AMERICAN JOURNAL OF DANCE THERAPY最新文献

{"title":"A Case for Playful Engagement: Synchrony and Interaction Quality During Mirroring in ASD. Conceptual Framework and Case Study","authors":"Elizabeth Manders,&nbsp;Sabine C. Koch,&nbsp;Thomas Fuchs","doi":"10.1007/s10465-022-09359-0","DOIUrl":"10.1007/s10465-022-09359-0","url":null,"abstract":"<div><p>The social challenges in autism spectrum disorders (ASD) can present as qualitative differences in interactions that make individuals on the autism spectrum appear less engaged with others. Limited interactional synchrony and other nonverbal movement patterns may contribute to these qualitative differences. This article uses the case of Hans, an adult on the autism spectrum, to describe patterns of synchrony and interaction quality during mirroring activities in dance/movement therapy. Raters scored videos of Hans and his partners on <i>affective engagement</i>, <i>flow of the interaction</i>, and interpersonal <i>synchrony.</i> They also qualitatively described his movements and interactions. Hans consistently participated in mirroring, but showed different patterns of attention and engagement when leading, following, interacting, or dancing in an open-ended dance. Hans was able to move in synchrony with partners, showed positive affect, and increased his movement repertoire by returning to others’ movements in later sessions. He was the most engaged when following a playful movement theme with a dance/movement therapy student partner. His affective engagement increased, but only in the less structured open-ended dance and only across the five sessions with this same dance/movement therapy student partner, and not when the sessions with his other partners, including others on the autism spectrum, were included. This points to a potential need to have dance/movement therapists model developing a movement relationship using flexible and playful contexts to emotionally engage the individual and reflect the complexity of everyday social situations. We present clinical recommendations and suggestions for future studies.</p></div>","PeriodicalId":44552,"journal":{"name":"AMERICAN JOURNAL OF DANCE THERAPY","volume":"44 2","pages":"143 - 167"},"PeriodicalIF":0.8,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10465-022-09359-0.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44925514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Where Contact Improvisation Meets Dance/Movement Therapy: An Embodied Group Artistic Inquiry","authors":"Kelly Jackson","doi":"10.1007/s10465-022-09360-7","DOIUrl":"https://doi.org/10.1007/s10465-022-09360-7","url":null,"abstract":"","PeriodicalId":44552,"journal":{"name":"AMERICAN JOURNAL OF DANCE THERAPY","volume":"44 1","pages":"21 - 44"},"PeriodicalIF":0.8,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52292010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Where Contact Improvisation Meets Dance/Movement Therapy: An Embodied Group Artistic Inquiry","authors":"Kellyn Jackson","doi":"10.1007/s10465-022-09360-7","DOIUrl":"10.1007/s10465-022-09360-7","url":null,"abstract":"<div><p>The purpose of this study was to explore potential for integrating elements of contact improvisation (CI) into the practice of dance/movement therapy (DMT). This study aimed to determine the critical considerations for introducing an improvisational practice involving the use of touch to clients in a safe and therapeutic manner. The primary research question was: How can CI be used within the practice of DMT? The primary investigator collaborated with three dance/movement therapists who also practice CI to explore the research question through an embodied group artistic inquiry. Co-researchers met three times for three hours each in a private dance studio space. Data were collected and analyzed through arts-based methods, including structured improvisations, visual art, and dialogue which were documented through a short film. The results illuminated the many layers of psychological and emotional content that CI can provoke, suggesting that CI must be broken down into small, manageable experiences specific to the clients’ needs, setting and treatment goals. Two themes emerged that illuminate the purpose of CI in DMT, which are holism and making contact. The study aims to spark further conversation about the ways in which the exploration of contact (both physical and emotional) can be transformational for DMT clients and facilitators.</p></div>","PeriodicalId":44552,"journal":{"name":"AMERICAN JOURNAL OF DANCE THERAPY","volume":"44 1","pages":"21 - 44"},"PeriodicalIF":0.8,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50530176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of Dance/Movement Therapy Intervention for Children with Intellectual Disability at an Early Childhood Special Education Preschool","authors":"Hideki Takahashi,&nbsp;Mi An,&nbsp;Tamako Matsumura,&nbsp;Mihoko Seki,&nbsp;Yuuya Ogawa,&nbsp;Takehiro Sasai,&nbsp;Kanae Matsushima,&nbsp;Ami Tabata,&nbsp;Toshihiro Kato","doi":"10.1007/s10465-022-09356-3","DOIUrl":"10.1007/s10465-022-09356-3","url":null,"abstract":"<div><p>Children with intellectual disability (ID) often have deficits in gross motor skills and static and dynamic balance abilities, poor lower muscle strength, and an increased risk of serious falls. They also face difficulty in continuing physical activity programs due to cognitive impairment and easy loss of motivation. However, dance/movement therapy (DMT) has been found to help children with ID perform static and dynamic movements. This study aimed to assess the effectiveness of DMT group sessions for children with ID as part of an early childhood special education preschool program. The outcome measures involved employing a hand-held dynamometer to assess knee extensor muscles, the one-leg stand test for static balance, and the timed “up and go” test for dynamic