Moving together: Assessing the effectiveness of group mother-child dance and movement therapy

Kedem, Dalia; Regev, Dafna; Guttmann, Joseph

doi:10.1016/j.aip.2021.101803

Cited by 5 publications

(5 citation statements)

References 44 publications

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“…However, young children are in the chaotic stage of the world, curious about everything in the world; in this process, the teacher needs to provide a channel for young children to perceive the world; here is an example of my actual teaching case: let the children close their eyes and listen to the sound of trickling water, with the sound of the water; let the children's own body twist up with the music; this time the children themselves will slowly put their bodies or the children themselves slowly twisted their bodies or arms and did not wave their bodies and arms in a frenzied manner [5]. is proves that as long as teachers let children experience the emotions in the music from easy to complicated, children's experience of the music will allow them to get a sense of the music and dance movements themselves [6].…”

Section: Introductionmentioning

confidence: 99%

Analysis of the Effect of Video-Guided Dance Creation for Young Children

Qin

Tao

Tang

2022

Mobile Information Systems

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Children’s dance is an important part of quality education for children, and it is also an important channel for children’s physical and mental development. Traditional children’s dance education adheres to the teaching method taught by teachers, and teachers insist on teaching progress. In order to improve the level and quality of children’s dance creation, this paper analyzes the effect of children’s dance creation under video guidance and discusses the integration strategies in children’s dance creation. Children’s dance education in the video teaching environment advocates the combination of online and offline teaching characteristics, and it is necessary to pay attention to the subjective initiative of students. At the same time, how to effectively use video teaching to improve aesthetic ability, effectively summarize online and offline resources to enhance educational efficiency, and make arrangements to strengthen the network. The quality of video-guided dance teaching is an era subject for the development of video-guided learning. Children’s dance education in the video teaching environment needs to focus on the development of teaching forms and the transformation of teaching thinking ability and guide students to strengthen their aesthetic ability in practical activities and teaching methods.

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Section: Introductionmentioning

confidence: 99%

Analysis of the Effect of Video-Guided Dance Creation for Young Children

Qin

Tao

Tang

2022

Mobile Information Systems

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“…Promisingly, follow‐up studies determined that these favorable effects (of decreasing anxiety and depressive symptoms) hold long‐term (Koch et al., 2019). Further, DMT has been found to decrease reported parenting stress in those with a child with autism spectrum disorder (Aithal et al., 2019) and to improve mother‐reported child functioning (Kedem et al., 2021). Additionally, women who recalled dancing at least 2 months into their pregnancies had children with (mother‐reported) greater musical interests 11–15 years later (Bellieni et al., 2004).…”

Section: Self‐reported Mood (Anxiety Depression) and Self‐reported We...mentioning

confidence: 99%

Movement through motherhood: Exploring mood, wellbeing, and prenatal emotional availability (EA) through EA‐based dance intervention

Branson Dame,

Jazz Harvey,

Aichele

et al. 2023

Infant Mental Health Journal

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Emotional availability (EA) is a construct that describes the observed emotional connection in parent‐child relationships. During pregnancy, EA is assessed only using caregiver sensitivity and nonhostility. We used the nonverbal aspects of these qualities to create a new dance/movement intervention (“EA‐Based Dance Intervention”). Given the scarcity of pregnancy interventions, we provided training to participants on how to be emotionally engaged with their unborn babies through dance/movement. The EA‐Based Dance Intervention alone comprised the first intervention arm (n = 12). A second intervention arm involved the combination of EA‐Based Dance Intervention with brief psychoeducation (n = 10). The third arm was a control group, which received only the assessments (n = 7). Measures of self‐reported symptoms of depression and anxiety, emotional expressivity, flourishing, and the (newly developed) self‐reported prenatal EA were used at pre‐ and posttest. The measure of observed prenatal EA was used to compare intervention versus control at posttest only. In this pilot study, we found that participants receiving the EA‐Based Dance Intervention alone or combined with psychoeducation, self‐reported improved anxiety symptoms and self‐reported higher prenatal EA. When compared with the control group, those experiencing EA‐Based Dance Intervention reported fewer depressive symptoms from pre‐ to posttest.

