainingfrom
other techniques that are based on the relaxation of the
Organism (Rosa, 1976L The autogenic response is character—

ized by the seeking and attainment of a level of reduced

22

consciousness within which all the organic processes, in—
cluding self-awareness, occur on a different plateau than

when completely conscious or fully asleep. Luthe, Jus, and

Geissman (1963) conceive ofvthe autogenic state as similar
to a pre-sleep state. This concept is essentially derived
from the work of Israel and Rohmer (1958), who pointed out
an analogous pattern of autogenic electroencephalographic
(EEG) readings with EEG changes that occur during drowsiness
and the initial sleep stages; Extrapolating from this,
Israel and Rohmer placed the autogenic state sOmewhere be-
tween sleep and the normal waking state. The exact position
is discussed later.

The exact physiological changes that occur during the
autogenic state have been widely explored. Geissman and
Noel (1963), Jus and Jus (1963), Luthe (1960, 1962), and
Polzien (1961) examined the effect of the autogenic state
on heart rate- It was generally accepted that individuals
experiencing the autogenically-induced relaxed state exper—
ienced a regular pattern of heart action. Changes in re—
‘spiration and blood pressure were also explored by Luthe
(1958, 1960). Luthe found that physiological processes ex—
perienced a decrease in intensity during the autogenic
state. Skin temperature and muscle action have also been
observed (e.g., Luthe, 1960; Polzien, 1955; Schultz and
Luthe, 1959L These results are described later when the

actual autogenic exercises are discussed.

23

The changes in physiology reported in the previous
paragraph have been found to be similar to the changes re-
counted by Hess (1954) in his discrimination between a tro-
photropic physiologic state«from an ergotrOpic state. The
trOphotropic state is best described as the chemically stim-
ulated, through natural bodily processes, movementcflfliVing
cells in relation to nutritive materials. This movement is
either directed towards or away from the material. The er-
gotropic state is represented by the energizing of the plas-
ma and tissues of the body via non-specific preteins, re—
sulting in a general increased resistance to pathogens. Due
to this similarity, Luthe (1963) postulated that the follow-
ing will occur if there is a reduction of afferent impulses;
i.e., a nerve impulse passing from the periphery of timzbody
to the center. (1) There will be a significant decrease of
reticulo-cortical activity; i.e., the external, plicated
layer of gray matter surrounding the cerebrum and cerebel-
lum. (2) There will be a decrease in thalamortical activi-
ty, referring to the mass of gray matter which serves astflue
‘ relay junction for sensory stimuli to the cerebral cortex.
(3) There will be functional changes in other structures as-
sociated with the reticular system: the hypothalamus which
regulates body temperature and Other autonomic activities;
the spinal motor centers which send messages to the muscles
of the body; and the limbic system, that group of subcorti-
cal structures concerned especially with emotion and motiva-

tion.. These decreases and changes result in the promotion

24

of the trOphotrOpic condition which increases the efficacy
of the ergotropic condition (Luthe, et al., 1963L A special
reinforcement of the trOphOtrOpic condition is created dur-

ing passive concentration on the autogenic formulae,

creating further promotion of trOphotropically—oriented men-
tal and physical functions. Passive concentration refers
to the practice_of concentrating on thevsuggestions given
by a facilitator or by oneself. Also, it involves the ig-
noring of intruding thoughts and ideas, not the suppression
of them. The autogenic formulae referred to here are dis-
cussed later in this chapter. Luthe (1970) summarizesthese
beneficial proceedings by viewing the therapeutic factor of

autogenic training as the:

...self—induced modification of corticodience—

phalic interrelations which enable natural

forces to regain their otherwise restricted

capacity for brain-directed, trophotrophical-

ly-oriented self—regulatory (autogenic) nor—

malization (p. 125).
Experimental and clinical observations of the self—regula—
tory readjustment of some disturbed autonomic functions

aroused considerations that relate to the concepts of Can-
non and Selye who worked specifically with homeostasis and
stress, respectively. These will be elaborated on later.
The occurrence of the autogenic stateirsconceptualized

on an assumed "wake-sleep continuum" (Luthe, gt gl., 1963)
(see Figure 3L It is a hypothesis of autogenic training

_that the autogenic state occurs somewhere between "pre—

drowsiness" and drowsiness, referred to earlier by Israel

25

and Rohmer (1958). If an individual does not maintain his/
her passivity in concentrating on the autogenic formu1a(e),

then passing into drowsiness and eventual sleep is expected.

Figure 3. Position of Autogenic State

 

 

v

 

 

 

 

 

 

 

 

 

 

\\\\\

 

 

 

 

 

 

// 7 V 7
Waking Pre— Autogenic Drowsiness Sleep
State Drowsiness State ‘ '

 

 

 

 

 

 

 

 

 

In the research of Luthe, g3 g1. (1963» it has been

shown that the degree to which an individual has been

' o

trained in autogenic training and the degree to which mas-
tery has been attained affect the amount of time thatpesses
between the waking state and the autogenic state. This
variance is referred to as the "autogenic shift" (see Fig-
ure 4). Stated simply:

In well-trained subjects, the autogenic shift
would take place almost immediately after the
waking state. Depending on the efficiency of
the trainees technique, the autogenic shift

may occur also at any intermediate stage be—
tween the normal waking state and drowsiness.
Furthermore, we hypothesize that a direct shift
from a state of consciousness to the autogenic
state is not possible, and that the psychostate
to sleep passes via "pre-consciousness." This
hypothesis implies that there is a functional
barrier which makes a direct passage from the
autogenic state to drowsiness and sleep impos-
sible (Luthe, g5 g1., 1963»

Luthe (1970) points out that aspectscflfautogenictrain-

ing are attributed by some to such diverse perspectives as

26

Figure 4. The Autoqenic Shift

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(1) Pre-drowsiness - autogenic state

(2) Waking state - autogenic state
(3) Intermediate - autogenic state

(4) Prejdrowsiness - autogenic state

 

4

the Pavlovian concepts of learning and conditiOning and the
neurophysiological hypothesis that suggests a state of inhi-
bition will result from negative inducation. It seems that,
for the moment, a solid theoretical concept that covers all
the complex therapeutic elements and physiological changes

that are associated with autogenic training is not at hand.

In summation, it is hypothesized that the central fac—
tor in autogenic training lies in the autogenic modifica—
tion of corticodiencephalic interrelations. These relation-
ships enable natural forces to regain their capacity for
self-regulation. The therapeutic mechanisms of autogenic
training are not restricted to either bodily or mental
functions.

In addition, the psychophysiologic effects of autogen~

ic training are directly Opposed to the effects stemming

27

from exposure to stress (Luthe, 1970; Haward, 1965L There
is evidence that physical and mental stresses reduce and re—
strict the efficacy of trophotrOpic processes and, thereby,
reduce an individual's adaptable potential (Luthe, 1970L
The psychophysiologic changes that occur during autogenic
training facilitate and promote the trOphotropic processes
which, as discussed previously, in turn; promote the ergo-

trOpic processes.

Description of the Autogenic Exercises

 

The complete autogenic paradigm is presented here, be-
ginning with the three phases and their components and fol-
lowed by a description of each exercise in the first phase
(from Luthe, 1976):

First Phase: Standard Exercises

 

1. First standard exercise: heaviness

2. Second standard exercise: warmth

3. Third standard exercise: cardiac regulation
4. Fourth standard exercise: respiration

5. Fifth standard exercise: abdominal warmth

6. Sixth standard exercise: cooling of forehead

Second Phase: Special Exercises and Preparatory Train-

 

ing for the Mediation Exercises

1. Learning to establish the psychOphysiological
effects of the standard exercises more quickly

2. Learning to prolong the duration of exercises
up to thirty minutes or longer

3. Learning to perform the exercises under dis~
turbing environmental conditions

28

Third Phase: Mediation Exercises

 

1. First meditative exercise: spontaneous experi-
ence of colors

2. Second meditative exercise: experience of se—
" lected colors

3. Third meditative exercise: visualization of
abstract object

4. Fourth meditative exercise: experience of a
selected state
of feeling

5. Fifth meditative exercise: visualization of
' other persons

6. Sixth meditative exercise: awareness of the
‘ .unconscious

The autogenic training begins with the trainee's assum-
ing either a sitting or lying position. The sitting posi-
tion requires an appoximate ninety degree angle between the
trunk of the body and the thighs and an angle of equal de-
gree between the thighs and the lower legs. The lying pos—
ture is with the trainee flat on his/her back, arms at the
sides, legs comfortably spread, and head elevated if de-
sired. This is followed by instructions to check the over-
‘ all relaxation of the body via some simple exercises; i.e.,
tensing-relaxing. Then the trainee is instructed to concen-
trate on the thought, "I am at peace." It is the attempt
of this peace formula to invoke for the trainee an atmos—
phere that invites the surrender or succumbing to thegxxuxr-
ful and relaxed theme (Rosa, 1976). Difficulty may be ex—
pected for those who have difficulty concentrating,but then

this is the theme of autogenic training: to be able to

29

concentrate at any given time on any selected theme. This
difficulty is overcome through practice, and it is essential

that all autogenic trainees are informed during the initial

indoctrination that the basic tenet of autogenic training is
for the individual to practice and master techniques on his/
her own. The trainer is nothing more than a guide.

