N3345 Transition to Professional Nursing‘
Module 5 Assignment: Personal Philosophy of Nursing
Submit by 2359 (CT) Saturday at the end of Module 5.
NOTE: You will create a new Word document for this Assignment instead of typing
directly into this document.
Overview: “Personal Philosophy of Nursing”
In this module’s Assignment, you will draft a formal paper expressing your personal philosophy of
nursing paper. In this paper, you will provide a framework for your personal practice of nursing and
reflect on why you chose nursing as a profession. Your paper will define how you interact with
patients, family members, other nurses, and other health care professionals.
Since this is your first formal paper for the program, be sure to use the resources listed below to
ensure you are using the proper APA formatting, title page, and scholarly language. The utilization
of the APA format adds structure, organization, and professionalism to your writing. Correct APA
format is expected throughout the RN-BSN program.
***Please scroll through this entire document to see the step by step requirements for the
paper under “Content Criteria” table***
Resources
ANA Code of Ethics https://www.nursingworld.org/coe-view-only
APA Resourceshttps://libguides.uta.edu/apa/home
https://apastyle.apa.org/ (click APA Style Help)
https://www.youtube.com/watch?v=a_ddFubJ3tc (MS Word Tutorials for Beginners)
Performance Objectives
• Compose a personal philosophy of nursing.
• Correlate historical, ethical, and/or political factors influencing professional nursing
practice with what you believe the core of nursing is and should be.
• Apply professional practice standards.
• Use correct grammar, punctuation, and American Psychological Association (APA)
format in writing professional papers.
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N3345 Transition to Professional Nursing
Rubric
Use this rubric and APA websites to guide your work on the Assignment, “Personal Philosophy of
Nursing.” Contact your Coach if you have questions.
Tasks
Accomplished
Proficient
Needs
Improvement
Personal Philosophy of Nursing
Paper Format (Total 20 points)
Title Page
Title Page
No Title Page
No mistakes in APA
format
(10 points)
Errors in APA format
(5 points)
(0 points)
Writing Conventions
Professional grammar,
spelling, and
punctuation; paragraphs
of at least 3, well-written
sentences
(10 points)
2022
Writing Conventions
Paragraphs are 2
sentences each.
(8 points)
Writing Conventions
Answers are 1
sentence paragraph
responses.
(5 points)
N3345 Transition to Professional Nursing
Tasks
Content (Total 60 points)
Needs
Improvement
Accomplished
Proficient
Introduction
Writes a comprehensive
overview of the paper in
1-2 paragraphs.
(5 points)
Introduction
Writes an overview of
the paper in 1-2
paragraphs.
(4 points)
No Introduction
(0 points)
Choice of Nursing
Clearly answers
question in 2-3
paragraphs.
(10 points)
Choice of Nursing
Answers question in 1
paragraph.
(8 points)
Choice of Nursing
Does not answer
question.
(0 points)
Essence of Nursing
Clearly answers
question in 2-3
paragraphs with citations
for any information
regarding history, ethical
or political factors
discussed. All 3 factors
discussed for full credit.
(10 points)
Essence of Nursing
Adequately answers
question in 2-3
paragraphs with citations
for any information
regarding history, ethical
or political factors
discussed.
Essence of Nursing
Answers 1 of the 3
factors.
(5 points)
Missing Information
Essence of Nursing
Does not answer
question.
(0 points)
OR
Only answers 2 factors
OR
Answers all questions
but in one paragraph.
(8 points)
Beliefs and Values
Answers each of the 4
questions in separate
paragraphs.
(15 points)
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Beliefs and Values
Answers 3 of the 4
questions in separate
paragraphs
OR
Beliefs and Values
Answers 1 or 2 of the 4
questions.
(5 points)
Beliefs and Values
Does not answer
question.
(0 points)
N3345 Transition to Professional Nursing
Answers all questions
but in one paragraph.
(12 points)
Vision for the Future
Answers question for all
3 time periods listed in
separate paragraphs.