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“…Previous studies on arts-based dyadic interventions for parents and their children with or without disabilities have also demonstrated an array of benefits, including promoting mothers' mental health, decreasing child's behavioural problems, nurturing secure attachment, expanding playfulness, and facilitating interconnection, communication, understanding, and synchrony within dyads. [35][36][37][38][39][40] All these effects benefit children with ID and their mothers in terms of developing a positive relationship and promoting mutual understanding and communication. In addition to applying a single art modality approach, this study will employ an expressive arts-based intervention (EXAT) that uses different art modalities, such as music, drama, movement and visual arts, to attain therapeutic goals.…”

Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

“…Arts can serve as an avenue for self-expression and communication, particularly for individuals who find verbal self-expression difficult,34 like children with ID. Previous studies on arts-based dyadic interventions for parents and their children with or without disabilities have also demonstrated an array of benefits, including promoting mothers’ mental health, decreasing child’s behavioural problems, nurturing secure attachment, expanding playfulness, and facilitating interconnection, communication, understanding, and synchrony within dyads 35–40. All these effects benefit children with ID and their mothers in terms of developing a positive relationship and promoting mutual understanding and communication.…”

Section: Introductionmentioning

confidence: 99%

Protocol for a mixed-methods randomised controlled trial evaluating the effectiveness of a dyadic expressive arts-based intervention in improving the psychosocial well-being of children with intellectual disability in special schools and their mothers

Wan

Fong

et al. 2023

BMJ Open

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IntroductionMothers of children with intellectual disability (ID) are often distressed because of intensive workloads and difficulties in communicating with their children. Given the interdependence between the psychosocial well-being of such dyads, interventions that promote parent–child relationships and mutual communication would be beneficial. Arts provide alternative avenues for expression and offer an imaginative and playful environment for discovering new communication strategies. Given the lack of studies on arts-based dyadic interventions, this study aims to examine the effectiveness of dyadic expressive arts-based intervention (EXAT) in improving the psychosocial outcomes of children with ID and their mothers and the mother–child relationships.Methods and analysisThis study will adopt a mixed-methods randomised controlled trial design, wherein 154 dyads of children with ID and their mothers will be randomised into either the dyadic EXAT group or the treatment-as-usual waitlist control group. Quantitative data will be collected at four time points: baseline (T0), postintervention (T1), 3-month postintervention (T2) and 6-month postintervention (T3). Qualitative data will be collected from a subset of 30 mothers in the intervention group at T1and T3to document their experiences and perceived changes after the intervention. Mixed-effects models and path analysis will be adopted to analyse the quantitative data, whereas thematic analysis will be applied to the qualitative data. Both sets of data will be triangulated for an integrated view of the effectiveness and mechanism of the intervention.Ethics and disseminationEthical approval has been obtained from the Human Research Ethics Committee of the University of Hong Kong (Ref. no.: EA200329). Written consent forms will be obtained from all recruited participants (mothers, children with ID and teachers/social workers) before data collection. The study findings will be disseminated in international conferences and peer-reviewed academic journals.Trial registration numberNCT05214859.

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Moving together: Assessing the effectiveness of group mother-child dance and movement therapy

Cited by 5 publications

References 44 publications

Analysis of the Effect of Video-Guided Dance Creation for Young Children

Analysis of the Effect of Video-Guided Dance Creation for Young Children

Movement through motherhood: Exploring mood, wellbeing, and prenatal emotional availability (EA) through EA‐based dance intervention

Protocol for a mixed-methods randomised controlled trial evaluating the effectiveness of a dyadic expressive arts-based intervention in improving the psychosocial well-being of children with intellectual disability in special schools and their mothers

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