The first two standard exercises focus on heaviness and
warmth as experienced in the periphery of the body-~the
limbs. The phrase used to facilitate heaviness is ”right
arm heavy."' However, the flexibility of autogenic training
allows for the dominant arm of each individual to be used as
the focal point of heaviness and warmth. This is possible
in part due to the generalization of heaviness and warmth
throughout the body (Schultz, 1970). This generalizationijs
based on the fact that when alterations in muscle tone,snxfl1
as heaviness, produced by the experience, are introduced to
the particularly large area of the cerebral cortex such as
that area corresponding to the preferred arm, the effect au-
tomatically extends to adjacent regions of the cortex,tfimnxr
~by inducing heaviness throughout the body. Warmth, however,
requires a more intensive focus due to its vascular nature
and delicate sensory quality (Rosa, 1976). Warmth sensors
are closest together in the hand, more so than in any other
part of the body, hence the inducing phrase of "right(left)
hand warm.“ Because of the delicate nature of warmth, it
Sometimes occurs that from the torso on up, warmth is

achieved, leaving the legs and feet cool. If this happens,

30

trainees are instructed to look at their feet and try to
send the warmth through passive concentration. The phrase
of "feet warm"i£;avoided to keep with the standard formula.
But, due to the personal nature of autogenic experiences,it
would be permissible to modify the formula to accommodate
this phrase if, in fact, it aided the trainee in achieving
the desired response. '

The third formula is "pulse calm and strong." The
pulse can be experienced in various parts of the body, and
Rosa makes no distinction between any one place and any
other. It has been reported that some individuals experi-
ence the pulse as uncomfortably strong and, thereby dis-
tracting (Rosa, 1976L Modification of the formula.tx>"pulse
calm and regular" or just "pulse calm" are suggested as two
workable solutions (Rosa, 1976L

The fourth exercise is introduced with the formula
"breath peaceful and regular." There is nothing experi-
enced in this phrase that has not already occurred in the
previous formulae. The regular breathing pattern is al-

‘ ready established via the relaxed state induced by the
heavy and warm condition.

The fifth experience is the result of the phrase "so-
lar plexus warm." Assuming trainees are anatomically aware
of this structure, they will have no difficulty focusing
upon the prOper area. If awareness is not present, then a
simple locator is offered: "two fingers above the naval,

behind the stomach" (Rosa, 1976L The solar plexus

31

structure is used because directly or indirectly, it governs
the actions of all the abdominal organs. Warming the abdomié
nal area brings warmth to the center of the body, thereby
producing, in conjunction With the already warmed periphery
a state of total body warmth, leaving only the head to be
considered.

The sixth and final exercise completes the first phase
of autogenic training. "Forehead agreeably cool" is the
standard formula. The attainment of a cool foreheadresults
in the relaxation of the brain while allowing for necessary
awareness. The brain functions in autogenic training as an
aware organ so that passive concentration can be maintained,
.but the reflective, thinking aspect of the brain must be
detached and uninvolved. This is similar to the common ex-
perience of finding oneself in a semi-conscious state where
one is aware of voices and places and even of one's body
position, but'the awareness is one of being "off to the
side" as a casual observer. Most people experience this
sensation when waking from a deep sleep.

All exercises are practiced until the responses comes
at will. This is the ultimate achievement of the first
phase. The individual should be experiencing the body as a
warm and heavy resting mass with a regular pulse and regu-
lar breathing in conjunction with a cool head. It must be
understood that each individual is responsible for fitting
each exercise into his/her life in the most personally op-

timal fashion. Modification of the autogenic exercises is

32

allowable within the confines of the goal for each exercise.
Helpful hints and suggestions are offered by the instructor
any time a persistent difficulty arises. These allowances
promote and reinforce the individualistic style and purpose
of autogenic training.

The advanced stages of autogenic training will not be
discussed as they are not part of the design of this study.
The advanced stages do allow an individual a deeper explora—
tion into the experience of awareness concerning the physi-
cal identity. Schultz's description offers insight into
what can be attained:

In this state of absorption-de—concentrated,
focusing on the interior experiences without
distraction and turning more and more to the
dream—like depth, the subject increasingly
manifests his essential self in the nature of
his experiences. The form and organization
of the material presented--its richness, live-
-liness and luxuriance on the one hand, and on
the other, aridity and poverty; colorful, con-
crete manifestations in all areas of sense-
perception or schematic, abstract reactions,

a confusion of petty detail, or a stark struc-
ture; chaos or rhythm, tending backwards or
forwards--all the characteristics indicate ap-
parently typologically elementary phenomena
and are here able to develop and reveal them-
selves (Schultz, in Rosa, 1976, p. llZL

Tebicis, Ohno, Matsubara, Sugane, Takeya, Ikemi, and
Takasaki (1977) utilized autogenic training to measure dif-
ferences in physiological parameters using thirty high
school girls over a period of four and one-half months.
Their results suggested that the effects of autogenic train-

ing are predominantly long-term and result in gradual physi-

ological changes that are, be some extent, maintained

33

between practice periods. Babcock (1976) experimented in the
area of internal—external locus of control by using biofeed-
back, autogenic feedback, and autogenic training. While it
was concluded that there was no difference in the effective-
ness of biofeedback or autogenic training in producing move-
ment towards internality, there was the conclusion that the
combination of peripheral hand temperature and autogenic
training was themost effective in producing significant
gains.

Vasilios (1977) reported that subjects in'a clincal
prison pOpulation found autogenic training and relaxation
training as the most effective in reducing tension and an—
xiety. Tebecis, gt a1. (1977L attempted to show that auto-
genic training was effective in reducing fine body move-
ments, as a reduction of these movements is an indicator of
relaxation. By incorporating a static sensograph to measure
the body movements of two similar groups of normal high
school girls, it was found that the autogenically trained
group decreased in mean body movement with every session.

In an attempt to alleviate menstrual discomforts.
Heczey (1978) utilized autogenic training in conjuctionvdifix
vaginal thermo feedback. Her results indicated significant-
ly high improvement for all training groups over control
groups with the highest improvement in that group using the
autogenic training and vaginal thermofeedback. Other groups

were trained in self-regulation and biofeedback.

34

Autogenic training has been combined with drug therapy
in exploration of the combination of effects. Kalachev
(1976) studied the effects of certain drugs and autogenic

training on the regression of symptoms in sixty-eight

patients with neurotic and psychopathic conditions over a
period of a year. Autogenic training combined with amytrip-
tiline proved to be the most effective treatment for insom—
nia and inhibition, while autogenic training combined with
aminazine was effective in the treatment of hysteria. Meiu,
Zahariade, Patrascu, and Arion (1976) combined psychophar-
macotherapy with classical psychotherapy and Schultz's auto-
genic training model with a group of one hundred patients'
exhibiting neuroticenuipsychopathic behavior. It was con-
cluded that autogenic training potentiated the drug treat—
ment and psychotherapy and established and reinforced the
therapeutic effects. Even without the uSe of drugs, auto-
genic training has been explored in its effectiveness with
specific psychological disorders. Stark (1976) examined
the use of autogenic training with a pOpulation of schizo-
‘ phrenics. Using heterogeneous groups of ten each, the stan-
dard formulae that make up the beginning phase of training
were administered and mastered within three to four months.
The advanced phases were not attempted. Results indicate
that autogenic training is a suitable treatment for schizo-
phrenia in combination with other therapeutic techniques.
Chiyama (1976) applied autogenics to the removal of

physical symptoms occurring in the form of psychogenic tics.

35

In his study involving two thirteen year old boys, one with
a vocalization tic, Chiyama administered the first four
standard exercises in autogenic training in the first case
and only the first two in the second. Results indicated
that reciprocal inhibition of both tics through autogenic
training is feasible and a marked reduction of the symptoms
was attained. In a similar effort to reduce the pain and
recurrence of severe recurrent angina pectoris, Herring
(1976) asseSsed the effectiveness of four relaxation tech-
niques-~self—directed relaxation, autogenic training, tem-
perature feedback, and autogenic feedback-~0n reducing an-
gina pectoris episodes. He found that:

'

...autogenic training is more effective in re-
ducing angina pectoris episodes than medical
therapy alone, self-directed methods, tempera-
ture, or autogenic feedback (p 133%

Research with autogenic training has additionally been
initiated as a technique to alleviate stress and anxietyre~
sulting from malignancies; i.e., tumors. Dostalova (1977)
applied autogenic training in six cases and found thatthere
~ was a marked "calming and relief" in three and a lesser ef-
fect in two. It was concluded that an individual and com-
plex approach was needed for each specific case and that
autogenic training was a viable tool for relieving stress.