(10 points)
Vision for the Future
Answers question for 2
of the 3 time periods
OR
Vision for the Future
Answers 1 question of
the 3 time periods.
(3 points)
Vision for the Future
Does not answer
question.
(0 points)
Answers all questions
but in one paragraph.
(8 points)
Summary
Summary
Answers both questions
in separate paragraphs.
(10 points)
Summary
Answers 1 question
OR
Answers both questions
but in one paragraph.
(8 points)
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Summary
Does not directly
address either question.
(4 points)
No summary provided.
(0 points)
N3345 Transition to Professional Nursing
Tasks
APA format and References
(Total 20 points)
Accomplished
Proficient
Needs
Improvement
Missing Information
Uses correct APA format
throughout paper and
includes 2 correctly cited
references. Correct
spelling, grammar,
punctuation, headings,
spacing, indentations
and margins.
1-3 APA errors noted in
references OR 1-2
citation errors within
paper OR 1-3 grammar,
spelling, punctuation,
headings, spacing,
indentation and margin
errors noted in the entire
paper.
4-6 APA errors noted in
references and citations
throughout paper OR 1
reference listed OR 4 or
more spelling,
punctuation, headings,
spacing, indentation and
margin errors noted in
the entire paper.
7 or greater APA errors
noted in references OR
citations throughout
paper OR no references
listed OR 7 or greater
spelling, punctuation,
headings, spacing,
indentation and margin
errors noted in the entire
paper.
(13 points)
(6 points)
(0 points)
(20 points)
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N3345 Transition to Professional Nursing
Personal Philosophy of Nursing Paper
• Use the following outline to guide the composition of your personal philosophy of nursing.
• Follow both the content and format criteria in completing your composition.
• Open a new Word document, and save it to your Desktop with the filename, “your
name_Personal_Philosophy,” inserting your name in place of “your name.”
• Click “Save” often to keep from accidentally losing your work.
• Use the APA links provided above for all APA formatting in all assignments and discussion
boards. Contact your Coach if you have additional questions.
Content Criteria
Section or
Section Title
Description
Entire paper
• 1” margins all around
• Select File – Page Setup…
• Double-spaced
• Select Format – Font…
Acceptable Fonts:
• Select Format – Paragraph…
Use
•
•
•
•
•
•
• Select View – Header and
11-point Calibri
11-point Arial
10-point Lucida Sans Unicode
12-point Times New Roman
11-point Georgia
10-point Computer Modern 1
• Professional grammar, spelling, and
punctuation, and paragraphs composed
of at least 3 well-written sentences each.
2022
How-To and Tips
Footer…
(Refer to the MS Word “Help and
How To” links if you need help with
any of these tasks.)
N3345 Transition to Professional Nursing
Title Page
Introduction
•
The title page should contain the title of
the paper (Bold), the student’s name,
and the institutional affiliation.
•
Type your title in upper and lowercase
letters centered in the upper half of the
page. The title should be centered and
written in boldface
•
Your title may take up one or two lines
•
A student paper should also include
the course number and
name, instructor name,
and assignment due date.
Overview of the paper (1-2 paragraphs)
*just a note, do not use an abstract, just
type a formal introduction.
Put title of paper at the top of this
page: centered, bold, and in Title
Case.
No section title for the introduction,
just start paragraphs (Remember to
indent each paragraph and double
space)
Choice of
Nursing
Why did you choose nursing? (2-3
paragraphs)
Insert Section title, centered,
bolded, and Title Case.
Then start paragraphs.
Essence of
Nursing
Beliefs and
Values
What do you believe the core of nursing is
and should be? Correlate historical, ethical,
and political factors influencing professional
nursing practice. You must answer all 3
factors for full credit (2-3 paragraphs)
Insert Section title, centered,
bolded, and Title Case.
What do you believe about patients? (1
paragraph)
Insert Section title, centered,
bolded, and Title Case.
What do you believe about the patient’s
family and significant others? (1 paragraph)
Then start paragraphs.
What do you believe about your fellow
health care providers?
(1 paragraph)
2022
Then start paragraphs.
