Imaginal Role Interventions for Adolescent Emotional Overwhelm and Trauma-Related Features: A 10-Session School-Based Experience-Sampling Feasibility Study

Abstract

This school-based feasibility study investigated a brief, structured guided imagery approach for adolescent girls struggling with emotional overwhelm, self-criticism, and difficulty asserting themselves, often linked to high levels of parental control. The intervention, a 10-session small-group study (N = 5, ages 13–16), taught students to use helpful roles (like the Protector or Boundary-Setter) to safely practice a more effective sense of self during stressful moments. We measured emotional distress and the clarity of their sense of self before and after the term. All students completed the sessions, and none required escalation to external psychiatric services. Three students showed clear improvement in their distress levels and sense of self-coherence, aligning with increased use of the imaginal roles. Two students showed minimal change, likely because very strict rules at home prevented them from practicing new behaviours. These findings support the feasibility of this brief imaginal method in school counselling and suggest that independence (home autonomy) is a crucial factor for positive outcomes.