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Occupational Therapy International
Volume 2017, Article ID 5087145, 7 pages
https://doi.org/10.1155/2017/5087145
Research Article

Massage and Storytelling Reduce Aggression and Improve Academic Performance in Children Attending Elementary School

Department of Physical Therapy, Speech Therapy and Occupational Therapy Rehabilitation Sciences Post Graduation Program, Medical School, University of São Paulo, São Paulo, SP, Brazil

Correspondence should be addressed to Mariana Callil Voos; moc.liamg@sooviramtf and Fátima Aparecida Caromano; rb.psu@onamorac

Received 22 July 2016; Revised 1 November 2016; Accepted 4 December 2016; Published 19 January 2017

Academic Editor: Claudia Hilton

Copyright © 2017 Lia Lopes Gonçalves et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Background. Aggressive behaviors must be addressed in elementary schools. Massage and storytelling can be strategies to deal with aggression because both involve experience exchange and social interaction. Both can decrease stress and anxiety and increase self-esteem. Objective. To evaluate the effect of two interventions (massage and storytelling) on aggressive behaviors and academic performance of elementary school children. Method. Three groups ( children in each group) of the second grade participated (aged 6.5–8.1 years). One group received ten extra classes of massage (MG), another group received extra classes of storytelling (SG), and the control group received extra classes of random subjects (CG). Extra classes lasted for 50 minutes, once a week. Aggressive behaviors were recorded on diaries, by the teachers and the coordinator. The frequency of aggressive behaviors and the academic performance of MG, SG, and CG were observed for six months and the groups were compared. Findings. ANOVAs evidenced that MG and SG, but not CG, showed a reduction in aggressive behaviors registered by the teachers and coordinator, after the intervention. Academic performance of MG and SC improved after the intervention ().