balance, and administering the Child Behavior Checklist and Caregiver-Teacher Report Form for children’s adaptive functions and behavioral problems, as reported by parents or relatives and teachers respectively. Twenty-one children with ID aged 36 to 72 months participated in the study. Ten 60-min DMT group sessions were conducted as manualized intervention, once a week. The measurements were done before and after the 10 DMT group session, and then compared. The results showed statistically significant changes in both knee extensor muscles, the standing time for both legs in the one-leg stand test, attention problems and affective problems in the Checklist, and total score, internalizing problems (including emotionally reactive and somatic complaints), externalizing problems (including attention problems and aggressive behavior), affective problems, anxiety problems, and attention deficit/hyperactivity problems in the Report Form. This study found that the DMT group sessions as part of an early childhood special education preschool program for children with ID aged 36 to 72 months helped improve their knee extensor muscles and static balance while reducing maladaptive behaviors, enabling them to enjoy the sessions for the full study period.</p></div>","PeriodicalId":44552,"journal":{"name":"AMERICAN JOURNAL OF DANCE THERAPY","volume":"45 1","pages":"20 - 40"},"PeriodicalIF":0.8,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45411174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dancing with My Other-Self: A Self-Portrait History of a Healing Process Through Dance","authors":"Sarahí Lay Trigo, Kimberly Rothwell","doi":"10.1007/s10465-022-09358-1","DOIUrl":"https://doi.org/10.1007/s10465-022-09358-1","url":null,"abstract":"","PeriodicalId":44552,"journal":{"name":"AMERICAN JOURNAL OF DANCE THERAPY","volume":"44 1","pages":"45 - 72"},"PeriodicalIF":0.8,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52291915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dancing with My Other-Self: A Self-Portrait History of a Healing Process Through Dance","authors":"Sarahí Lay Trigo,&nbsp;Kimberly Rothwell","doi":"10.1007/s10465-022-09358-1","DOIUrl":"10.1007/s10465-022-09358-1","url":null,"abstract":"<div><p>Where does the seed of recovery from trauma, from illness, from injury find ground, sink roots, and start to grow? Can one find empowerment in a body, subjected to illness, trauma and disability? In this autobiographical article, the authors takes us on a journey into illness, where despair threatens her very will to live. In fact, she becomes to herself something foreign, grotesque, and completely other. And yet, hope sprouts. This work has two voices: the primary voice describes the power of dance in her healing from paralysis (hemiparesis and complete disfigurement of the face) due to viral encephalitis caused by herpes zoster (chickenpox). Sentenced not to walk again, she desperately and willfully turned to dancing to help in her recovery. It took her two years to return to formal dance classes and seven years to perform professionally again.  In this article, she shares in an intimate conversation how dance can be more than an aesthetic art, and can support the process of transformational rehabilitation. The secondary voice from the co-author urges dance/movement therapists to listen carefully to direct experience, and utilize an embodied inquiry into illness and healing. Autobiographical experience offers an invitation for dance/movement therapists to further their understanding of the lived experience of rehabilitation and the psychology of illness and thereby deepen their capacity to clinically support the painful process of integration when healing does not look like a return to a level of prior functioning.</p></div>","PeriodicalId":44552,"journal":{"name":"AMERICAN JOURNAL OF DANCE THERAPY","volume":"44 1","pages":"45 - 72"},"PeriodicalIF":0.8,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50516842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Marian Chace Foundation Film Screening and Panel Discussion: Dance Therapy: The Power of Movement","authors":"Jacelyn Biondo","doi":"10.1007/s10465-022-09355-4","DOIUrl":"10.1007/s10465-022-09355-4","url":null,"abstract":"<div><p>This year, the Marian Chace Foundation faced an an unexpected turn of events. This created a shift in programming that called for quick creative thinking and flexibility in long held traditions. In lieu of a traditional lecturer, the 2021 Marian Chace Foundation Lecture began with a film screening of <i>Dance Therapy: The Power of Movement</i> and culminated with a professional panel including some of the women involved with the 1982 film. The panel moderator guided inquiries around the conception and creation of the film, the clinical processes, and general knowledge of the practice of dance movement therapy. Transcripts of the panel discussion highlight the rich dialogue between those women who were paving the way for dance movement therapy to be a respected career in the United States of America and provided a glimpse, through both the film and the panel, of the remarkable, therapeutic work they were providing decades ago. The 2021 Marian Chace Foundation film screening and professional panel can be viewed at https://www.youtube.com/watch?v=8L7jMlngmLA.</p></div>","PeriodicalId":44552,"journal":{"name":"AMERICAN JOURNAL OF DANCE THERAPY","volume":"44 1","pages":"73 - 84"},"PeriodicalIF":0.8,"publicationDate":"2022-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10465-022-09355-4.