Date of Submission

2019

Degree Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

Department

Psychology

Department Chair

Robert A DiTomasso, PhD, ABPP

Abstract

Many practitioners view working memory as the temporary capacity to store and manipulate information. Current findings suggest a developmental trajectory of working memory and other executive functions. Limited research has been effective in improving working memory using short term methods; however, recent findings suggest guided imagery and mindfulness meditation improves working memory in children. This study examined whether or not a 30 day guided imagery intervention affected the working memory of students in the primary grades of an elementary school. Participants from a sample of convenience were randomly assigned to a guided imagery intervention (n = 12) or to a waitlist control group (n = 12) and received the intervention following the 30 day implementation. Pretest and post test data determined no interaction between the groups and pretest and posttest measures following interaction. Qualitative data from teacher reports note growth in the ability to complete tasks independently and following multistep directions. The study supports the feasibility of using a time limited guided imagery intervention with younger students during the school day to foster classroom climate and student mood. Study design elements hampered determining the impact of the guided imagery intervention on working memory and executive functioning. Additional studies may demonstrate these effects.

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