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Dance therapy: Theory, practice and training.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Dance therapy: Theory, practice and training./
Author:	Schmais, Claire.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1978,
Description:	221 p.
Notes:	Source: Dissertations Abstracts International, Volume: 66-08, Section: B.
Contained By:	Dissertations Abstracts International66-08B.
Subject:	Psychotherapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=DP10948
ISBN:	9798204322981

Dance therapy: Theory, practice and training.
Schmais, Claire.

Dance therapy: Theory, practice and training. - Ann Arbor : ProQuest Dissertations & Theses, 1978 - 221 p.

Source: Dissertations Abstracts International, Volume: 66-08, Section: B.

Thesis (Ph.D.)--Union Institute and University, 1978.

This item must not be sold to any third party vendors.

The practice of dance therapy is determined by the therapist's understanding of individuals, groups, dance and therapy. Those who train practitioners must have a theoretical framework within which to view these areas of study. By organizing and integrating existing knowledge, personal experience, and observations, this paper lays the foundation for an interpersonal theory of dance therapy and then presents a teaching methodology consistent with the stated premises. Chapter I, “Historical Roots”, outlines the work of Marion Chace who pioneered dance therapy at St. Elizabeth's Hospital in Washington, D.C. The core concepts of her work are discussed through four categories: body action, symbolism, therapeutic movement relationships, and rhythmic group activity. A case study illustrates the use of the basic principles inherent in the Chace approach. Chapter II invites the reader to view “A Dance Therapy Session” as an observer and as a therapist. Essential components of the session, such as the therapist's interventions, themes, music, verbalizations, formations, etc., are discussed in relation to specific stages of development in group dance therapy. Chapter III, “An Analysis of Group Process in Dance Therapy”, describes a methodology for studying group dance therapy and analyzes the content—free group behaviors of a videotaped dance therapy session. Findings about the pattern of the group's development, the use of rhythm and touch, and the amount of verbalization support assumptions made in the previous chapter. Chapter IV, “Healing Processes”, explains the use of eight therapeutic components in dance therapy: synchrony, expression, rhythm, vitalization, integration, cohesion, education, and symbolism. These elements are seen as part of the process and as the products of a dance therapy session. In Chapter V, “Learning to be a Dance Therapist”, the first semester of a dance therapy practicum class is described according to four categories: the directions given to the student, what they are asked to focus on, the purpose of the exercise, and comments from the students log. Chapter VI, “Leading a Peer Group”, presents the second semester of the practicum class in narrative form. The teacher's description of each class is tempered by excerpts from students logs. One class is also presented on an accompanying video tape. The “Discussion”, in Chapter VII, explicates the role of the therapist in effecting therapeutic changes. The teaching tasks and the group's development are discussed in relation to the competencies that are required for professional practice.

ISBN: 9798204322981Subjects--Topical Terms:

555943
Psychotherapy.
Subjects--Index Terms:

Chace, Marion

Dance therapy: Theory, practice and training.
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100 1 $a Schmais, Claire. $3 1437873
245 1 0 $a Dance therapy: Theory, practice and training.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1978
300 $a 221 p.
500 $a Source: Dissertations Abstracts International, Volume: 66-08, Section: B.
500 $a Publisher info.: Dissertation/Thesis.
502 $a Thesis (Ph.D.)--Union Institute and University, 1978.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The practice of dance therapy is determined by the therapist's understanding of individuals, groups, dance and therapy. Those who train practitioners must have a theoretical framework within which to view these areas of study. By organizing and integrating existing knowledge, personal experience, and observations, this paper lays the foundation for an interpersonal theory of dance therapy and then presents a teaching methodology consistent with the stated premises. Chapter I, “Historical Roots”, outlines the work of Marion Chace who pioneered dance therapy at St. Elizabeth's Hospital in Washington, D.C. The core concepts of her work are discussed through four categories: body action, symbolism, therapeutic movement relationships, and rhythmic group activity. A case study illustrates the use of the basic principles inherent in the Chace approach. Chapter II invites the reader to view “A Dance Therapy Session” as an observer and as a therapist. Essential components of the session, such as the therapist's interventions, themes, music, verbalizations, formations, etc., are discussed in relation to specific stages of development in group dance therapy. Chapter III, “An Analysis of Group Process in Dance Therapy”, describes a methodology for studying group dance therapy and analyzes the content—free group behaviors of a videotaped dance therapy session. Findings about the pattern of the group's development, the use of rhythm and touch, and the amount of verbalization support assumptions made in the previous chapter. Chapter IV, “Healing Processes”, explains the use of eight therapeutic components in dance therapy: synchrony, expression, rhythm, vitalization, integration, cohesion, education, and symbolism. These elements are seen as part of the process and as the products of a dance therapy session. In Chapter V, “Learning to be a Dance Therapist”, the first semester of a dance therapy practicum class is described according to four categories: the directions given to the student, what they are asked to focus on, the purpose of the exercise, and comments from the students log. Chapter VI, “Leading a Peer Group”, presents the second semester of the practicum class in narrative form. The teacher's description of each class is tempered by excerpts from students logs. One class is also presented on an accompanying video tape. The “Discussion”, in Chapter VII, explicates the role of the therapist in effecting therapeutic changes. The teaching tasks and the group's development are discussed in relation to the competencies that are required for professional practice.
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