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50479156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Re-embodied by the Rhythm: A Jungian Understanding of a Woman’s Experience of Birth Trauma and Its Transformation Through a Spiritual Dance Practice","authors":"Pamela D. Hancock","doi":"10.1007/s10465-021-09352-z","DOIUrl":"10.1007/s10465-021-09352-z","url":null,"abstract":"<div><p>C. G. Jung, and those who followed in his footsteps to shape Depth Psychology, gave us the words to understand the complexes that develop after someone has experienced trauma. In particular when a woman experiences birth trauma, she can become gripped by the victim complex, feeling trapped by the feeling-toned archetypal core that affects how she interacts with the world. But what is the remedy to heal this? In the mire of my own turmoil, after the terrifying medicalized birth of my son, a chance encounter with a spiritual dance practice on the cliffs of the California coast was the only thing that helped. Curious to determine what was happening within me, I discovered that the ancient practice of dance actually engages the Transcendent Function. Miller (The transcendent function: Jung’s model of psychological growth through dialogue with the unconscious, State University of New York Press, Albany, 2004) offers a beautiful description of this Jungian concept, “The transcendent function is the tissue between consciousness and the unconscious; it is the expression of the space or field that mediates between the two” (p. 126). This connective tissue had been broken during my traumatic experience and it was only when my consciousness could once again successfully communicate with my unconscious that I began to become restored. Thus, my research examines how a complex can develop as a result of trauma, the way in which dance activates the transcendent function, and how these two things worked together to help me align with the complex to work towards individuation after tribulations.</p></div>","PeriodicalId":44552,"journal":{"name":"AMERICAN JOURNAL OF DANCE THERAPY","volume":"43 2","pages":"157 - 166"},"PeriodicalIF":0.8,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42313503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Dance of Becoming: Pedagogy in Dance/Movement Therapy in the United States","authors":"Valerie Blanc","doi":"10.1007/s10465-021-09351-0","DOIUrl":"10.1007/s10465-021-09351-0","url":null,"abstract":"<div><p>The purpose of this study was to begin to define pedagogical theory and practice in the field of dance/movement therapy (DMT). Fourteen DMT educators from American dance therapy association approved programs participated in the study, taking part in individual semi-structured interviews through a phenomenological lens. The participants had taught in the DMT field for at least five years and at most 44 years. Utilizing grounded theory methods, two focus groups were also conducted in which six DMT educators discussed initial qualitative themes from the individual interviews. Through an engaged process, participants were able to participate in the further defining of the study’s themes. Data were analyzed using grounded theory methods of initial and focused coding. The researcher also used member checking, peer review, and a personal research journal to name her own reflexive position within the emerging data. The researcher’s findings centered around six qualitative themes. These themes named the importance of the DMT student’s development of self-awareness including body identity, cultural identity, and professional identity all housed within the experience of embodied learning. Findings also named the importance of educator transparency and modeling in the classroom to create space for student exploration. Recommendations from the study aimed towards creating more opportunities for educators to collaborate and communicate across the field with the goal of creating best practices for DMT education. Also recommendation for DMT educators centered around clarity of expectations in the embodied self-reflective learning process.</p></div>","PeriodicalId":44552,"journal":{"name":"AMERICAN JOURNAL OF DANCE THERAPY","volume":"43 2","pages":"167 - 187"},"PeriodicalIF":0.8,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10465-021-09351-0.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39875777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Movement Based Experiential Learning and Competency Development in Dance/Movement Therapy Graduate Education: Early Practitioner Perspectives","authors":"Eri Millrod,&nbsp;Sherry Goodill,&nbsp;Miriam Giguere,&nbsp;Girija Kaimal,&nbsp;Erica Wilkins,&nbsp;Meg Chang","doi":"10.1007/s10465-021-09353-y","DOIUrl":"10.1007/s10465-021-09353-y","url":null,"abstract":"<div><p>Experiential classes that use dance/movement as the primary means of learning are universal in dance/movement therapy (DMT) graduate education programs in the United States. Yet, there have been no studies to determine what competencies develop in movement based experiential classes in DMT education. This is a report of a qualitative study that used thematic analysis to identify competencies that DMT students develop from movement based experiential learning (MBEL). Competencies identified in this study were compared to the education standards set by the American Dance Therapy Association (ADTA). As expected, MBEL was most instrumental in developing competencies for clinical practice and professional development. MBEL was less effective in developing competencies for multiculturalism and theoretical knowledge. The study identified a set of new competencies related to emotional intelligence that is not in the ADTA’s standards and is unique to student experiences in MBEL. This study focused on the student perspective, which can help address some of the weaknesses of current education practices. The article ends with the benefits and limitations of a competence based education for DMT.</p></div>","PeriodicalId":44552,"journal":{"name":"AMERICAN JOURNAL OF DANCE THERAPY","volume":"43 2","pages":"188 - 222"},"PeriodicalIF":0.8,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44385899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}