Results of a Psychosocial Training based on Biofeedback for the Reduction of Violent Interactions between Mothers-Adolescents
Keywords:
biofeedback, psychosocial intervention, stress regulation, behavioral analysis, mothers-adolescentsAbstract
The relationships between mothers and their adolescent children could be conflictive due to the need to negotiate new family rules, however, the high levels of stress present in both can provoque difficulties in regulating emotions like anger and/or rage cause that mothers or their teenagers sons will show their discomfort by a maladaptive behaviors that to ease the establishment of violent family interactions. With the objective to reduce violent behavior between mothers and their sons, a psychosocial intervention was designed that involved behavioral training and stress regulation through biofeedback. Physiological data showed a significant change in stress regulation in mothers while adolescents did not show significant changes. At the behavioral level, reductions are shown in both avoidance and defensive behaviors, as well as an increase in behaviors that seek redress and appreciation. The results indicate the importance of executing psychosocial interventions in natural contexts.
References
Andersen, S. L., & Teicher, M. H. (2008). Stress, sensitive periods and maturational events in adolescent depression. Trends in Neurosciences, 31(4), 183-191. https://doi.org/10.1016/j.tins.2008.01.004
Aritzeta, A., Soroa, G., Balluerka, N., Muela, A., Gorostiaga, A., & Aliri, J. (2017). Reducing Anxiety and Improving Academic Performance Through a Biofeedback Relaxation Training Program. Applied Psychophysiology and Biofeedback, 42(3), 193–202. https://doi.org/10.1007/s10484-017-9367-z
Bernal C. (2010). Metodología de la Investigación. Pearson.
Bradley M., A., & Linda J., L. (2006). Heart Rate Variability as an Index of Regulated Emotional Responding. Review of General Psychology, 10(3), 229–240. https://doi.org/10.1037/1089-2680.10.3.229.
Broderick P.C., Metz S.M. (2016) Working on the Inside: Mindfulness for Adolescents. In: Schonert-Reichl K., Roeser R. (eds) Handbook of Mindfulness in Education. Mindfulness in Behavioral Health. Springer.
De Witte, N. A. J., Buyck, I., & Van Daele, T. (2019). Combining Biofeedback with Stress Management Interventions: A Systematic Review of Physiological and Psychological Effects. Applied Psychophysiology & Biofeedback, 44(2), 71–82. https://doi.org/10.1007/s10484-018-09427-7
Eiland, L., & Romeo, R. D. (2013). Stress and the developing adolescent brain. Neuroscience, 249, 162-171. https://doi.org/10.1016/j.neuroscience.2012.10.048
Goessl, V. C., Curtiss, J. E., & Hofmann, S. G. (2017). The effect of heart rate variability biofeedback training on stress and anxiety: a meta-analysis. Psychological Medicine, 47(15), 2578–2586. https://doi.org/10.1017/S0033291717001003
Gomes, F. V., & Grace, A. A. (2017). Adolescent stress as a driving factor for schizophrenia development-A basic science perspective. Schizophrenia Bulletin, 43(3), 486-489. https://doi.org/10.1093/schbul/sbx033
Griffin, M., Campos, H. C., Khramtsova, I., & Pearce, A. R. (2020). Stress and Anxiety Reduction in College Students through Biofeedback. College Student Journal, 54(2), 258–268. https://doi.org/10.1007/s12671-018-0899-y
Gross, M. J., Bringer, J. D., Kilduff, L. P., Cook, C. J., Hall, R., & Shearer, D. A. (2018). A multi-modal biofeedback protocol to demonstrate physiological manifestations of psychological stress and introduce heart rate variability biofeedback stress management. Journal of Sport Psychology in Action, 9(4), 216–226. https://doi.org/10.1080/21520704.2018.1496210
Kassel, S. C., & LeMay, J. (2015). Interpersonal Biofeedback: Biofeedback in a Relationship Context. Biofeedback, 43(4), 153–157. https://doi.org/10.5298/1081-5937-43.4.07
Kennedy, L., & Parker, S. H. (2019). Biofeedback as a stress management tool: a systematic review. Cognition, Technology & Work, 21(2), 161. https://doi.org/10.1007/s10111-018-0487-x
Kuhn, M. A., Ahles, J. J., Aldrich, J. T., Wielgus, M. D., & Mezulis, A. H. (2018). Physiological Self-Regulation Buffers the Relationship between Impulsivity and Externalizing Behaviors among Nonclinical Adolescents. Journal of Youth and Adolescence, 47(4), 829–841. https://doi.org/10.1007/s10964-017-0689-1
Lee, D. N. (2015). Living With Stress. Marshall Cavendish International: Asia.