Autogenics have been effective when combined with cog~
nitive-behavior modification. Bowman and Faust (1977) spe-

cifically used the two methods to treat a pOpulation of

sixty-three alcoholics. In comparing treatment effects

36

with those elicited via controlanuiplacebo groups, it was
determined that autogenics and behavior modification were

an effective combination. The results showed that there
was a significant reduction in anxiety and an increase in
inner-directedness in all groups immediately following
treatment. Tension reduction was greatest among personality-
disordered alcoholics who were the heaviest drinkers prior
to treatment.

Problems in the application of autogenic training have
been discussed by Huppmann (1977L Huppmann concludes that
although the autogenic method is generally innocuous, it is
not suitable for'certain groups of patients. The techniques
cannot be expected to modify neurotic personality struc-
tures. The auto—concentration of exercises may also result
in driving some patients deeper into isolation. Unhealthy
motives may be suspect in patients who evade reality or who
want to increase professional performance to excess. Indi—
viduals with poor imagination and who exhibit hysterical
traits are to be excluded, as are peOple exhibiting psychot—
ic, pre-psychotic, and severely depressive symptoms. Hupp-
mann further concludes that sixty to seventy percent of pa—
tients selected for autogenic training can be expected to
succeed. Rosa (1976) supports Huppmann (1977) with his
statement that any acute psychotic state totally precludes
any use of autogenics.

Additional research indicates that autogenic training

is not necessarily superior to other relaxation techniques.

37

Madden (1976) compared autogenic training to a progressive
relaxation program and found, on the basis of a multivari-
ate analysis of variance for all outcome measures (of which
there were eighth that there was no greater experimental
effect for either treatment group. Support for a variety
of relaxation techniques can be found in the report of Ben-
son, Kotch, Crassweller, and Greenwood (1977L In explaining
the historical and clinical considerations of the physiolo-
gical response that underlies states of consciousness such
as those induced via meditative hypnosis, relaxation, and
autogenic training, the authors conclude that the research
suggests relaxation training has therapeutic utility in the
treatment of drug abuse, hypertension, premature ventricular
contractions, vascular headache, and other stress—related
disorders.

A call for the use of relaxation techniques such as
autogenic training can be found in the work of Pelletier
.(1977L He states that the health professions must find
methods of alleviating stress-related disease that does not
require people to drop out of their families, jobs, or so—
ciety, but can be incorporated into existing social struc—
tures and lifestyles. Methods suggested to control stress

include meditation, autogenic training, visualizations,
and biofeedback. Greenberg (1977) goes further as she sug-
gests that the teaching of relaxation and its practice and
reports on its effectiveness should all be included in

heath instruction. She bases this need on her statement

38

that there is a scientific need for relaxation skills, just
as there is for other hygenic concerns.

Structural analysis of the autogenic techniques is
still occurring and modifications are still evolving. Rosa
(1978) presents an amplified model which allows the indivi—
dual a more autonomous technique with more combinations and
variations of the original formula. Results show that the
personal modifications expedite the desired synergistic
effect intended by the original six, first phase exercises.

Tebecis (1977) comments on the lack of knowledge con—
cerning altered states of consciousness such as those
achieved through the use of autogenic training. He points
but that while brain structures responsible for conscious—
ness are known (i.e., the neocortex, brainstem, diencepha-
lon, and the limbic systemh little information is accessible
concerning the relevant pathways within these structures.
Methods like and including autogenic training are mostly
decreased and/or uniform sensory inputs, motor outputs, and
cognition. The concern presented by Tebecis is that while
we are well informed about the components and processes in—
volved in obtaining an altered state of consciousness, we
know little about the relevant pathways or sites withinexufiu
component. In spite of his concern over the lack of total
understanding of what happens during such conditions, Tebe-
cis states that the altered states of consciousness can and
do lead to the relaxation of stress and also to high order

personality integration. Additional support for obtaining

39

a relaxed state is furnished by Supos, Bodo, Nagypal, Tomka
(1978) who analyzed EEG output during autogenically-induced
relaxation. The concluded that autogenic training produces

a multilateral change in cerebral electrical activity,

resulting in increased alpha activity and a reduction in
lower power levels; i.e., beta.

Research dealing with autogenic training directly ap-
plied to general stress is offered by Haward (1965L In
seeking the efficacy of three therapeutic modesfknrreducing
stress (i.e., psychotherapy, behavior therapy, and autogen—
ic trainingh he concluded that psychotherapy elicits a
greater reduction in stress reactivity (as measured by the
'Respiratory Disturbance Score) than does behavior therapy,
but that behavior therapy plus autogenic training results
in the greatest decrease of all. Rationale for this phenom-
enon is that autogenic training involves psychosomatic prin-
ciples concurrent with involvement with the autonomic ner-
vous system. The results in a more physical reduction as
well as psychological reductions of stress. Haward's (1965)
research used dysthymic (emotionally traumatized) indivi-
duals. Characteristic of this condition is abnormal sensi-
tivity to subjectively-perceived environmental threats.
This sensitivity is viewed as the source of the heightened
reactivity to stress and in a real sense a measure of neu—
.rotic instability. Reduction of the stress reactivity,

therefore, results in a very real and fundamental

40

improvement in personality dynamics and defenses. This con—

curs with the conclusion stated previously by Tebecis (1977L

wear

The existing literature on autogenic training demon-
strates the applicability of the technique in a variety of
settings. Autogenic training was generally shown to func-
tion well as a catalyst for the reduction of stress and an—
xiety. The literature also showed that autogenic training
is not applicable to all pOpulations; an example cited was
neurotic personality types. Also, it was indicted that au—
togenics was not always considered superior to other relaxa-
tion techniques, but was considered more on an equal level.

In view of the above, it was felt that autogenic train—
ing would serve well to facilitate stress reduction in a
mental health occupational setting. In Chapter II the sub~
jects, methodology, and instruments used in that setting

are discussed. In addition, the testable hypotheses and

research design are offered.

CHAPTER II

EXPERIMENTAL DESIGN, AND METHODOLOGY

Sample

The sample used consisted of eighteen case-workers who
expressed an interest in participating in a project involv-
ing occupational stress reduction. It is recognized that
large samples are typically preferred due to their allowing
for greater reliability, their involving smaller sampling
errors, and their leading towards a larger alpha. However,
there is reasoning which favors utilizing small samples;
i.e., small samples are economically feasible whereas large
samples may not be. Also, Isaac and Michael (1977) point
out that when conducting exploratory research, it becomes
essential to remain close to the data. To allow for this,
samples between ten and twenty are advantageous because
they provide a workable sample size, provide for easy cal—
culations, and provide for testing of the null hypotheses
while overlooking weak treatment effects (Isaac and Michael
1977). It is important to remember that within any inves-
tigation, statistically significant findings can be created
for relevant variables by merely increasing the sample size
This common practice debilitates the variables in question

to the point where educational significance is negated.

41

42

Population

 

The sample was obtained from the existing population of

twenty—five case workers employed by the Ingham County Pro-

bate Court in Lansing, Michigan. The basic job description

for a case worker is as follows:

1.

10.
11.

12.

Conduct a thorough investigation of each indi-
vidual family to determine problems and pos—
sible solutions.

Develop and implement a treatment program for
each family.

I

Contact and consult with other agencies in-
volved in the treatment program.

Monitor the progress of the treatment program
through contact with parents, children, foster
parents, and other concerned individuals.

Counsel with individual families on the case
load.

Staff cases with the supervisor and fellow
case workers.

Attend staff meetings and training seminars.

Organize and operate new programs for abused
and neglected families.

Prepare reports and other paper work necessary
to bring a case before a judge.

Appear in court with individual clients.

Participate in the Interagency Council for
Abuse and Neglect.

Supervise new case workers and the division
when the supervisor is out of the office

Demographic Data

 

This study proposed to determine if one type of train-

ing facilitates reduction of stress better than another,

43

and, therefore, the sample is considered homoqeneous. How-
ever, because stress stems from an individual's perception
of the events around him/her and their real or potential
significance, it becomes paramount to understand the factors
which may influence that perception as it occurs in an oc—
cupational setting. As a potential aid in understanding the

outcome of the study, the following demographic data is of-

 

 

 

fered:
Table 2.0. Demographic Information

range of age: 23-35

male—female ratio: 6 males, 12 females
, marital status: 9 married, 9 not married

race: 1 black, 17 white

months on the job: , 4.5 months—96 months
Methodology

 

Subjects were randomly assigned to either the treatment
or control group. The subjects were then assessed on level
~of present stress using the A-state scale of the State-
Trait Anxiety Inventory (STAI). It has been shown that
scores on the A-state scale increase when the individual is
exposed to various modes of stress (Spielberger, Gorsuch,
Lushene, 1970). Support for the use of the STAI is pro~
vided by Zeno (1976) in her research involving the STAI and

imagined stress conditions. She found that the state

44

anxiety level increased as the degree of situational stress
became more severe.

Blood pressure measurementsvnnxathen obtained from each
subject each day over a five day period. This yielded an
average for the basal blood pressure; i.e., that blood pres-
sure necessary to allow functioning for the organism when
at complete rest. '

With these data collected, subjects were administered
the Life Experiences Survey developed by Sarason, Johnson,
and Siegal (1977). This device served as the covariate in
the study and allowed for greater understanding of the life
situation of each subject at the time of treatment.

