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Abstract

Since 1977 three federally funded grants and two private grants have supported the designing, implementing, and evaluating of imagery-based affective programs on the elementary and secondary levels in Los Angeles City Schools. Along with these projects, teachers active in holistic-oriented education networks in the United States and Canada and those working with the Center for Integrative Learning have contributed data to this preliminary study on the effects of using guided imagery/visualization activities in elementary and secondary school programs. Results seem to indicate that imagery activities are used primarily for 1) cognitive gains; 2) affective development; 3) transpersonal awareness. Teachers also use imagery activities to sharpen students' focusing/attention skills.

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References

Year End Report, Confluent Teaching of Foreign Languages, ESEA Title IV-C Project, Los Angeles City Schools, 1977–1980.

Year End Report, A Confluent Language Program for K-3 NES/LES Students, ESEA Title IV-C Project, Los Angeles City Schools, 1978–1981.

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Galyean

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Galyean

, The Effects of A Guided Imagery Activity on the Writing Skills of Remedial English Students, Preliminary Report for the Center for Integrative Learning, Long Beach, California, 1981.

The Use of Guided Imagery in Elementary and Secondary Schools

Abstract

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References