Lemay, V., Hoolahan, J., & Buchanan, A. (2019). Impact of a Yoga and Meditation Intervention on Students’ Stress and Anxiety Levels. American Journal of Pharmaceutical Education 83(5), 747–752. https://doi.org/10.5688/ajpe7001
Lindsey, L., Robertson, P., & Lindsey, B. (2018). Expressive Arts and Mindfulness: Aiding Adolescents in Understanding and Managing Their Stress. Journal of Creativity in Mental Health, 13(3), 288–297. https://doi.org/10.1080/15401383.2018.1427167
Meier, N. F., & Welch, A. S. (2016). Walking versus biofeedback: a comparison of acute interventions for stressed students. Anxiety, Stress, and Coping, 29(5), 463–478. https://doi.org/10.1080/10615806.2015.1085514
Moss, D. (2020). Biofeedback-Assisted Relaxation Training: A Clinically Effective Treatment Protocol. Biofeedback, 48(2), 32–40. https://doi.org/10.5298/1081-5937-48.02.02
Pascoe, M. C., Thompson, D. R., & Ski, C. F. (2017). Yoga, mindfulness-based stress reduction and stress-related physiological measures: A meta-analysis. Psychoneuroendocrinology, 86, 152–168. https://doi.org/10.1016/j.psyneuen.2017.08.008
Pérez-Ramos, M. (2009). El conflicto entre padres y adolescentes. Un estudio Multimétodo (Tesis de Doctorado). México: UNAM
Pérez-Ramos, M., Balderas, P., & Alvarado, C. (2013). Diferencias Conductuales entre Padres Adolescentes Conflictivos y no Conflictivos. Eureka, 10, 179-188.
Porges, S. (2010). The Early Development of the Autonomic Nervous System Provides a Neural Platform for Social Behavior: A Polyvagal Perspective. Chicago: Brain Body Center.
Porges, S. (2011). The Polivagal Theory: Neurophysiological Foundations of emotions, attachment, communication and self-regulation. New York: W. W. Norton & Company.
Porges, S. (2017). The Pocket Guide to the Polyvagal Theory: The Transformative Power of Feeling Safe. New York: W. W. Norton & Company.
Romero, W., & Bologna, E. (2013). Técnicas de muestreo. En Bologna (2013). Estadística para psicología y educación (pp. 251-276). Córdoba: Brujas.
Russell, M. E. B., Scott, A. B., Boggero, I. A., & Carlson, C. R. (2017). Inclusion of a rest period in diaphragmatic breathing increases high frequency heart rate variability: Implications for behavioral therapy. Psychophysiology, 54(3), 358–365. https://doi.org/10.1111/psyp.12791
Schek E.J. et al. (2017) Positive Technologies for Promoting Emotion Regulation Abilities in Adolescents. In: Giokas K., Bokor L., Hopfgartner F. (eds) eHealth 360°. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 181. Springer, Cham.
Tyborowska, A., Volman, I., Niermann, H. C. M., Pouwels, J. L., Smeekens, S., Cillessen, A. H. N., Toni, I. & Roelofs, K. (2018). Early-life and pubertal stress differentially modulate grey matter development in human adolescents. Scientific Reports, 8(1), 9201-11. https://doi.org/10.1038/s41598-018-27439-5
Wang J., Vujovic L., Barrett K.C., Lerner R.M. (2015) The Regulation of Emotion in Adolescence. In: Bowers E. et al. (eds) Promoting Positive Youth Development. Advancing Responsible Adolescent Development. Springer
