A contextualizing image (Cl) is a powerful central image of a dream which appears to "contextualize" (provide a picture-context for) the dreamer's emotion. For instance, dreamers who have experienced any serious traumatic event sometimes dream, "I was overwhelmed by a tidal wave." This appears to picture their feeling of terror and/or vulnerability.A scoring system for CIs is examined here and is applied to dreams and daydreams supplied by 40 students. Two raters scoring dreams on a blind basis showed good inter-rater reliability. Recent dreams were shown to have more as well as more intense CIs than recent daydreams; likewise, dreams "that stand out" had more intense CIs than daydreams that "stand out." Students with "thin boundaries" had more and more intense CIs than students with "thick boundaries" in their recent dreams and nightmare, but not so clearly in dreams and nightmares "that stand out." The emotions judged as contextualized by the powerful images tended towards fear/terror and helplessness/vulnerability in dreams (especially in dreams that stand out) whereas emotions contextualized by images in daydreams showed a wide range with no clusters.

This study examined the effects of professional development integrating academic literacy and biology instruction on science teachers? instructional practices and students? achievement in science and literacy. The intervention consisted of 10 days of professional development in Reading Apprenticeship, an instructional framework integrating metacognitive inquiry routines into subject-area instruction to make explicit the tacit reasoning processes, problem-solving strategies, and textual features that shape literacy practices in academic disciplines. The study utilized a group-randomized, experimental design and multiple measures of teacher implementation and student learning and targeted groups historically unrepresented in the sciences. Hierarchical linear modeling procedures were used to estimate program impacts. Intervention teachers demonstrated increased support for science literacy learning and use of metacognitive inquiry routines, reading comprehension instruction, and collaborative learning structures compared to controls. Students in treatment classrooms performed better than controls on state standardized assessments in English language arts, reading comprehension, and biology.

A contextualizing image (Cl) is a poweiful central image in a dream which can be seen as picturing, or providing a picture-context for, the dominant emotion of the dreamer. Thus the paradigmatic dream, HI was overwhelmed by a tidal wave," contextualizes the dominant emotion of fear/terror or helplessness. This study examined the question of whether CIs, scored on a blind basis, are especially frequent and intense in persons who have suffered abuse, and in persons who have suffered a recent acute trauma.Two sets of dream data were studied. A single "most recent dream" was obtained from each of 306 students. The contextualizing image (Cl) score measuring presence and intensity of a contextualizing image, scored on a blind basis, was higher among students who reported any abuse (physical or sexual, childhood or recent) compared to those who reported no abuse.Second, a total of 451 dreams were collected in periods after trauma from ten persons who had experienced a variety of different acute traumas. Infour of the ten cases, a series of dreams before as well as immediately after trauma were available. In allfourofthese, the CI score was higher after trauma than before, but the d(fference was statistically significant in only one case. The CI scores in the ten trauma subjects overall were found to be significantly higher than the CI scores in the overall student group. In each of the ten trauma cases, the mean CI score was higher than the mean CI score of the student group. The differences were even greater, with higher t values. when the 10 trauma cases were compared with the group of students who had reported no abuse. Since the student group differed greatly from the trauma group in sex distribution, age, and other ways, an age and gender matched subgroup of the students wasformed. CI scores in the trauma group were significantly higher than in this matched control group.The emotions rated as contextualized by the dream images tended towards more negative than positive emotions. Fear/terror and helplessness/vulnerability were especially prominent. However, this was true in the dreams of students who reported no abuse, as well as those of students who reported abuse and the dreams of the group who had experienced trauma. The students who reported abuse tended to picture less of the positive emotions. Only the two most severely traumatized of the trauma cases showed an unusual amount of

Prior studies indicate that a personality dimension reflecting thin versus thick boundaries is related to global ratings of dream vividness, amount of emotion, and amount of interaction. In the present study, these relationships were examined by relating scores from the Boundary Questionnaire (Hartmann, 1991) to dream content among 80 patients seen at a sleep disorders center. Thinness of boundaries was significantly correlated with dream length, vividness, amount of detail, and amount of emotion, and showed a trend towards correlation with aggressive interaction and nightmare-likeness. When dream length was statistically controlled, the relationships between boundary structure and dream content were no longer statistically significant, although amount of emotion and amount of detail showed a trend in the original direction. A principal components analysis was used to identifY three factors in the dream content data (eigenvalues > 1.0). The first factor involved dream length, vividness, detail, and emotion; the second involved love/tender interaction and sexual interaction; and the third involved aggressive interaction. Thinness of boundaries showed a significant correlation with only the first factor. We suggest that the trait continuum ranging from thick to thin boundaries is similar to the state continuum running from focused waking thought to dreaming, and that both continua refer to the same aspects of cortical activity.