Evaluating the impact of incorporating dance into the curriculum of children encountering profound and multiple learning difficulties

Lamond, Ian R.

doi:10.1080/17432970903315857

Cited by 7 publications

(3 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In one school in the United Kingdom, dance was introduced into the curriculum of children with profound and multiple learning difficulties. Despite the fact that the results from the post-project evaluation were not conclusive, the impact of the project was real as the school decided to provide dance interventions to all children attending its facilities (Lamond, 2010). Eighth-grade students at-risk of not transitioning well to high school also benefited from group art therapy as positive changes in increased coping skills and a diminution of disruptive behaviors were signalled in a publication by Spier (2010).…”

Section: Creative Expression Interventionsmentioning

confidence: 99%

Effects of classroom-based creative expression programmes on children's well-being

Beauregard¹

2014

The Arts in Psychotherapy

View full text Add to dashboard Cite

Section: Creative Expression Interventionsmentioning

confidence: 99%

Effects of classroom-based creative expression programmes on children's well-being

Beauregard¹

2014

The Arts in Psychotherapy

View full text Add to dashboard Cite

“…3 A detailed account of the intervention and an analysis of its results appear elsewhere (Lamond 2010). Here I shall be taking a step back from that empirical study to consider why dance and somatic practice may be of particular significance for the individual encountering PMLD, situating the question of the place of dance and somatic practice in special education settings in a deeper, theoretical, context.…”

Section: Introductionmentioning

confidence: 99%

One step back

Lamond

2009

Journal of Dance &Amp; Somatic Practices

Self Cite

View full text Add to dashboard Cite

From 2005 to 2006 LUDUS Dance, a professional contemporary dance and dance-in-education company based in the English city of Lancaster were funded by the Arts Council England to deliver a dance programme to a school for children encountering profound and multiple learning difficulties (PMLD). Following the reported impact of incorporating dance into the educational experience of the participating children, this article considers why dance and somatic practice may be of particular significance for the individual encountering PMLD, situating the question of the place of dance and movement in education, and its impact on those encountering PMLD, in a deeper theoretical context.

show abstract

“…In terms of behavioral difficulties, DMP allows children to develop problem-solving abilities and gain methods of self-control, preventing underlying forms of aggression from being escalated into more disruptive behaviors ( Koshland et al, 2004 ; Koolaee et al, 2014 ). Preliminary studies have also highlighted the value of DMP for children with ADHD ( Grönlund et al, 2005 ; Redman, 2007 ), depression ( Jeong et al, 2005 ), and learning difficulties ( Lamond, 2010 ; Mullane and Dunphy, 2017 ; Unkovich et al, 2017 ). The impact of DMP is extending to children experiencing stressful events, such as immigration ( Bareka et al, 2019 ; Grasser et al, 2019 ; Dieterich-Hartwell et al, 2020 ), pandemics and lockdowns ( Muhs, 2021 ; Shuper-Engelhard and Furlager, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Feasibility, acceptability, and effectiveness of school-based dance movement psychotherapy for children with emotional and behavioral difficulties

et al. 2022

View full text Add to dashboard Cite

BackgroundSchools have been increasingly employing dance movement psychotherapists to support children cope with daily worries and stress, express and understand their emotions, develop self-awareness and self-esteem. However, evidence on the impact of dance movement psychotherapy as a tool for prevention of mental health difficulties in childhood remains limited.MethodsSixteen children (aged 7–9) with mild emotional and behavioral difficulties from two primary schools were randomly assigned to a Dance Movement Psychotherapy (DMP) intervention or to a waiting list, within a larger pilot cross-over randomized controlled study which aimed to (a) test whether all elements of study design can work together and run smoothly in a full-scale RCT; and (b) investigate the effectiveness of arts therapies in improving children’s health related quality of life (HRQOL; EQ-5D-Y), wellbeing and life functioning (Child Outcome Rating Scale; CORS), emotional and behavioral difficulties (Strengths and Difficulties Questionnaire; SDQ), and duration of sleep (Fitbits). The therapeutic process was also evaluated through interviews with children, participant observations, the Children’s Session Rating Scale (CSRS), and ratings of adherence to the therapeutic protocol.ResultsThe findings indicated that DMP led to improvements in children’s life functioning, wellbeing, duration of sleep, emotional and behavioral difficulties, but not in quality of life. The improvements were maintained at the follow-up stages, up to 6 months post-intervention. Interviews with children also suggested positive outcomes, such as self-expression; emotional regulation; mastery and acceptance of emotions; improved self-confidence and self-esteem; reduced stress; and development of positive relationships. However, children would have preferred smaller groups and longer sessions.ConclusionThis study indicated that all outcome measures would be suitable for inclusion in a larger randomized controlled trial, though the EQ-5D-Y is not recommended as a stand-alone measure due to its lack of sensitivity and specificity for young participants. The adherence to the therapeutic protocol ratings differed between children and adults, highlighting the need to include children’s voice in future research. Strategies are also proposed of how to conduct randomization of participants in ways that do not hinder the therapeutic process.

show abstract

Evaluating the impact of incorporating dance into the curriculum of children encountering profound and multiple learning difficulties

Cited by 7 publications

References 4 publications

Effects of classroom-based creative expression programmes on children's well-being

Effects of classroom-based creative expression programmes on children's well-being

One step back

Feasibility, acceptability, and effectiveness of school-based dance movement psychotherapy for children with emotional and behavioral difficulties

Contact Info

Product

Resources

About