Imagery in Today's Classroom Guided Research Paper

Buckingham (2009) sets out alternative methods for language acquisition, but finds measurable improvement. Guided imagination seems to improve peripheral factors that support traditional academic achievement which Galyean argued was a core benefit from class practice as early as 1981 (66). On the other hand, Prangsma, van Boxtel, Kanselaar and Kirschner (2009) did not find improvement in history classrooms, but recognize this may derive from the absence of interpersonal prompting where text direction was administered instead (381). The outcome seems to be general, diffuse benefit overall, with mixed but useful benefits in different applications, and with different intensity over individual students' educational development.

If the positive behavior modification and conflict resolution many psychoanalysts, therapists and researchers claim persist after treatment, longer-term benefits likely accrue to parents and others, including more stable employment and productivity; less need for medical, mental health and correctional intervention, and resulting savings to public systems. These advantages would accrue to parents, students' families and others across society at large.

Disadvantages to students, parents and others

Not all students' performance improves with guided imagery but no medical or psychological harm seems widely reported. Wheatley, Maddox and Anthony (1989) report employing prompt words with 'pejorative' connotations may abruptly interrupt facilitated imagination (38) with unwanted, but presumably mild consequences, considering the sustained consumer and practitioner interest. If students did not benefit from treatment, the lost time potentially spent using more productive modes could be considered a disadvantage. Guided imagery may not quantify as well as more traditional methods, although the qualitative results may generate academic improvement researchers cannot directly correlate with guided imagery treatment. A larger sample would let researchers predict overall success with higher probability, if not exactly which individuals would benefit. This difficulty attributing academic performance may present a barrier to parents and administrators if results are difficult to measure, and therefore justify to educational budgeters in the statehouse.

Summary and Conclusion

Guided Imagery is a widely-employed therapeutic method derived from transpersonal psychoanalysis that is expanding into some classrooms at most levels of education. The wide demand for consumer goods, medical services and certification in this practice without dangerous side effects implies its popularity and safety if practiced correctly. The difference between personal imagination and Guided Imagery is the participatory experience where someone else directs spontaneous imagination toward a goal to improve performance. Such learning can later be implemented by the individual in different scenarios. This is important for this author for potentially enhancing future academic performance on the way to and after deployment in my own educational service upon certification. The evidence suggests concentration-focusing practice may be especially useful for students where attention-deficit spectrum disorders are indicated.

References

Academy for Guided Imagery (2011). Academy faculty. Retrieved from:

http://www.acadgi.com/academyfaculty/index.html "

http://www.acadgi.com/academyfaculty/index.html

Buckingham, J. (2009). Imaginary friends: Using guided imagery, line drawings and webquests to incorporate culture into the foreign language curriculum. IPP Collection. Paper 480. Retrieved from: http://digitalcollections.sit.edu/ipp_collection/480

Galyean, B.-C. And Krishnamurti, J. (1981). Guided imagery in education. Journal of Humanistic

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Galyean, B.-C. (1983). Guided imagery in the curriculum. Educational Leadership 40 (6), 54-

58. Retrieved from: www.ascd.org/ASCD/pdf/journals/ed_lead/el_198303_galyean.pdf

Ganesh, B., Wilhelm, J., and Sherrod, S. (2009). Development of a geometric spatial visualization tool. School Science and Mathematics 109 (8), 461-472. Retrieved from: DOI:10.1111/j.1949-8594.2009.tb18293.x

Prangsma, M., van Boxtel, C., Kanselaar, G. And Kirschner, P. (2009). Concrete and abstract visualizations in history learning tasks. British Journal of Educational Psychology 79, 371-387. Retrieved from: DOI; 10.1348/000709908X379341

Utay, J. And Miller, M. (2006). Guided imagery as an effective therapeutic technique: a brief review of its history and efficacy research. Journal of Instructional Psychology 33 (1), 40-43.

Wheatley, W., Maddox, E., and Anthony, W. (1989). Enhancing guided mental imagery scripts utilized in the classroom. Education 110 (1), 33-39.

Woody, R. (2006).…