' Following the administering of all three measures,
treatment group Tl received, over a six-week period, the
entire first phase of autogenic training as described in
Chapter I. Each week subjects were trained in each of the
standard exercises as they sequentially occurred in the
first phase. Subjects met three times each week for train-
ing. This yielded a total of eighteen training hours for

‘each subject in treatment group Tl°

Control Group

 

In dealing with hypnosis-type techniques, common meth-
odological problems have been lack of proper control andtflmz
use of same subjects for treatment and contrtfl.(Barber,l970).
Lack of the proper control refers to the difficulty experi-

enced in delineating the effects of suggestion. Experimental

45

studies show that approximately one-third of unselected con-
trol subjects testify that they experienced sounds and ob-
jects that are not present when given strong suggestions de-
signed to produce them in a‘non-hypnotic setting (Barber and
Calverley, 1964; Spanos and Barber, 1968L This leaves the
problem of establishing for the control group conditions
that parallel autogenic training without offeringtflmzactual
training itself; This would require that a treatment be
offered that does not involve the subjects' attaining a
trance-like hypnotic state. To accomplish this, the control
group, T2, received over the same time period as treatment
group T1 a series of relaxation exercises that offer simi-
lar suggestive phrases, but do not involve the trance~like
state unique to autogenic training. These exercises were
provided by the work of Budzynski (1978L The exercises com-
prise a training program for relaxation consisting of six
phases that promote body/mind relaxation. Each phase was
practiced by the control group three times per week just as
in T1’ The exercises were presented to the group by a Mich-
; igan State University student majoring in health education.
This student's previous nursing experience and personal
training in relaxation techniques would seem to have quali-
fied her for the task.

Barber's second concern of same subjects for T1 and T2
was not relevant for the design of this study as subjects

were randomly assigned to treatment groups.

46

Instruments

 

There were three instruments used in this study. Two
were for measuring the effects of training--the A-state
scale of the STAI and blood-pressure. The other was the
Life Experiences Survey, used as the covariate.

State-Trait Anxiety Inventory. The STAI consists of

 

two scales, anxiety—state (A-state) and‘anxiety—trait (A—
traitL Each scale consists of twenty items. A-trait mea-
sures the individual's susceptibility to anxiety and stress
while A-state measures the fluctuating emotional condition
of the individual that is characterized by:

...subjective, consciously perceived feelings
of tension and apprehension and heightened auto-
nomic nervous system activity (Spielberger, gt
gt., 1970»
The anxiety measured by the A-state scale ean vary in its
intensity as it stems from the characteristics and disposi-
tion of the individual.

High A-trait persons tend to experience more elevations
in their A-state scores because high A-trait indicates a
_broader base of circumstances that are perceived as stress—
ful or threatening. However, equally high A-trait persons
do not necessarily experience parallel differences in A—
state. This depends upon the individual's perception of a
specific event as anxiety-producing, and that perception

stems from the individual's past experiences. For this

study only the A-state scale was administered due to an

47

interest in measuring stress and anxiety as it existed in
the present and Specific occupational setting of each indi-
vidual. '

Reliability is established through the utilization of
internal consistency measures such as the alpha coefficient.
The alpha coefficient was developed by Cronbach (1951) and
~is a generalization of the Kuder—Richardson twenty formula
when the items are not scored dichotomously (Mehrens and
Lehmann, 1973L According to Spielberger, gt gt., this pro-
vides a more meaningful picture of the reliability of the
A-state scale because of the transitory nature of anxiety
states; i.e., their fluctuation depending upon situational
variables. Using test-retest reliability yielded poor cor-
relations for A—state; the median r reported was .32 (Spiel-
berger, gt gt., 1970L Using the coefficient alpha yielded
reliability coefficients between .83 and .92.

Evidence of construct validity for the A—state scaleij;
offered through two studies. One study involves 977 under-
graduate students who were asked to respond to the scale
‘under normal conditions; i.e., no overt stressor involved.
They were then asked to do the scale a second time as they
would just before a final exam in an "important" course.

The mean score was higher on the second trial (Spielberger,
gt gt., 1970L Point biserial correlations were used to in-
dicate the degree to which each item on the scale reflected

differences in the anxiety state produced by the two condi—

tions. Reliability for the items ranged from .03 to .73.

48

Only one item failed to significantly discriminate between
the two conditions for the males in the study and all items
were significantly higher under the stressed condition for
the females. "

A second study involved four conditions, one before a
testing situation (normalL one following a ten minute per-
iod of relaxation training (relaxh the third after ten min-
utes of testing (examL and the fourth after viewing a
stressful film (moviel The mean scores for the A-state
scale were highest under condition four (movie) and de-
creased in the following order, exam-normal-relax.

Individual items on the A—state have been shown to be
more effective at measuring intensity depending on the level
of that intensity; i.e., high or low. This concept has been
identified by Spielbergen gt gt. (1970» as item—intensity
specificity. Examples are the statement, "I feel rested,"
which discriminates more effectively in the lower range of
intensity. The statement, "I feel over-excited and rat-
tled," discriminates best in the high range. The STAI pur-
‘posely includes items at varying levels of intensity-speci-
ficity so that the scale is valid over a broad base of per-
ceived levels of intensity.

Reliability is between .83 and .92 using the alpha co-
efficient. Validity is established through studies demon—
strating higher scores under stressed conditions. Also, the
A-scale compensates for the individua1.differences in per-

ception of stress and intensity through the use of items

49

designed to discriminate intensity at high and low levels.
This is important as it is expected that a given occupation
will elicit varying degree'of perceived intensity fnmnthose
engaged in that occupation.”

Blood Pressure. Blood pressure as a measure of stress

 

is long established. Lennart found blood pressure abnormal—
ly high in front—line soldiers during World War II. These
men, whose previous records showed no history of high blood
pressure, experienced a drOp in their blood pressures when
they were returned to positions behind the front-line that
equalled their pre-front-line readings (Lennart, 1967).
Grinker (1966), in referring to exposure to prolonged per-
'iods of events involving emotional factors, found rising
high blood pressure as the only consistently dependable re—
1ationship between exposure and effects. Benson, Marzetta,
Rosner, Klemchuk (1974) investigated the use of the relaxa-
tion response as part of the therapeutic process for high
blood pressure patients. Their results show statistically
significant decreases in both the systolic and diastolic
blood pressure. Recording blood pressure consists of taking
two readings, the systolic and diastolic pressures. Simply
stated, the systolic blood pressure is the highest pressure
cf force the blood places on vessel walls as the heart pumps
blood into the system. This is the pressure produced by a
heart-beat. Diastolic blood pressure is the lowest pressure
Ithe blood places on the vessel walls between heart-beats.

These two numerical figures are represented by having the

50

systolic reading over the diastolic; i.e., 120/80, which is
considered about normal for most peOple. The numerical
values refer to the amount of pressure required to move a
column of mercury to a particular height.

_During this study blood pressure was recorded for five
consecutive days for each subject before any treatments, so
that a basal blood pressure could be obtained. The blood
pressure was measured using an aneroid sphygmomanometer.
This device consists of an aneroid manometer and an artery
sphygmomanometer. The latter is commonly referred to as a
compression cuff. It fits around the subject's arm, which
should be slightly flexed and level with the heart. In this
investigation, the right arm was used in all instances.
Variations in pressure within the circulatory system are
measured by the aneroid manometer. It consists of expand—
able metal baloons which react to the pressure variation.
The reaction is read off a calibrated dial whose movementii;
a function of the movement of the metal bellows. The device
used was manufactured by the M.P.C. Company of Kansas City,
' Missouri. The same device was used on all subjects for con-
sistency. Reliability was established by having a regis-
tered nurse re-check the blood pressure with the identical
instrument.

Life Experiences Survey. During recent years, many

 

studies have examined the existing relationship between
stress and individuals' susceptibility to psychological and

physical problems (Sarason, Johnson, and Siegel, 1978).

51

These studies are typically based on the assumption that

individuals who experience high degrees of life change dur—
ing the recent past are more likely to experience physical
and psychological problems.-.This type of stress is labeled

life stress as it purports to encompass all that might be-

 

fall an individual during a given amount of time. Holmes
and Rahe (1967) both discovered a relationship between life
stress and major and minor health changes. Wyler, Masuda,
and Holmes (1971) have also shown that there is a relation—
ship between life stress and the seriousness of chronic ill-
ness. On a more psychological plane, relationships between
life stress and the occurrence of anxiety, depression, and
tension have been established (Constantini, Braun, Davis,
and Iervolino, 1973; Vinokur and Selzer, 1975).