(Do not start a new page; just
continue in regular double-spaced
body.)
(Do not start a new page; just
continue in regular double-spaced
body.)
N3345 Transition to Professional Nursing
What do you believe about your own
health? (1 paragraph)
Vision for the
Future
What do you want to be doing in 2 years?
(1 paragraph) 5 years? (1 paragraph) 10
years? (1 paragraph)
Insert Section title, centered,
bolded, and Title Case.
Then start paragraphs.
(Do not start a new page; just
continue in regular double-spaced
body.)
Summary
What strengths do you have that will
support your achievement of your
professional goals? (1 paragraph)
What limitations will you need to overcome
to achieve your professional goals? (1
paragraph)
References
References
centered on top of page
Insert Section title, centered,
bolded, and Title Case.
Then start paragraphs.
(Do not start a new page; just
continue in regular double-spaced
body.)
“References” should be centered at
the top of the page just below the
header, bold.
• At least 2 professional references.
• Put references in alphabetical order by
author’s name.
•
Save your assignment document in MS Word 2010 version and above. Open
Office and Office 360 documents will need to be saved as MS Word 2010 or
MS Word 2013.
•
Submit your Word document (not this template) into Canvas for grading.
2022
(page number) 1
Guided Imagery and Progressive Muscle Relaxation in Group Psychotherapy (title of paper)
Hannah K. Greenbaum (student’s full name)
College of Nursing and Health Innovation, The University of Texas at Arlington (department & university)
NURS 3335: Promoting Healthy Lifestyles (course number & name)
Dr. Cynthia Koomey (instructor name)
October 1, 2020 (assignment due date)
(page number) 2
Guided Imagery and Progressive Muscle Relaxation in Group Psychotherapy (title of paper)
A majority of Americans experience stress in their daily lives (American Psychological
Association, 2017). Thus, an important goal of psychological research is to evaluate techniques that
promote stress reduction and relaxation. Two techniques that have been associated with reduced stress
and increased relaxation in psychotherapy contexts are guided imagery and progressive muscle
relaxation (McGuigan & Lehrer, 2007). Guided imagery aids individuals in connecting their internal and
external experiences, allowing them, for example, to feel calmer externally because they practice
thinking about calming imagery. Progressive muscle relaxation involves diaphragmatic breathing and the
tensing and releasing of 16 major muscle groups; together these behaviors lead individuals to a more
relaxed state (Jacobson, 1938; Trakhtenberg, 2008). Guided imagery and progressive muscle relaxation
are both cognitive behavioral techniques (Yalom & Leszcz, 2005) in which individuals focus on the
relationship among thoughts, emotions, and behaviors (White, 2000).
Group psychotherapy effectively promotes positive treatment outcomes in patients in a costeffective way. Its efficacy is in part attributable to variables unique to the group experience of therapy
as compared with individual psychotherapy (Bottomley, 1996; Yalom & Leszcz, 2005). That is, the group
format helps participants feel accepted and better understand their common struggles; at the same
time, interactions with group members provide social support and models of positive behavior (Yalom &
Leszcz, 2005). Thus, it is useful to examine how stress reduction and relaxation can be enhanced in a
group context.
The purpose of this literature review is to examine the research base on guided imagery and
progressive muscle relaxation in group psychotherapy contexts. I provide overviews of both guided
imagery and progressive muscle relaxation, including theoretical foundations and historical context.
Then I examine guided imagery and progressive muscle relaxation as used on their own as well as in
combination as part of group psychotherapy (see Baider et al., 1994, for more). Throughout the review, I
(page number) 3
highlight themes in the research. Finally, I end by pointing out limitations in the existing literature and
exploring potential directions for future research.
