國立虎尾科技大學 |

Dance therapy : = Theory, practice and training.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Dance therapy :/
其他題名:	Theory, practice and training.
作者:	Schmais, Claire.
面頁冊數:	1 online resource (221 pages)
附註:	Source: Dissertations Abstracts International, Volume: 66-08, Section: B.
Contained By:	Dissertations Abstracts International66-08B.
標題:	Clinical psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9798204322981

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

Dance therapy :Theory, practice and training. - 1 online resource (221 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798204322981Subjects--Topical Terms:

649607
Clinical psychology.
Subjects--Index Terms:

Chace, MarionIndex Terms--Genre/Form:

554714
Electronic books.

Dance therapy : = Theory, practice and training.
LDR:03942ntm a22003977 4500 001 1145554
005 20240624103724.5
006 m o d
007 cr bn ---uuuuu
008 250605s1978 xx obm 000 0 eng d
020 $a 9798204322981
035 $a (MiAaPQ)AAIDP10948
035 $a AAIDP10948
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Schmais, Claire. $3 1437873
245 1 0 $a Dance therapy : $b Theory, practice and training.
264 0 $c 1978
300 $a 1 online resource (221 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
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.
504 $a Includes bibliographical references
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Clinical psychology. $3 649607
650 4 $a Higher education. $3 1148448
650 4 $a Dance. $3 556850
650 4 $a Psychotherapy. $3 555943
653 $a Chace, Marion
653 $a Dance therapy
653 $a Group process
653 $a Marion Chace
653 $a Practicum
655 7 $a Electronic books. $2 local $3 554714
690 $a 0622
690 $a 0378
690 $a 0745
710 2 $a Union Institute and University. $3 1182066
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 66-08B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=DP10948 $z click for full text (PQDT)