Creative visualization: Difference between revisions

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==Therapeutic application==

The therapeutic application of creative visualization aims to educate the patient in altering mental imagery, which in turn contributes to emotional change. Specifically, the process facilitates the patient in replacing images that aggravate [[Pain|physical pain]], exacerbate [[psychological pain]], reaffirm [[Disability|debilitation]], recollect and reconstruct [[Distress (medicine)|distressing]] events, or intensify disturbing feelings such as [[Depression (mood)|hopelessness]] and [[anxiety]], with imagery that emphasizes and precipitates physical [[comfort]], [[Cognition|cognitive clarity]], and emotional [[equanimity]]. This process may be facilitated by a practitioner or teacher in person to an individual or a group. Alternatively, the participants or patients may follow guidance provided by a [[Sound recording and reproduction|sound recording]], [[video]], or [[audiovisual]] [[Digital media|media]] comprising [[Speech|spoken]] instruction that may be accompanied by [[Meditation music|music]] or sound.<ref>
*Morris, C., The use of self-service technologies in stress management: A pilot project. Master of Social Work Clinical Research Papers. Saint Catherine University, St. Paul, MN, 2012.</ref><ref>
*Carter, E., Pre-packaged guided imagery for stress reduction: Initial results. Counselling, Psychotherapy and Health, Vol. 2, No. 2, 2006, pp27-39.</ref><ref>
*Naik, M. N. S., Effect of guided imagery on life style among alcoholics. Sinhgad e-Journal of Nursing, Vol. 11, 2013.</ref><ref>
*Morris, C. W., and Morris, C. D., Increasing healthy habits and health behavior change in corporate wellness programs. Corporate Wellness Programs: Linking Employee and Organizational Health, Vol. 215, 2014.</ref><ref>
*Meador, K. S., The effect of synectics training on gifted and non-gifted kindergarten students. Journal for the Education of the Gifted, Vol.18, 1994, pp55-73.</ref><ref>
*Meador, K. S., Fishkin, A. S., and Hoover, M., Research-based strategies and programs to facilitate creativity. In Fishkin, A. S., Cramond, B., and Olszewski-Kubilius, P. (Eds.), Investigating creativity in youth: Research and methods, pp389-415. Cresskill, NJ: Hampton,1999.</ref><ref>
*Carter, E., Pre-packaged guided imagery for stress reduction: Initial results. Counselling, Psychotherapy and Health, Vol. 2, No. 2, 2006, pp27-39.</ref>{{Overcite|date=February 2016}}

Whether provided in person, or delivered via media, the verbal instruction consists of words, often pre-scripted, intended to direct the participant's [[Attentional control|attention]] to [[intention]]ally generated visual mental images that precipitate a positive [[Psychology|psychologic]] and [[Physiology|physiologic]] response, incorporating increased [[Relaxation (psychology)|mental]] and [[Relaxation technique|physical]] relaxation and decreased [[Stress (psychological)|mental]] and [[Stress (biology)|physical]] stress.<ref>Lang P. J., A bio-informational theory of emotional imagery. Psychophysiology, Vo.17, 1979, pp179–192.</ref>