Guided Imagery (level 1 heading)
Features of Guided Imagery (level 2 heading)
Guided imagery involves a person visualizing a mental image and engaging each sense (e.g.,
sight, smell, touch) in the process. Guided imagery was first examined in a psychological context in the
1960s, when the behavior theorist Joseph Wolpe helped pioneer the use of relaxation techniques such
as aversive imagery, exposure, and imaginal flooding in behavior therapy (Achterberg, 1985; Utay &
Miller, 2006). Patients learn to relax their bodies in the presence of stimuli that previously distressed
them, to the point where further exposure to the stimuli no longer provokes a negative response
(Achterberg, 1985).
Contemporary research supports the efficacy of guided imagery interventions for treating
medical, psychiatric, and psychological disorders (Utay & Miller, 2006). Guided imagery is typically used
to pursue treatment goals such as improved relaxation, sports achievement, and pain reduction. Guided
imagery techniques are often paired with breathing techniques and other forms of relaxation, such as
mindfulness (see Freebird Meditations, 2012). The evidence is sufficient to call guided imagery an
effective, evidence-based treatment for a variety of stress-related psychological concerns (Utay & Miller,
2006).
Guided Imagery in Group Psychotherapy
Guided imagery exercises improve treatment outcomes and prognosis in group psychotherapy
contexts (Skovholt & Thoen, 1987). Lange (1982) underscored two such benefits by showing (a) the role
of the group psychotherapy leader in facilitating reflection on the guided imagery experience, including
difficulties and stuck points, and (b) the benefits achieved by social comparison of guided imagery
(page number) 4
experiences between group members. Teaching techniques and reflecting on the group process are
unique components of guided imagery received in a group context (Yalom & Leszcz, 2005).
Empirical research focused on guided imagery interventions supports the efficacy of the
technique with a variety of populations within hospital settings, with positive outcomes for individuals
diagnosed with depression, anxiety, and eating disorders (Utay & Miller, 2006). Guided imagery and
relaxation techniques have even been found to “reduce distress and allow the immune system to
function more effectively” (Trakhtenberg, 2008, p. 850). For example, Holden-Lund (1988) examined
effects of a guided imagery intervention on surgical stress and wound healing in a group of 24 patients.
Patients listened to guided imagery recordings and reported reduced state anxiety, lower cortisol levels
following surgery, and less irritation in wound healing compared with a control group. Holden-Lund
concluded that the guided imagery recordings contributed to improved surgical recovery. It would be
interesting to see how the results might differ if guided imagery was practiced continually in a group
context.
Guided imagery has also been shown to reduce stress, length of hospital stay, and symptoms
related to medical and psychological conditions (Scherwitz et al., 2005). For example, Ball et al. (2003)
conducted guided imagery in a group psychotherapy format with 11 children (ages 5–18) experiencing
recurrent abdominal pain. Children in the treatment group (n = 5) participated in four weekly group
psychotherapy sessions where guided imagery techniques were implemented. Data collected via pain
diaries and parent and child psychological surveys showed that patients reported a 67% decrease in
pain. Despite a small sample size, which contributed to low statistical power, the researchers concluded
that guided imagery in a group psychotherapy format was effective in reducing pediatric recurrent
abdominal pain.
However, in the majority of guided imagery studies, researchers have not evaluated the
technique in the context of traditional group psychotherapy. Rather, in these studies participants usually
(page number) 5
met once in a group to learn guided imagery and then practiced guided imagery individually on their
own (see Menzies et al., 2014, for more). Thus, it is unknown whether guided imagery would have
different effects if implemented on an ongoing basis in group psychotherapy.
Progressive Muscle Relaxation
Features of Progressive Muscle Relaxation
Progressive muscle relaxation involves diaphragmatic or deep breathing and the tensing and
releasing of muscles in the body (Jacobson, 1938). Edmund Jacobson developed progressive muscle
relaxation in 1929 (as cited in Peterson et al., 2011) and directed participants to practice progressive
muscle relaxation several times a week for a year. After examining progressive muscle relaxation as an
intervention for stress or anxiety, Joseph Wolpe (1960; as cited in Peterson et al., 2011) theorized that
relaxation was a promising treatment. In 1973, Bernstein and Borkovec created a manual for helping
professionals to teach their clients progressive muscle relaxation, thereby bringing progressive muscle
relaxation into the fold of interventions used in cognitive behavior therapy. In its current state,
progressive muscle relaxation is often paired with relaxation training and described within a relaxation
framework (see Freebird Meditations, 2012, for more).