Until the advent of the Life Experiences Survey, the
most widely used device in life stress research was the
Schedule of Recent Experiences (SRE) developed by Holmes and
Rahe in 1967. This instrument is a self~administered ques~
tionnaire consisting of a list of forty—three events that
‘subjects respond to by checking off those that they have ex-
perienced within the past year. Scoring weights for each
item were determined by having a large group of subjects
rate each item with regard to the amount of social readjust-
ment that each event required (Sarason, gt gt., 1978). The
SRE is based on the notion that life changes are stressful
regardless of the desirability of the event. Therefore,

both desirable and undesirable events are combined in

52

determining the life stress score. Brown (1974), Mechanic
(1975) and Sarason, DeMonchaux, and Hunt (1975) all have
questioned the logic behind the combination of both types
of events. "

A related issue is one for the concern of the quantifi—
cation of life changes. This, of course, has been one of
the major premises throughout this study; i.e., that stress
is an individual consideration. Because individuals vary in
how they are affected by the listed events, the values de-
rived from group ratings may not accurately reflect the true
impact that the events have on some individuals (Sarason, gt
gt., 1978). Sarason, gt gt. (1978), point out that it seems
most logical for a measure of life Stress to possess three
major characteristics:- (1) it should possess a list of
events experienced with at least some degree of frequency
in the population being investigated, (2) it should allow
for ratings by the respondents themselves concerning the
desirability of the events, and (3) it should allow for the
subjects to rate the impact of the experienced events. The
‘LES meets these three criteria.

The LES (see Appendix E) consists of fifty-seven items.
It is a self-report measure that allows the subjects to in~
dicate the events they have experienced in the past year.
Section one of the survey contains items for all subjects
plus three blank spaces used to indicate other events a sub-
jects might have experienced. Section two is designed for

use by students. For this study, only section one was used.

53

In both sections the subject may rate the event from an ex-
tremely high positive (+3) to an extremely high negative
(-3). It is possible to obtain a positive change score, a
negative change score, and by combining the positive and
negative, a total change score is obtained.

.Test-retest reliability was established through studies
using undergraduate students from psychology courses with a
five—six week interval between test and retest. The reli-
ability coefficients for the positive change score were
.19-.53 with P .001. The coefficients for the negative
change score were .56-.88 with P .001. The total change
coefficients were .63-—.64.

' .Test-retest reliability studies suggest that the LES
is a moderately reliable instrument, especially when the
negative and total change scores are considered (Sarason,
gt gt., 1978). It is important to note that the reliabil—
ity of instruments such as these may be underestimated due
to the time interval that occurs between the two testings.
It is conceivable that during this time subjects may exper-
ience a wide variety of events that would be incorporated
into their responses at the time of retesting. Because of
this, it would not be appropriate to consider the variabil»
ity as error, but instead as reflecting actualljjkzchanges.

The negative and total change scores have been shown
to correlate significantly and in a positive direction with
such personality indices as the State-Trait Anxiety Inven-

tory and with a short form of the Marlowe-Crowne Social

54

Desirability Scale (Strahan and Gerbasi, 1972L This is im-

portant because, if the LES is to measure life stress, then

it should correlate with personality types that theoreti-

cally would experience more-stress.

Testable Hypotheses

 

To compare the differences in the changes produced by
the two treatment groups, the following hypotheses were
tested:

1. There is no difference between the means of the
two treatment groups as measured by change in the diastolic
blood pressure.

' 2. .There is no difference between the variance of
the two treatment groups as measured by the change in the
diastolic blood pressure.

'3; There is no difference between the means of the
two treatment groups as measured by the change in the sys«
tolic blood pressure.

4. There is no difference between the variance of
the two treatment groups as measured by the change in the
systolic blood pressure.

5. There is no difference between the means of the
two treatment groups as measured by the change in the state
score of the State—Trait Anxiety Inventory.

6. There is no difference between the variance of

the two treatment groups as measured by the change in the

state score of the State—Trait Anxiety Inventory.

55

Design and Statistical Analysis
A factorial design consisting of two independent vari-
ables represented by treatment and stress is utilized. The
initial perception of stress is corrected for by the use of
the covariate LES. Subjects were randomly assigned to the
two treatment groups to insure a true experimental design
as defined by Campbell and Stanley (1966, pp. 21—31):

Figure 2.1. Graphic Representation
of the Research Design

 

Autogenic Training Control

 

N><><><><><><><><
xxxxxxxxx

where X - subject

 

 

It should be noted that the use of a covariate is
called for by the possibility of interaction between stress
and treatment. The covariate corrects for one or more con-
comitant variables. In this case, the use of a covariate
that is based on experienced stress, such as the LES, is
desirable.

The data collected were analyzed using analysis of
‘variance with the Life Experience Survey (LES) as a covar-

iate. Analysis of covariance (ANCOVA) assumes the normal

56

distribution of subjects; i.e., a unimodal and symmetrical
distribution, the independence of subjects, and homogeneity
The equal number of subjects per treatment, random assign-
ment to treatment groups, and individual group treatment
sessions provide robustness for the possible violation of
the aforementioned assumptions. Distribution and proba-
bility remain the same even though there may have been vio-
lations of assumptions underlying the derivation of the A
variance (Denenberg, 1976).

The level of significance for all tests used in this

study was .05.

'

CHAPTER III
ANALYSIS OF RESULTS

The analySis was calculated at the Computer Center on
the Michigan State University campus. The data reported

are the result of multiple analyses of covariance._

Treatment Effects

 

Hypothesis 1

 

-There is no difference between the means of the two
'treatment groups as measured by the change in systolic
blood pressure.

Results of the analysis of Hypothesis 1 are shown in
Table 3.0. A significant F-ratio was not obtained and,
therefore, the null hypothesis of no differences remains.

Table 3.0. Analysis of Treatment Group Means
Using Systolic Blood Pressure

 

MS Between 23 F P (.05)

 

3.091 1 .031 .863

 

 

This is interpreted as showing that after treatments, no
difference exists between the means of the two treatment

_groups.

57

58

Hypothesis 2

 

There is no difference between the variances of the
two treatment groups as measured by the change in systolic
blood pressure “

Table 3.1 contains results from the analysis of Hypo-
thesis 2. Again, a significant F-ratio was not obtained
and, therefore, the null hypothesis of no differences re—
main in effect.

Table 3.1. Analysis of Treatment Group
Variance Using Systolic Blood Pressure

 

MS Within 2: F P (.05)

 

'4.593 3 .046 .986

 

These results are interpreted as showing that after treat—.
ments, there is no difference between the variances (range

of scores) of the two treatment groups.

Hypothesis 3

 

There is no difference between the means of the two
treatment groups as measured by the change in diastolic
blood pressure. '

Analysis of Hypothesis 3 is presented in Table 3.2.
A significant F-ratio was not obtained, resulting in the

retention of the null hypothesis.

59

Table 3.2. Analysis of Treatment Group Means
Using Diastolic Blood Pressure

 

MS Between 23 F P (.05)

 

55.910 I 2.241 .157

 

 

Hypothesis 4

 

There is no difference between the variances of the
two treatment groups as measured by the change in the dia-
stolic blood pressure.

Analysis of Hypothesis 4 is presented in Table 3.3.

A significant F—ratio was not obtained, resulting in the

retention of the null hypothesis.

O

Table 3.3. Analysis of Treatment Group
Variance Using Diastolic Blood Pressure

 

MS Within 9}: g P (.05)

 

77.136 3 3.091 .061

 

Hypothesis 5

 

There is no difference between the means of the two
treatment groups as measured by the change in the state
score of the STAI.

Data from the analysis of Hypothesis 5 are shown in
Table 3.4. As in the preceding analysis, the null hypothe-
sis was retained due to a failure to obtain an appropriate

F-ratio.

60

Table 3.4. Analysis of Treatment Group Means
Using the State Score of STAI

 

MS Between 22 F P (.Ogt

.—

 

 

11.099 1 .399 .537

 

 

Hypothesis 6

 

There is no difference between the variances of the
two treatment groups as measured by the change in the state
score of the STAI.

Data from the analysis of Hypothesis 6 are shown in
Table 3.5. The null hypothesis was retained due to a fail-

ure to obtain an appropriate F—ratio.

'

Table 3.5. Analysis of Treatment Group
Variance Using the State Score of STAI

 

MS Within 93;: g: P (.05)

 

16.653 2 .599' .562

 

 

The data from both Hypotheses 5 and 6 are interpreted
as showing that after treatment, thereis not a significant
difference between the means of the two treatment groups or
within the variance of the two groups using the STAI as the
dependent measure.

In all cases, the investigator failed to reject the
null hypothesis, confirming that no treatment effects oc—

‘curred utilizing the employed measures.

61

Explorational Data: Trend Analysis

 

While the investigation failed to reject any of the
six null hypotheses, thus indicating that for this study,
autogenic group training produces no greater reduction of
stress than does progressive relaxation group training,
further analysis was initiated to examine the effects from
an individual perspective. Appendices'A and B show the
results of individual t-tests performed on all subjects in
relation to systolic and diastolic blood pressure.‘ A sum—
mary of the significant results is offered in Table 3.6.

