Dance movement therapy Research Paper Example | Topics and Well Written Essays - 1250 words

Dance movement therapy - Research Paper Example By waiting or first asking the client to attempt an explanation of the content and meaning of the movement statement the therapist can help a further exploration and understanding through a shared dialogue and then possible interpretation by the therapist. Theoretical Orientations The field of dance/movement therapy is based on the belief that healthy functioning depends on the integration of the mind, the body, and the spirit. When there is a lack of such integration, an individual, group, or family may suffer from a variety of psychophysical disorders. Dance/ movement therapy is a form of psychotherapy that utilizes movement as the medium of interaction and intervention promoting change. The following section summarizes the major theoretical orientations within the field of dance/movement therapy. Chace Approach A basic tool for establishing nonverbal relationships used by dance/movement therapists is called mirroring, or attunement. Marian Chace, a major pioneer in the field refle cted, through her own muscular activity, the body movement of her patients. She was able to meet her patients where they were emotionally on a nonverbal, movement level of communication. Marian Chace’s core concepts of working in groups, utilizing rhythmic body action, and communicating through dance and movement are considered fundamental. She states: Dance therapy is the specific use of rhythmic bodily action employed as a tool in the rehabilitation of patients. . . . The dance therapist combines verbal and non-verbal communication to enable a patient to express feeling, to participate in human relationships, to increase personal self-esteem, to develop a more realistic concept of his body image, and through all these to achieve some feeling of relaxation and enjoyment. (Chace, p. 247) Judith Kestenberg calls movement empathy attunement, observing that it involves harmony between movers. Regarding â€Å"complete attunement† (p144) in the mother–infant interact ion, Kestenberg (1999) notes that complete attunement consists of mutual empathy and that â€Å"there is not only a sameness of needs and responses, but also synchronization in rhythms† (p. 161). The experience of attunement requires a process of kinesthetic identification. Muscular tensions felt in one person are also felt in the other. It is not necessary to duplicate the shape of the movement. Visual or touch attunement with a child or adult who is upset can lead to soothing. The degree of tension exhibited by the child or adult can be initially matched and then developed into less intense, more soothing patterns (Loman, 114). An integrated developmental approach draws from psychodynamic, ego psychological, Jungian, and relational models. The approach encompasses a solid movement and body-level understanding of the individual, interpersonal relationships, groups, and family systems throughout the life cycle. The framework for understanding human development, based primaril y on Erik Erikson, Anna Freud, Judith Kestenberg, Jean Baker Miller and colleagues, Margaret Mahler, and Donald Winnicott, fosters awareness of the significant life challenges encountered at each stage of the life cycle. Each stage can be approached from a body–mind–spirit perspective. Object relations theories with their body-movement foundations; provide an understanding of the phases of separation/individuation and the nature of interpersonal rel

Aim of education Essay Example | Topics and Well Written Essays - 2500 words

Aim of education - Essay Example At the start ÃŽ ¿f Early-Modern Britain, schooling was very limited in its form. Education was not as widespread as it was towards the end ÃŽ ¿f the period. Education was normally limited to the Royalty and Nobility. Not through legislation but the expense ÃŽ ¿f private tuition and lack ÃŽ ¿f other established educational institutions. Private tutors were the educators ÃŽ ¿f British Society in Medieval times. Tutors were academics that taught children in their homes. Tutors sometimes lived with their students and became tutor-companions ÃŽ ¿f the students. This mode ÃŽ ¿f education was clearly out ÃŽ ¿f reach to a large proportion ÃŽ ¿f the population. The other previous form ÃŽ ¿f limited education was related to the religious orders ÃŽ ¿f the time, within monasteries. This was very limited due to the numbers that the church could take and provide employment for. After a time several other types ÃŽ ¿f schooling established themselves in British Society. At the start ÃŽ ¿f Early-Modern Britain there were several modes ÃŽ ¿f schooling developing. These included groupings such as Independent Schools, Song Schools and alas, grammar schools. Independent schools for example had a single headmaster that ran classes from his own home and drew his students from the local community. Some Headmasters ran boarding schools that were designed for students to live and study in. These forms ÃŽ ¿f schools deviated from the previous form ÃŽ ¿f education, the private tutor. Endowed schools arose from several communities and towns. The municipal councils often sponsored these endowed schools. This sometimes allowed for free or subsidised education for all young boys (and some girls) who lived in the community. Young girls however, were seldom taught in the town in which they lived. The purpose ÃŽ ¿f the education was to train future workers and leaders ÃŽ ¿f the town. Such towns and communities believed that a good education would lead to a