| The importance of imagery as a vital concomitant of the learning process in the developing psyche has largely been ignored by present-day educators. Nevertheless, it was believed by the investigator that relaxation methods, guided imagery and dream work as regular classroom activities would open children's awareness to their inner lives, leading to increased creativity, self-responsibility, self-control and self-esteem. The purpose of the study was therefore twofold: to identify changes in children that might be attributed to the imagery process, and to see if the changes that occurred had value commensurate with the efforts invested in developing and using the procedures. Using an action research approach, the students's reactions to guided imagery and dream work, as well as changes in classroom behaviors were observed as the imagery experiences were added to the regular curriculum. Changes were also assessed in student-student and student-teacher relationships and in creativity and academic achievement. The researcher was a participant observer in two sixth-grade classes with 58 students. The guided imagery was used as part of language arts mostly by the teacher in charge of that area of study, while the other teacher was teaming with her in handling science and mathematics. By using an interview designed by Singer and the movement responses on the Rorschach Inkblot Test, three groups were identified among the children: high, moderate, and low predispositions to fantasy. Several measures were administered to find out if those who already had developed an active fantasy life would profit more from the guided imagery experience than those in whom the predisposition was less well developed. Such was indeed the case in attitude toward school as assessed on Moos's Classroom Environment Scale and in achievement as recorded on the California Achievement Test. Significantly more anxiety was also reported by the high fantasy students on Sarason's General Anxiety Scale. Other measures, including Rosenberg's Self-Esteem Scale, and Sarason's Test Anxiety Scale revealed no significant differences among the children of different fantasy dispositions. Regardless of their predisposition to fantasy, guided imagery and dream work produced desired changes in students, at least in these classes, and the whole experience was well worth the effort involved. |
