Relaxation and guided imagery for mind–body health.

deLeyer-Tiarks, Johanna; Gammie, Lauren; Bray, Adeline M.; Moriarty, Samantha

doi:10.1037/0000157-012

Cited by 3 publications

(2 citation statements)

References 34 publications

(58 reference statements)

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“…A precise definition of guided imagery has been stated by Rider and Achterberg [ 89 ] in their 1989 paper, where they describe it as “the internal experience of a perceptual event in the absence of the actual external stimuli.” Guided imagery is thus invoking one or more senses experience with the use of imagination and guidance of specially designed instruction. Concentrating attention on envisioned images and scenarios reduces uncomfortable thoughts and feelings and distracts the mind from unwanted and negative state [ 90 ].…”

Section: Guided Imagery and Visualisationsmentioning

confidence: 99%

Behavioral Medicine Methods in Treatment of Somatic Conditions

Białkowska

Juranek

Wojtkiewicz

2020

BioMed Research International

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Background. The aim of this article is to present a short review of noninvasive, nonpharmacological treatment methods used in somatic illnesses that fall under the umbrella of approach called behavioral medicine. Methods. The narrative review method was applied in the study. Science paper databases, including PubMed, had been used to retrieve papers on therapeutic methods used in clinical setting that meet the broad criteria of behavioral medicine definition as stated in the Charter of International Behavioral Medicine Society Results. Main groups of methods, disorders in which they are being employed and their effectiveness, have been identified. Conclusions. Behavioral medicine is grouping treatment methods and interventions that hold large potential for clinical setting. Two groups of methods can be distinguished by the scrutiny and level of evidence gathered in their effectiveness assessment; for biofeedback, guided imagery, and hypnosis techniques, comprehensive evidence reports in the framework of U.S. Evidence Synthesis Program exist. Meditation techniques, disclosure therapies, and relaxation methods are less well assessed. Broader employment of behavioral medicine therapies in clinical setting is possible after addressing two major problems in the field, which are deficiencies in quality evidence of effectiveness for many of the methods and their insufficiencies in underlying therapeutic mechanism knowledge.

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Section: Guided Imagery and Visualisationsmentioning

confidence: 99%

Behavioral Medicine Methods in Treatment of Somatic Conditions

Białkowska

Juranek

Wojtkiewicz

2020

BioMed Research International

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“…These approaches, positioned as primary and/or supplemental interventions, are intended to offer students dynamic social‐emotional and behavioral support. Examples of these practices include mindfulness (Bostic et al, 2015; Renshaw, 2020), relaxation and guided imagery (deLeyer‐Tiarks et al, 2020), yoga (Ferreira‐Vorkapic et al, 2015; Serwacki & Cook‐Cottone, 2012; Smith et al, 2020), music therapy (Carpente, 2017; McFerran et al, 2016; Smith, 2018; Swanson, 2020), dance/movement therapy (Devereaux, 2017; Eke & Gent, 2010), and art therapy (Deboys et al, 2017; Isis et al, 2010; Nelson, 2010; Spier, 2010). Recent literature in the field of school‐based drama therapy has located the practice among these burgeoning models of support (Mayor & Frydman, 2019).…”

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confidence: 99%

Implementation of drama therapy services in the North American school system: Responses from the field

Frydman

Mayor

2021

Psychology in the Schools

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Drama therapy is an emerging mental health practice in North American schools. Yet little research has focused directly on the role of drama therapists in schools or their service navigation practices and challenges. From February to July of 2018, drama therapists affiliated with the North American Drama Therapy Association currently working in North American schools were invited to participate in an online Qualtrics survey. A qualitative thematic analysis was conducted on open-ended response items, the results of which reflect drama therapists' experiences pioneering direct and indirect services and responding to implementation challenges. Findings suggest that while drama therapists provide a number of critical school services, there are identifiable barriers to full integration into the system. Implications for drama therapists include the need for a further specified and structured role, formalized inclusion in student support teams, consistent opportunities to support both students and staff, more secure funding sources, clear implementation logistics, and increased awareness and education about drama therapy among school administrators, faculty, and mental health support staff.

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