FLORAL ARRANGEMENT PROGRAMME IN SCHIZOPHRENIA 625 showed signiﬁcant improvement in their scores for a block-tapping task back- ward version; whereas, non-treated control patients did not show such an improvement. The present results suggest that the SFA programme may posi- tively stimulate visuospatial working memory in patients. Keywords: Rehabilitation; Visuospatial working memory; Floral arrangement. INTRODUCTION Cognitive deﬁcits may restrict the social participation of patients with schizophrenia (e.g., Bowie et al., 2008; Green, 1996). On the basis of the relationship between poor cognitive and social functions, several therapies have been established that have successfully demonstrated cognitive improvements (Bell, Bryson, Greig, Corcoran, & Wexler, 2001; Hogarty et al., 2004; Medalia & Richardson, 2005; Wykes et al., 2007). In schizophrenic patients, Prouteau et al. (2005) showed that non-verbal visual memory can predict improvement in autonomy in daily living activi- ties. Other studies have also reported positive correlations between spatial working memory ability and social functioning in schizophrenia (Aubin, Stip, Ge´linas, Rainville, & Chapparo, 2009; Takahashi et al., 2005). These ﬁndings suggest that in schizophrenic patients, non-verbal/visuospatial (working) memory is an important target and should be treated through cognitive training (Bell et al., 2001; Hogarty et al., 2004; Wykes et al., 2007). However, to the best of our knowledge, there are few studies that have reported improvements in visuospatial working memory in schizo- phrenic patients. In the present study, we demonstrate a stimulation programme of visuos- patial memory, and examine the effects on schizophrenic patients. This pro- gramme involved a ﬂoral arrangement task, and was named the structured ﬂoral arrangement (SFA) programme. We developed tools (Figure 1) that allow the easy creation of symmetrical ﬂoral arrangements systematically. In this programme, the arrangement pattern, and production procedure (order and location of placing each of the natural materials) were predeter- mined and shown in an instruction sheet. Based on the sheet, participants had to identify the placement order and position of each item, and memorise it temporarily to put the item correctly on an absorbent sponge. The SFA structure resembles that of a pegboard, which has been widely used in phys- ical and cognitive rehabilitation for brain damaged patients (Ashman et al., 2008; Burdea, 2003), in which patients place pegs into uniform slots. However, there are two differences between the methods. First, the SFA pro- cedure includes three-dimensional visual manipulations that require more complex visuospatial processes than pegboard work. Second, in the SFA