Research on the use of progressive muscle relaxation for stress reduction has demonstrated the
efficacy of the method (McGuigan & Lehrer, 2007). As clients learn how to tense and release different
muscle groups, the physical relaxation achieved then influences psychological processes (McCallie et al.,
2006). For example, progressive muscle relaxation can help alleviate tension headaches, insomnia, pain,
and irritable bowel syndrome. This research demonstrates that relaxing the body can also help relax the
mind and lead to physical benefits.
Progressive Muscle Relaxation in Group Psychotherapy
Limited, but compelling, research has examined progressive muscle relaxation within group
psychotherapy. Progressive muscle relaxation has been used in outpatient and inpatient hospital
(page number) 6
settings to reduce stress and physical symptoms (Peterson et al., 2011). For example, the U.S.
Department of Veterans Affairs integrates progressive muscle relaxation into therapy skills groups
(Hardy, 2017). The goal is for group members to practice progressive muscle relaxation throughout their
inpatient stay and then continue the practice at home to promote ongoing relief of symptoms (Yalom &
Leszcz, 2005).
Yu (2004) examined the effects of multimodal progressive muscle relaxation on psychological
distress in 121 elderly patients with heart failure. Participants were randomized into experimental and
control groups. The experimental group received biweekly group sessions on progressive muscle
relaxation, as well as tape-directed self-practice and a revision workshop. The control group received
follow-up phone calls as a placebo. Results indicated that the experimental group exhibited significant
improvement in reports of psychological distress compared with the control group. Although this study
incorporated a multimodal form of progressive muscle relaxation, the experimental group met biweekly
in a group format; thus, the results may be applicable to group psychotherapy.
Progressive muscle relaxation has also been examined as a stress-reduction intervention with
large groups, albeit not therapy groups. Rausch et al. (2006) exposed a group of 387 college students to
20 min of either meditation, progressive muscle relaxation, or waiting as a control condition. Students
exposed to meditation and progressive muscle relaxation recovered more quickly from subsequent
stressors than did students in the control condition. Rausch et al. (2006) concluded the following:
A mere 20 min of these group interventions was effective in reducing anxiety to normal levels
. . . merely 10 min of the interventions allowed [the high-anxiety group] to recover from the
stressor. Thus, brief interventions of meditation and progressive muscle relaxation may be
effective for those with clinical levels of anxiety and for stress recovery when exposed to brief,
transitory stressors. (p. 287)
(page number) 7
Thus, even small amounts of progressive muscle relaxation can be beneficial for people experiencing
anxiety.
Guided Imagery and Progressive Muscle Relaxation in Group Psychotherapy
Combinations of relaxation training techniques, including guided imagery and progressive
muscle relaxation, have been shown to improve psychiatric and medical symptoms when delivered in a
group psychotherapy context (Bottomley, 1996; Cunningham & Tocco, 1989). The research supports the
existence of immediate and long-term positive effects of guided imagery and progressive muscle
relaxation delivered in group psychotherapy (Baider et al., 1994). For example, Cohen and Fried (2007)
examined the effect of group psychotherapy on 114 women diagnosed with breast cancer. The
researchers randomly assigned participants to three groups: (a) a control group, (b) a relaxation
psychotherapy group that received guided imagery and progressive muscle relaxation interventions, or
(c) a cognitive behavioral therapy group. Participants reported less psychological distress in both
intervention groups compared with the control group, and participants in the relaxation psychotherapy
group reported reduced symptoms related to sleep and fatigue. The researchers concluded that
relaxation training using guided imagery and progressive muscle relaxation in group psychotherapy is
effective for relieving distress in women diagnosed with breast cancer. These results further support the
utility of guided imagery and progressive muscle relaxation within the group psychotherapy modality.