Table 3.6. Summary of Individual T—Tests:
- Blood Pressure Changes

 

T1 4 . T2
—— No —— No
Signif. Signif. Signif. Signif. Signif. Signif.
Decrease Increase Change Decrease Increase Change

 

Systolic
Blood
Pressure 4 0 5 4 1 4

Diastolic
Blood
Pressure 4 0 5 6 0 3

 

 

 

A close examination of these data reveals that of the
five subjects who achieved significance for the systolic
blood pressure in T2, one experienced an increase in systol—
ic blood pressure after treatment. There were no increases
in the diastolic pressure. For T1, there was no significant
increase after treatment in the systolic blood pressure of
the four reporting significance. Again, there was no in-

crease for the diastolic.

62

Table 3.7. PostuTreatment Increases
in Blood Pressure

 

 

T1 Autogenic' T2 Progressive
Training Relaxation

Systolic v

Blood
Pressure 0 l
Diastolic

Blood
Pressure 0 ' 0

 

 

An examination of the STAI pre-post gives the following

data:

Table 3.8. STAI State—Scale
Score Pre-Post

 

* 1 43 - 31
* 2 _64 - 31
* 3 30 — 30
* 4 50 - 42
5 43 — 36
6 40 - 43
7 39 - 49
3 45 -,28
9 44 - 33
10 50 - 42
11 39 — 38
12 42 — 45
* 13 36 - 41
t 14 48 - 32
* 15 31 ~ 36
15 42 - 49
t 17 43 - 49
* 18 32 - 33
* = control
PRE ~X = 42.28 Norms for college
SD = 5.149 undergraduates:
posr i = 38.22 i = 36.35
SD = 4.259 so = 9.67 = male
56 ; 33:25 = female

63

This examination reveals that four of the nine subjects in
the control group (T2) experienced gains in their scores,
as did four of the nine subjects in T1. While none of
these gains was statistica11y significant, it is important
to remember that the source of stress and the impact are
individually determined and not measured by any device. It
is interesting to note that of the four,subjects who ex~
perienced a significant increase in systolic blood pres—
sure, two also experienced elevated STAI scores.

As stated in Chapter II, it must be considered that
during the term interval between pre— and posttests, life
events may have been such as to profoundly effect subjects
and, therefore, outcomes. In this light, the LES covariant
was administered pre~ and post—. The results are offered
in Table 3.9. Three of the nine subjects in T2 experienced-
elevated scores, and two of nine subjects in T1 experienced
elevated scores. One of the subjects receiving an ele—
vated LES also experienced a significant elevation in sys—
tolic blood pressure. An examination of items on the LES
. revealed that many subjects experienced changes that nu-
merically "balanced out"; i.e., different events that were
numerically equal.

An examination of the demographic data and their pos-
sible effects on measures was also considered. ANCOVAS
were run on the effects of the variables on the systolic
blood pressure, diastolic blood pressure, and the State

Trait Anxiety Inventory. The only significant factor was

64

 

Table 3.9. Life Experience Survey: Pre—Post

 

SS Pre- Post~
* 1 6 13
* 2 16 14
* 3 10 9
* 4 18 22
5 31 27
6 39 43
7 11 8
8 36 24
9 11 ' 10
10 29 .27
11 18 6
12 18 3
* 13 3 3
* 14 14 3
* 15 5 5
16 8 - 14
* 17 19 13
* 18 14 9
* = x = 17.000 x = 14.944
°°ntr°l so = 10.499 so = 10.067

 

 

that of race, in respect to the systolic and diastolic
blood pressure. Also, it was shown that the covariant cor-
rected for a significant amount of variance in the systolic
and diastolic blood pressure. The data are presented in
Table 3.10. The variable of race in this study is only ap—
~ plicable to one subject, a black male in the control group

(see Appendix D).

Table 3.10. Effect of LES on Blood Pressure

 

Systolic Blood Diastolic Blood
Pressure Pressure
F-Ratio 13.628 15.109

* = significant at .05 level

CHAPTER IV

SUMMARY AND DISCUSSION

m

The purpose of this study was to ihvestigate the use of
autogenic training as a stress reduction technique specifi—'
cally for the_case workers with Lansing, Michigan's juvenile
probate court in Ingham County. .It was hypothesized that
autogenic training would produce a greater degree of change
than would progressive relaxation training. The vast major-
'ity of literature supports the use of autogenic training as
a viable stress reduction method in a variety of situations,
although no attempt has been made to use autogenics in the
setting described above. If autogenic training could be
shewn to reduce perceived stress within an occupational set-
ting, then subjects on the job would have a self-contained

and self-monitored system for coping with stress.

Subjects for the study were selected from the existing
population of case workers at the juvenile court. In all,
eighteen individuals indicated interest in participating
in a study related to occupational stress. Two treatment
groups were developed and subjects were randomly assigned
to either Tl (autogenic training) or T2 (progressive relax-
ation). In T1, subjects received, over a six»week period,

all the standard exercises of the first phase of autogenic

65

66

training (see Chapter I). Each exercise was practiced and
assistance offered for forty-five minutes to one hour per
day, three days per week. T2 received Budzynski's progres—
sive relaxation exercises for the same amount of time. The
exercises are listed in sequence in Appendix F.

Scores on the Life Experiences Survey (LES) were used
as covariates, and blood pressures, along with scores on
the state scale of the State-Trait Anxiety Inventory (STAIL
were used to measure the effects of treatment. It was hy—
pothesized that scores on the state scale and the basal
blood pressure would be lower for the autogenic group after
treatment.

Analysis using ANCOVA revealed that the change pro~
duced by the autogenic training was not significantly greats
er than the change produced by the progressive relaxation
training. Subsequent analysis via individual t—tests re—
vealed that some subjects experienced significant changes

in blood pressure.

Discussion

 

The investigation revealed no effects to groups due to
treatment. While it is not possible to explore hidden
causes for results, overt factors that can be considered as
potentially effecting results can be explored and discussed
at this time. These will be theory, sampling, design, in-

strumentation, treatment, and individual differences.

67

Theory

If theory is vague or misinterpreted, it serves as a
viable error source. The concept of stress is admittedly
theoretical and, therefore,v0pen to different interpreta-
tion and debate. Selye's concept of stress as a single en-
tity is not fully accepted by all branches of the medical
or psychological professions (Mason, 1975). However, the
literature is quite clear on the reduction of stress result—
ing from the use of a variety of techniques. Plus, the
varied application of stress reduction and the subsequent
successes support its conceptualization as an entity StilL
theories.are subject to change in light of new information,
insights, and as yet undiscovered considerations. In view
of this, lack of a totally clear theoretical base cannot be

ruled out as effecting the outcome of the study.

Sampling

Sampling is not viewed as a major source of concern
for error in this study. The sample came from the existing
‘population of available subjects, and all subjects ex-
pressed an interest in the investigation. Motivation was
not seen as a problem. What may prove to be important are
the individual difference that may exist between subjects.
This will be considered when discussing these differences

in later paragraphs.

68

Design
The overriding concern here is whether the organization
of the study could have affected the outcomes. While sub-

jects experienced identical"lenghths of time for treatment

periods, the actual time of day when treatments occurred did

vary; i.e., Tl received training from 8 am to 9 am, while
T2 received training from 9 am to 10 am: It must be con—
sidered that each time period carried with it a specific
"frame of reference," not only for the occupation, but for
each individual as well. It was observed that during the
8-9 period, the first working hour, most individuals would
spend some time settling in; i.e., drinking coffee, talk—
ing, etc. 9-10, the second working hour, tended to be one
of high productivity. While these observations are subjec-
tive and informal, their ramifications cannot be ignored.
Another possible confounding Variable is the differ—
ences existing between the training facilitators. While the
investigator of this study trained and prepared the control
group facilitator, differences such as sex, experience,
ability to establish rapport, and reaction of the subjects
to personality should be considered as possibly affecting
outcomes. The two-trainer approach was thought best in or-
der to avoid potential bias toward success of the autogenic

training group.

69

Instrumentation

 

Validity and reliability concerns have been discussed
in Chapter II. Here the prevailing question is what might
account for the scores on the measures. It would be fairly
difficult to fake a blood pressure read out; and trained
personnel were used to obtain
as a source of error can be ruled out. 'It should be noted
here that subjects' blood pressures were not high to begin
with. This "normal" condition inhibits much drop or gain in
blood pressure. The STAI is a simple device consisting of
two twenty-item scales. It is possible that subjects may
have had expectationsfrom training that failed to be fully
'realized. This may have been reflected through responses to
items as to indicate little or no change in experienced
stress/anxiety. This was considered because stress is an
internally as well as externally experienced phenomena. In
other words, what the physiology may show need not be cogni-
tively recognized. Expectations of a total change that is
not fully realized may negate a recognition of experienced
reduction. A more detailed device or a battery of measures
might correct for a change in expectancy by identifying more
specifically and behaviorally components of attitudes and

feelings.

Treatment

 

Meticulous preparation and training negate much of the

possibility of inappropriate presentation of autogenic

’ .

