RegularMente: Protocol of a randomized controlled trial of the effects of a guided imagery based intervention on the well-being, socioemotional and cognitive development, physiologic activity, and academic success of children in school context (2022-2025)

Research team: Iolanda Galinha (IR)

Research Team:

Joana Sampaio de Carvalho (co-IR) (Faculty of Psychology and Educational Sciences at the University of Lisbon)
Margarida Gaspar de Matos (Faculty of Medicine at the University of Lisbon)
Gina C. Lemos (Polytechnic Institute of Setubal)
António Labisa Palmeira (Lusophone University of Humanities and Technologies)
Augusta Gaspar (Portuguese Catholic University)

Literature stresses the importance of developing systematically and methodologically valid research to test
the potential effects of guided imagery as a cost-effective intervention for the well-being and development
of children in school context. This RCT aims to contribute to the body of research by implementing and
testing the benefits of an intervention program “RegularMente”, developed and implemented by Vértices
Association which is based on relaxation and guided imagery. The intervention is developed in class for 15
minutes before learning activities, three times per week, for five months – 57 (three-weekly) sessions.
Effects of the intervention will be measured on a range of emotional, physiologic, and cognitive outcomes
ofschool aged children. Mediation and moderation effects of the intervention will also be tested. From the
total number of TEIP schools identified for priority intervention – with which Vertices has an established
protocol in Lisbon, all classes (3rd and 4th grades) will be listed and numbered. From this list, 12 classes
will be randomly selected and distributed to the three condition groups – (a) relaxation and guided
imagery, (b) just relaxation, and (c) control. The sample will comprise 240 students (3rd and 4th graders, 8-11
years-old). The study is a Randomized Controlled Trial, and includes three data collection points: pretest,
post-test, and a six-month follow-up. The study uses a mixed data collection strategy that includes
students' structured and unstructured self-report data, cognitive testing, academic records and
physiological activity, as well as teachers and parents' reports on students.

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