Conclusion
Limitations of Existing Research
Research on the use of guided imagery and progressive muscle relaxation to achieve stress
reduction and relaxation is compelling but has significant limitations. Psychotherapy groups that
implement guided imagery and progressive muscle relaxation are typically homogeneous, time limited,
and brief (Yalom & Leszcz, 2005). Relaxation training in group psychotherapy typically includes only one
or two group meetings focused on these techniques (Yalom & Leszcz, 2005); thereafter, participants are
(page number) 8
usually expected to practice the techniques by themselves (see Menzies et al., 2014). Future research
should address how these relaxation techniques can assist people in diverse groups and how the impact
of relaxation techniques may be amplified if treatments are delivered in the group setting over time.
Future research should also examine differences in inpatient versus outpatient psychotherapy
groups as well as structured versus unstructured groups. The majority of research on the use of guided
imagery and progressive muscle relaxation with psychotherapy groups has used unstructured inpatient
groups (e.g., groups in a hospital setting). However, inpatient and outpatient groups are distinct, as are
structured versus unstructured groups, and each format offers potential advantages and limitations
(Yalom & Leszcz, 2005). For example, an advantage of an unstructured group is that the group leader
can reflect the group process and focus on the “here and now,” which may improve the efficacy of the
relaxation techniques (Yalom & Leszcz, 2005). However, research also has supported the efficacy of
structured psychotherapy groups for patients with a variety of medical, psychiatric, and psychological
disorders (Hashim & Zainol, 2015; see also Baider et al., 1994; Cohen & Fried, 2007). Empirical research
assessing these interventions is limited, and further research is recommended.
Directions for Future Research
There are additional considerations when interpreting the results of previous studies and
planning for future studies of these techniques. For example, a lack of control groups and small sample
sizes have contributed to low statistical power and limited the generalizability of findings. Although the
current data support the efficacy of psychotherapy groups that integrate guided imagery and
progressive muscle relaxation, further research with control groups and larger samples would bolster
confidence in the efficacy of these interventions. In order to recruit larger samples and to study
participants over time, researchers will need to overcome challenges of participant selection and
attrition. These factors are especially relevant within hospital settings because high patient turnover
rates and changes in medical status may contribute to changes in treatment plans that affect group
(page number) 9
participation (L. Plum, personal communication, March 17, 2019). Despite these challenges, continued
research examining guided imagery and progressive muscle relaxation interventions within group
psychotherapy is warranted (Scherwitz et al., 2005). The results thus far are promising, and further
investigation has the potential to make relaxation techniques that can improve people’s lives more
effective and widely available.
(page number) 10
References
Achterberg, J. (1985). Imagery in healing. Shambhala Publications.
American Psychological Association. (2017). Stress in America: The state of our nation.
https://www.apa.org/news/press/releases/stress/2017/state-nation.pdf
Baider, L., Uziely, B., & Kaplan De-Nour, A. (1994). Progressive muscle relaxation and guided imagery in
cancer patients. General Hospital Psychiatry, 16(5), 340–347. https://doi.org/10.1016/01638343(94)90021-3
Ball, T. M., Shapiro, D. E., Monheim, C. J., & Weydert, J. A. (2003). A pilot study of the use of guided
imagery for the treatment of recurrent abdominal pain in children. Clinical Pediatrics, 42(6),
527–532. https://doi.org/10.1177/000992280304200607
Bernstein, D. A., & Borkovec, T. D. (1973). Progressive relaxation training: A manual for the helping
professions. Research Press.
Bottomley, A. (1996). Group cognitive behavioural therapy interventions with cancer patients: A review
of the literature. European Journal of Cancer Cure, 5(3), 143–146.
https://doi.org/10.1111/j.1365-2354.1996.tb00225.x
Cohen, M., & Fried, G. (2007). Comparing relaxation training and cognitive-behavioral group therapy for
women with breast cancer. Research on Social Work Practice, 17(3), 313–323.
https://doi.org/10.1177/1049731506293741
Cunningham, A. J., & Tocco, E. K. (1989). A randomized trial of group psychoeducational therapy for
cancer patients. Patient Education and Counseling, 14(2), 101–114.
https://doi.org/10.1016/0738-3991(89)90046-3
Freebird Meditations. (2012, June 17). Progressive muscle relaxation guided meditation [Video].