70

training or progressive relaxation. It is not possible, of
course, to totally ignore the possibility of unrecognized
error in presentation. Because of the sequential nature of
both techniques and the verbal intonations necessary to en-
hance each sequence, training and practice were carefully
and regularly carried out.

A larger concern is the amount of time spent in train—
ing. It must be considered that more time might have pro—
duced greater receptivity and, hence, greater change. The
full autogenic training was not offered (i.e., all three
phases), but only that portion which parallels other relaxa-
tion methods. While research supports the use of the first
phase only, the transmisSion of all three phases might re—.
sult in greater benefits. Therefore, length of treatment
and possibly the effect of offering one of the three phases

of autogenics might affect outcomes.

Subject Differences

 

It is here where the greatest source of confounding
may be found. Analysis of the covariate revealed signifi—
cant variance between subjects. In other words, most of
the change in scores could be accounted for by the differ»
ences in life experiences and the subsequent changes over
the training period. The grayest area for the researcher
to understand is the psychological impact of life experi-
ences. To score an event on the LES a minus three indi—

cates that an individual perceives that event as highly

71

stressful, but it does not measure the full individual im-
pact, nor does it expose how the individual interprets that
event or how that event is absorbed into the person's life.
The interference in physiological responsiveness stemming
from that impact cannot be measured as the total physiolo—
gical processes involved in stress reduction is not fully
understood. Considering this, the use of a covariate core
rects for measurable individual differences but cannot mea-
sure psychological impact and its subsequent effects. This
must be considered as a source of confounding variables
that is difficult to control. .

Conclusions and Implications
' for Future Research

 

 

The goal of this investigation was to investigate
whether autogenic training produces more change in terms of
reducing stress than does progressive relaxation. The re-
sults show that autogenic training does not, in fact, pro-
duce a greater change at the .05 level of significance.
Closer examination of the data shows that subjects experi—
~enced many significant life changes as measured by the co—
variate LES and that this accounts for a significant amount
of the variance in the results. Initial differences were
controlled for by the use of the covariate, but unmeasur-
able impact and interference of the life and occupational
experiences could not be controlled. It would be a disser-

vice to negate the use of autogenic training as a stress

72

reducer as, in this study, autogenic training was shown to
be as good as progressive relaxation.

Future researchers might consider that longer training
periods and tighter controlsumay help produce more
significant results. Also, the offering of the entire auto-
genic training model may facilitate greater results, al—
though it should be noted that the process involves very
intense meditative procedures and might not be considered
appropriate as an easily handled ceping technique. More
extensive research using the Life Experiences Survey (LES)
may enable researchers to understand the impact of life
events and subsequent interference with receptivity to
stress-reducing techniques. This would be an important
area to explore as the individual perception of life events
determines the impact that is experienced. .Understanding
why individuals perceive events as they do would not only
benefit a stress-reduction program, but any other therapeu-
tic process as well.

Two additional considerations aretfluastress reactiVity
of the subjects and their age. Stress reactivity is a
phrase applied to the notion of each individual's having
his/her own "breaking point"; i.e., that point at which a
reaction to stress is manifested. Some individuals arenmumz
stress tolerant than others. These issues are raised be-
cause, in considering all aspects of stress theory, it must

be included that identified stressful occupations often at-

tract individuals who can handle that occupational stress

73

quite effectively. Therefore, they would experience few
chronic effects from prolonged exposure to the occupational
stressors. Age is mentioned because Pelletier (1977) points
out that older individuals are more subject to hypertension
and other stress-related disorders than are younger people.
The range of ages for the subjects was 23—35, leaving vari-
ance for the amount of natural immunity and adaptability
within the sample.

A final consideration is the possibility that a cancel-
ing effect occurred during this investigation. The effects
of autogenic training and progressive relaxation may have
'been equally positive, resulting in a statistical output of
no differences. To offset this possibility, future re-

searchers of autogenic training could consider a no treat-

ment control group as an alternative methodology.

APPENDIX A

PRE-POST SYSTOLIC BLOOD PRESSURE AVERAGES

10
11
12
13
14
15

16'

17
18

A u» 81 rd

\DmxlmU‘

Pre-Post Systolic Blood Pressure Averages

353
115.40
107.60
106.80
133.60
116.00
109.60

133.20_

130.40
113.40
113.20

.122.00

125.40
144.00
149.20
147.00
122.40
100.60
120.80

control

Eggt
128.40
100.00
109.20
108.00
106.40
110.00
138.00
120.80

99.00
108.00
111.00
117.80
136.40
145.60
129.00
111.20
105.00
107.60

-0

significant at .05 level

74

Between

.001*
.-035*
.529
p.000*
.030*
.939
.309
.041*
.000*
.247
.093
.054
.031*
.305
.032*
.006*
.240

.057

Within

.191

APPENDIX B

PRE—POST DIASTOLIC BLOOD PRESSURE AVERAGES

AWNH

QOU'l

10
11
12
13
14
15
16
17
18

Pre-Post Diastolic

Blood Pressure Averages

25g ngt E Between Within
77.60 76.00 10.71 .560 .041*
68.20 62.00 2.17 ..033* .471
72.40 73.40 3.71 .561 .232
89.20 75.00 7.81 .'000* .071
82.80. 77.00 1.26 .090 .828
72.40 70.00 0.00 .000* 1.00
85.20 76.00 1.11 .032* .924
80.40 77.00 25.00 .171 .009*
78.80 68.00 1.26 .007* .828.
75.20 75.00 2.23 .943 .456
70.80 68.40 19.00 .335 .015*
81.40 70.00 0.00 .000* 1.00
90.00 80.00 0.00 .000* 1.00
95.00 90.00 2.50 .028* .397
98.00 81.00 28.33 .005* .007*
90.20 71.00 2.44 .000* .409
63.40 62.00 3.71 .613 .232
79.60 72.00 1.73 .045* .609
= control

significant at .05 level

75

APPENDIX C

ANCOVA OF DEMOGRAPHIC DATA ON:

SYSTOLIC BLOOD PRESSURE

DIASTOLIC BLOOD PRESSURE

STATE-TRAIT ANXIETY

ANCOVA OF DEMOGRAPHIC DATA ON
SYSTOLIC BLOOD PRESSURE

Marital Months

£§§ Sex Status Age on Job
13.268 4.305 .008 .449. 3.655
.001 .052 .928 .505 .060

ANCOVA OF DEMOGRAPHIC DATA ON
DIASTOLIC BLOOD PRESSURE

Marital Months

LES ’ Sex Status Age on Job
15.109 .740 .642 1.085 3.001
.001 .393 .426 .301 .087

ANCOVA OF DEMOGRAPHIC DATA ON
STATE-TRAIT ANXIETY INVENTORY

Marital Months
LES Sex Status Age on Job
.757 .060 .548 .337 .323
.712 .818 .500 .593 .600

76

Race
6.902

.011

Race
5.181

.026

Race

 

.052

.831

APPENDIX D

SELF-EXAMINATION QUESTIONNAIRE

(STAI)

SELF-EVALUATION QUESTIONNAIRE

(Developed by C. D. Spielberger, R. L. Gorsuch, and R.
Lushene.)

DIRECTIONS: A number of statements which people have used
to describe themselves are given below.. Read each state-
ment and then blacken in the appropriate circle to the right
of the statement to indicate how you feel right now; that
is, at this moment. There are no right or wrong answers.

Do not spend too much time on any one statement, but give
the answer which seems to describe your present feelings '
best. -

 

 

 

Not Moder- Very

at Some— ately Much

All what S9 S9
'1. I feel calm. -1 2 - 3 4
2 I feel secure. 1 2 3 4
3. I am tense. l 2 3 4
4. I am regretful. 1 2 3 4
5; I feel at ease. l 2 3 4
6. I feel upset l 2 3 4

7. I am presently worrying

over possible misfortunes. 1 2 3 4
8. I feel rested. l 2 3 4
9. I feel anxious. l 2 3 4
10. I feel comfortable. 1 2 3 4
11. I feel self—confident. l 2 3 4
12. I feel nervous. 1 2 3 4
13. I am jittery. l 2 3 4
14. I feel "high strung." l 2 3 4

77

15.
16.
17.

18.

19.
20.

78

I am relaxed.

I feel content. v

I am worried.

I feel over-excited and

'"rattled."

I feel joyful.

I feel pleasant.

 

Not
at Some-
All what
1 2
1 2
1 2
l 2
1 2.
1 2

Moder—
ately
99.

3
3

Very
Much
99

4

4

APPENDIX B

THE LIFE EXPERIENCES SURVEY*

* A COpy of this article was distributed to each subject.

THE LIFE EXPERIENCES SURVEY

-0

Listed below are a number of events which sometimes bring
about change in the lives of those who experience them and
which necessitate social readjustment. Please check those
events which you have experienced in the recent past and in-
dicate the time period during which you have experienced
each event. Be sure that all check marks are directly
across from the items they correspond to.

