Educator perceptions of dance/movement therapy in the special education classroom

Devereaux, Christina

doi:10.1080/17432979.2016.1238011

Cited by 11 publications

(24 citation statements)

References 24 publications

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“…It might be possible that DMP could have provided opportunities for children to engage affectively in these sessions enabling emotional regulation and opportunities to communicate with others. These findings are in line with the outputs of the earlier studies included in the systematic review (Samaritter, 2015;Chiang et al, 2016;Athanasiadou and Karkou, 2017;Devereaux, 2017).…”

Section: Effects Of Dmp On Social and Emotional Wellbeing Of Children With Asdsupporting

confidence: 88%

“…The systematic literature review completed for DMP practice with children below 16 years (Aithal, 2020) synthesized findings from seven studies with clear research designs. The review included two quantitative studies (Hartshorn et al, 2001;Chiang et al, 2016), three qualitative (Wengrower, 2010;Houghton and Beebe, 2016;Devereaux, 2017), one artistic inquiry (Athanasiadou and Karkou, 2017) and one mixedmethods thesis (Samaritter, 2015). It concluded that DMP can potentially promote the social, physical, emotional as well as cognitive wellbeing of children with ASD.…”

Section: Dmp For Children With Asdmentioning

confidence: 99%

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A Dance Movement Psychotherapy Intervention for the Wellbeing of Children With an Autism Spectrum Disorder: A Pilot Intervention Study

et al. 2021

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BackgroundSustaining the wellbeing for children with an autism spectrum disorder (ASD) can be highly demanding. Dance Movement Psychotherapy (DMP), a form of psychotherapy with a non-verbal character, may present as a relevant intervention option for this group of children.MethodsA protocol-based group DMP intervention was developed and implemented in two special educational needs schools in the North West of England. We aimed to investigate the effects of DMP on children with ASD using the Social Communication Questionnaire (SCQ) and Strengths and Difficulties Questionnaire (SDQ). Twenty-six children aged between 8 and 13 years (mean age = 10.65 years) with ASD were randomly allocated to DMP and a control group with standard care, following a crossover research design.ResultsResults showed no significant carryover or period effects for either the SCQ or SDQ (p > 0.05). A significant intervention effect was found only for SCQ (p = 0.005) but not for SDQ (p > 0.05). ANCOVAs were performed on the data before the crossover to test for differences in SCQ and SDQ scores between the DMP intervention and control groups while controlling for pre-intervention scores. Those in the DMP intervention group presented significantly lower SCQ scores following the intervention period than those in the control group (p = 0.001). No significant differences in post-intervention SDQ scores were found between DMP intervention and control groups (p = 0.2). However, minimal clinically important differences (MCID) were reached for both SCQ and SDQ measures before crossover for those in the DMP intervention group. Moreover, repeated measures ANOVAs performed on SCQ and SDQ measures following crossover were significant, with the change in both SCQ (p = 0.001) and SDQ (p = 0.009) pre-and post-intervention being significantly greater for those in the DMP intervention than the control group.ConclusionThe pilot DMP intervention has shown promising results on the social and emotional wellbeing of children with ASD irrespective of whether they preferred verbal or non-verbal mode of communication. Limitations and appropriateness of the research methods implemented in this study for their use in a large RCT are discussed in detail. Overall, our findings highlight the value of creative therapies for improving the lives of young vulnerable groups.