YouTube. https://www.youtube.com/watch?v=fDZI-4udE_o
(page number) 11
Hardy, K. (2017, October 8). Mindfulness is plentiful in “The post-traumatic insomnia workbook.”
Veterans Training Support Center. http://bit.ly/2D6ux8U
Hashim, H. A., & Zainol, N. A. (2015). Changes in emotional distress, short term memory, and sustained
attention following 6 and 12 sessions of progressive muscle relaxation training in 10–11 years
old primary school children. Psychology, Health & Medicine, 20(5), 623–628.
https://doi.org/10.1080/13548506.2014.1002851
Holden-Lund, C. (1988). Effects of relaxation with guided imagery on surgical stress and wound healing.
Research in Nursing & Health, 11(4), 235–244. http://doi.org/dztcdf
Jacobson, E. (1938). Progressive relaxation (2nd ed.). University of Chicago Press.
Lange, S. (1982, August 23–27). A realistic look at guided fantasy [Paper presentation]. American
Psychological Association 90th Annual Convention, Washington, DC.
McCallie, M. S., Blum, C. M., & Hood, C. J. (2006). Progressive muscle relaxation. Journal of Human
Behavior in the Social Environment, 13(3), 51–66. http://doi.org/b54qm3
McGuigan, F. J., & Lehrer, P. M. (2007). Progressive relaxation: Origins, principles, and clinical
applications. In P. M. Lehrer, R. L. Woolfolk, & W. E. Sime (Eds.), Principles and practice of stress
management (3rd ed., pp. 57–87). Guilford Press.
Menzies, V., Lyon, D. E., Elswick, R. K., Jr., McCain, N. L., & Gray, D. P. (2014). Effects of guided imagery
on biobehavioral factors in women with fibromyalgia. Journal of Behavioral Medicine, 37(1), 70–
80. https://doi.org/10.1007/s10865-012-9464-7
Peterson, A. L., Hatch, J. P., Hryshko-Mullen, A. S., & Cigrang, J. A. (2011). Relaxation training with and
without muscle contraction in subjects with psychophysiological disorders. Journal of Applied
Biobehavioral Research, 16(3–4), 138–147. https://doi.org/10.1111/j.1751-9861.2011.00070.x
Rausch, S. M., Gramling, S. E., & Auerbach, S. M. (2006). Effects of a single session of large-group
meditation and progressive muscle relaxation training on stress reduction, reactivity, and
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recovery. International Journal of Stress Management, 13(3), 273–290.
https://doi.org/10.1037/1072-5245.13.3.273
Scherwitz, L. W., McHenry, P., & Herrero, R. (2005). Interactive guided imagery therapy with medical
patients: Predictors of health outcomes. The Journal of Alternative and Complementary
Medicine, 11(1), 69–83. https://doi.org/10.1089/acm.2005.11.69
Skovholt, T. M., & Thoen, G. A. (1987). Mental imagery and parenthood decision making. Journal of
Counseling & Development, 65(6), 315–316. http://doi.org/fzmtjd
Trakhtenberg, E. C. (2008). The effects of guided imagery on the immune system: A critical review.
International Journal of Neuroscience, 118(6), 839–855. http://doi.org/fxfsbq
Utay, J., & 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.
White, J. R. (2000). Introduction. In J. R. White & A. S. Freeman (Eds.), Cognitive-behavioral group
therapy: For specific problems and populations (pp. 3–25). American Psychological Association.
https://doi.org/10.1037/10352-001
Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). Basic Books.
Yu, S. F. (2004). Effects of progressive muscle relaxation training on psychological and health-related
quality of life outcomes in elderly patients with heart failure (Publication No. 3182156) [Doctoral
dissertation, The Chinese University of Hong Kong]. ProQuest Dissertations and Theses Global.
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