Short Term Intervention Model for Enhancing Divergent Thinking among School Aged Children

Abstract

Creative ability can be developed and improved through intervention and training. This study presents a unique and innovative intervention program for enhancing creative thinking among children, focusing on divergent thinking skills. The program was designed as a short-term (10 weeks) training and conducted with 150 school students ranging in age from 9 to 13 years. The training included in a series of assignments, inspired by theoretical and practical concepts of mindfulness, theory of mind, and perspective taking. Divergent thinking was measured by fluency and uniqueness scores according to Tel Aviv Creativity Test (TACT). Results showed that children who participated in the program scored significantly higher on the divergent thinking tests after the intervention took place and that they showed higher creative achievements compared to children in the control groups.

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