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Section: Effects Of Dmp On Social and Emotional Wellbeing Of Children With Asdsupporting

confidence: 88%

Section: Dmp For Children With Asdmentioning

confidence: 99%

A Dance Movement Psychotherapy Intervention for the Wellbeing of Children With an Autism Spectrum Disorder: A Pilot Intervention Study

et al. 2021

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“…The demands of the school day, time and space constraints and timetabled curriculum have been reported elsewhere as detrimental to facilitating creative therapies (Devereaux, 2017;Ebrahim, Steen & Paradise, 2012). Despite this inconsistency, pupils expressed that they wanted to have had more time to do DMP and to continue the following year.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Staff and pupils recognised DMP's potential to extend psychological and physical repertoires and sense of 'active mastery' (Devereaux, 2017;Payne, 2003), beyond and differing from other school activities. The non-dualism of mind-body in DMP combined with the client's creative and non-directive process, makes it markedly different to commonly-encountered subjects such as dance, P.E., art, P.H.S.E., or even other therapeutic interventions (Röhricht, 2009).…”

Section: Theme 2: Empowerment Novel Perceptions and Awareness In Schmentioning

confidence: 99%

‘Putting themselves out there’ into the unknown: Dance movement psychotherapy as perceived by five educators and three pupils

Parsons

Dubrow‐Marshall

2018

Body, Movement and Dance in Psychotherapy

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The introduction of dance movement psychotherapy (DMP) to a mainstream secondary school in the United Kingdom was explored from the perspectives of some educators (n = 5) and pupil-clients (n = 3) to discover perceptions of, and influences on the process of establishing a DMP practice to support pupils within this setting. Semi-structured interviews were analysed using constructivist grounded theory by an ethnographically situated therapist-researcher. Two polarities of themes emerged: constraints, normative inhibitions and expectations, versus empowerment, novel perceptions and awareness. These polarities were evident at two levels of process: school structures and community mind-set and individual engagement with DMP. The results highlight inherent dynamics in positioning of therapeutic provision within a school environment, amplified in unconventional, creative and embodied forms of intervention. An awareness of the tension between these opposites may be useful for dance movement psychotherapists in setting themselves within mainstream education.

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“…These approaches, positioned as primary and/or supplemental interventions, are intended to offer students dynamic social‐emotional and behavioral support. Examples of these practices include mindfulness (Bostic et al, 2015; Renshaw, 2020), relaxation and guided imagery (deLeyer‐Tiarks et al, 2020), yoga (Ferreira‐Vorkapic et al, 2015; Serwacki & Cook‐Cottone, 2012; Smith et al, 2020), music therapy (Carpente, 2017; McFerran et al, 2016; Smith, 2018; Swanson, 2020), dance/movement therapy (Devereaux, 2017; Eke & Gent, 2010), and art therapy (Deboys et al, 2017; Isis et al, 2010; Nelson, 2010; Spier, 2010). Recent literature in the field of school‐based drama therapy has located the practice among these burgeoning models of support (Mayor & Frydman, 2019).…”

mentioning

confidence: 99%

Implementation of drama therapy services in the North American school system: Responses from the field

Frydman

Mayor

2021

Psychology in the Schools

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Drama therapy is an emerging mental health practice in North American schools. Yet little research has focused directly on the role of drama therapists in schools or their service navigation practices and challenges. From February to July of 2018, drama therapists affiliated with the North American Drama Therapy Association currently working in North American schools were invited to participate in an online Qualtrics survey. A qualitative thematic analysis was conducted on open-ended response items, the results of which reflect drama therapists' experiences pioneering direct and indirect services and responding to implementation challenges. Findings suggest that while drama therapists provide a number of critical school services, there are identifiable barriers to full integration into the system. Implications for drama therapists include the need for a further specified and structured role, formalized inclusion in student support teams, consistent opportunities to support both students and staff, more secure funding sources, clear implementation logistics, and increased awareness and education about drama therapy among school administrators, faculty, and mental health support staff.

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Educator perceptions of dance/movement therapy in the special education classroom

Cited by 11 publications

References 24 publications

A Dance Movement Psychotherapy Intervention for the Wellbeing of Children With an Autism Spectrum Disorder: A Pilot Intervention Study

A Dance Movement Psychotherapy Intervention for the Wellbeing of Children With an Autism Spectrum Disorder: A Pilot Intervention Study

‘Putting themselves out there’ into the unknown: Dance movement psychotherapy as perceived by five educators and three pupils

Implementation of drama therapy services in the North American school system: Responses from the field

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