 

 

 

 

Also, for each item checked below, please indicate the ex-
tent to which you viewed the event as having either a_posi~
tive or negative impact on your life at the time the event
occurred. That 18, indicate the type and extent of impact
that the event had. A rating of -3 would indicate an ex-
tremely negative impact. A rating of 0 suggests no impact
either positive or negative. A rating of +3 would indicate
an extremely positive impact.

'

 

 

 

 

 

Scale: -3 extremely negative
-2 moderately negative
-1 somewhat negative
0 no impact
+l slightly positive
+2 moderately positive
+3 extremely positive

 

 

0 7 mo
to to
SECTION 1 6 mo 1 yr
1. Marriage —3 —2 «l 0 +1 +2 +3
2. Detention in jail or
comparable institution —3 «2 —1 0 +1 +2 +3
3. Death of spouse ~3 -2 —l 0 +1 +2 +3
4. Major change in sleep»
ing habits (much more
or much less sleep) —3 ~2 —l 0 +1 +2 +3
5. Death of close family
member:
a. Mother —3 —2 -l 0 +1 +2 +3'
b. Father -3 -2 —1 0 +1 +2 +3
c. Brother -3 -2 —l 0 +1 +2 +3
d. Sister -3 —2 —l 0 +1 +2 +3
e. Grandmother -3 -2 -l 0 +1 +2 +3
f. Grandfather ~3 —2 -l 0 +1 +2 +3
9. Other (specify) —3 -2 -1 0 +1 +2 +3

79

11.

12.
13.

14.
15.

16.
17.

18.
19.

20.

21.

22.

80

0 7 mo
to to
6 mo 1 yr

 

Major change in eating
habits (much more or '
much less food intake)
Foreclosure on mortgate
or loan

Death of close friend
Outstanding personal
achievement

Minor law violations
(traffic tickets, dis-
turbing the peace, eth
Male: wife/girlfriend's
pregnancy

Female: pregnancy
Changed work situation
(different work respon-
sibility, major change
in working conditions,
working hours, etc.)
New Job

Serious illness or in-
jury of close family

member:
a. Father
b. Mother

c. Sister

d. Brother

e. Grandfather

f. Grandmother

g. Spouse

h. Other (specify)
Sexual difficulties
Trouble with employer
(in danger of losing
job, being suspended,
demoted, etc.)
Trouble with in-laws
Major change in fi-;
nancial status (a

4 lot better off or a

lot worse)

Major change in close-
ness of family members
(increased or decreased
closeness)

Gaining a new family
member (through birth,
adoption, family mem-
ber moving in, etc.)
Change in residence

-2
-2

000000000 00’-

00

+1

+1
+1

+1

+1

+1
+1

+1
+1

+1
+1
+1
+1
+1
+1
+1
+1
+1

+1
+1

+1

+1

+1
+1

+2

+2
+2

+2

+2

+2
+2

+2
+2

+2
+2
+2
+2
+2
+2
+2
+2
+2

+2
+2

+2

+2

+2
+2

+3

+3
+3

+3

+3

+3
+3

+3
+3

+3
+3
+3
+3
+3
+3
+3
+3
+3

+3
+3

+3

+3

+3
+3

23.

24.

25.
26.

27.

28.

29.

30.

31.

32.
33.

34.
‘ 35.

36.

37.

38.

81

Marital separation from
mate (due to conflict)
Major change in church“
activities (increased or
decreased attendance)
Marital reconciliation
with mate

‘Major change in number

of arguments with spouse
(a lot more or a lot
fewer arguments)

Married male: change in
wife's work outside the
home (beginning work,
ceasing work, changing
to a new job, etc.)
Married female: change

.in husband's work (loss

of job, beginning new
job, retirement, etc.)
Major change in usual

-type and/or amount of

recreation

Borrowing more than
$10,000 (buying home,
business, etc.)
Borrowing less than
$10,000 (buying car,
TV, getting school
loan, etc.)

Being fired from job
Male: wife/girlfriend's
having abortion

Female: having abortion
Major personal illness
or injury

Major change in social
activities; e.g., par-
ties, movies, visiting
(increased or decreased
participation)

Major change in living
conditions of family
(building new home,
remodeling, deteriora—
tion of home, neigh-
borhood, etc.)

Divorce

 

-1

CO

+1

+1

+1

+1

+1

+1

+1

+1

+1
+1

+1
+1

+1

+1

+1
+1

+2

+2

+2

+2

+2

+2

+2

+2

+2
+2

+2
+2

+2

+2

+2
+2

+3

+3

+3

+3

+3

+3

+3

+3

+3
+3

+3
+3

+3

+3

+3
+3

82

0 7 mo
to to
6 mo 1 yr

 

39. Serious injury or ill-
ness of close friend '

40. Retirement from work

41. Son or daughter leaving
home (due to marriage,
college, etc.)

42. Ending of formal
schooling

43. Separation from spouse
(due to work, travel,
etc.)

44. Engagement -
45. Breaking up with boy-4
friend/girlfriend
46. Leaving home for the

first time
47. Reconciliation with
boyfriend/girlfriend
OTHER RECENT EXPERIENCES
WHICH HAVE HAD AN IMPACT
ON YOUR LIFE. LIST AND
RATE:
48.
49.
50.

 

 

 

SECTION 2: STUDENT ONLY:

 

51. Beginning a new school
experience at a higher
academic level (col-
lege, graduate school,
professional school,
etc.)

‘ 52. Changing to a new
school at same academic
level (undergraduate,
graduate, etc.)

53. Academic probation

54. Being dismissed from
dormitory or other
residence

55. Failing an important
exam

56. Changing a major

57. Failing a course

58. DrOpping a course

59. Joining a fraternity/
sorority

-2
-2
-2

—1
—1

000

CO

COCO O

0

+1
+1
+1
+1
+1
+1
+1
+1
+1

+1
+1
+1

+1

+1
+1

+1
+1
+1
+1
+1

+1

+2

+2

+2

+2

+2

+2

+2

+2

+2

+2
+2
+2

+2

+2
+2

+2
+2
+2
+2
+2

+2

+3
+3

+3

+3

+3 .

+3
+3

+3

+3
+3
+3

+3

+3
+3

+3
+3
+3
+3
+3

+3

60.

Financial problems
concerning school
(in danger of not
having sufficient
money to continue)

83

0 7 mo
to to
6 mo 1 yr

 

—3 -2 —1 0 +1 +2 +3

APPENDIX F

PROGRESSIVE RELAXATION EXERCISES

PROGRESSIVE RELAXATION EXERCISES

Exercise I: Tense-SIO-Relax

 

This first tape of Budzynski's program allows the sub-
ject to develop a "conscious awareness" of tension and relax-
ation in the muscles. Through this exercise, the subject

experienced the difference between what a tense muscle feels

like and what a relaxed muscle feels like.

Exercise II: Differential Relaxation

 

This exercise helped the subject learn to relax some
'muscles while others are active. Through this experience,
subjects were able to relax areas that are usually tensed as
a reaction to stress; i.e., jaw, abdomen, and shoulders,
while allowing those muscles necessary for the task at hand

to function as necessary.

Exercise III: Limb Heaviness

 

The third exercise initiated practice in reducing mus-
cle tonus via auto-suggestion phrases. The induction of
"heaviness" into the muscles by suggestion was practiced at
this time, and the introduction of the "Passin attitude"

also occurs here.

84

85

Exercise IV: Arms and Legs Heavy and Warm

 

This exercise continues the reduction of muscle tonus
by adding the experience of "warmth" into the auto-sugges-
tion. The warmth experienced is a result of an increase of
blood flow into the small arteries of the hands and feet.
This is accomplished by decreasing the output of the sympa—
thetic nervous system. The sympathetic nervous system (SNS)

is that part of the autonomic nervous system which reacts to

anxiety, stress, any form of excitation.

Exercise V: Forehead and Facial Relaxation

 

A continuation of the previous phrases plus new ones
occurred here. Subjects were instructed to relax the jaw
’via separation of the upper and lower mandibles. Subjects
were also instructed to "smooth out" the brow to facilitate
forehead relaxation.

The phrase "jam calm" was introduced here as a form of
summation for whole body relaxation. As the subject experi—
enced a feeling of over-all relaxation, the phrase "jamcxflnfl
was repeated in an effort to form an association between the

phrase and the feeling.

Exercise VI: Stress Management

 

In this final exercise, subjects were asked to visua-
1ize a "stressful" situation and remain relaxed throughout.
It was expected that the first few attempts would result in

-difficulty in maintaining a relaxed state. Subjects were

86

instructed to keep trying and, if it were too difficult, to

eliminate the visualization and focus on relaxing.

BIBLIOGRAPHY

BIBLIOGRAPHY

-O

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V

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Barber, T. X. LSD, marijuanaLyoga, and hypnOsis. Illi—
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Barber, T. X., & Calverley, D. S. An experimental study of
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Benson, H., Kotch, J. B., Crassweller, K. D., & Greenwood,
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Benson, H., Marzetta, B. R., Rosner, B. A., & Klemchuck,
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Campbell, D., & Stanley, J. Experimental and quasi—experi-
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Cannon, W. B. Organization for physiological hemostasis.
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