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Journal articles on the topic 'Creative play therapy'
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Gwosdy-Shapiro, Alana. "Book Review: Creative Play Activities for Children with Disabilities." Canadian Journal of Occupational Therapy 58, no. 3 (August 1991): 145. http://dx.doi.org/10.1177/000841749105800312.
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Greenberg, Ruth L. "The Creative Client in Cognitive Therapy." Journal of Cognitive Psychotherapy 14, no. 2 (January 2000): 163–74. http://dx.doi.org/10.1891/0889-8391.14.2.163.
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Cognitive therapy is sometimes thought to be a set of mechanistic procedures, but in actuality the therapy requires creativity from both therapist and client. Creative clients may be able to think more flexibly and engage themselves more readily in the experimentation, imagery, and role-play techniques typical of cognitive therapy.
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Botkin, Darla R. "Family Play Therapy: A Creative Approach to Including Young Children in Family Therapy." Journal of Systemic Therapies 19, no. 3 (September 2000): 31–42. http://dx.doi.org/10.1521/jsyt.2000.19.3.31.
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Davis, Eric S., and Jennifer K. Pereira. "Child-Centered Play Therapy: A Creative Approach to Culturally Competent Counseling." Journal of Creativity in Mental Health 9, no. 2 (April 3, 2014): 262–74. http://dx.doi.org/10.1080/15401383.2014.892863.
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МОВА, Людмила. "Using dance movement therapy tools for future choreographers training." EUROPEAN HUMANITIES STUDIES: State and Society 1, no. II (March 30, 2019): 60–71. http://dx.doi.org/10.38014/ehs-ss.2019.1-ii.05.
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In the article, we considered the basic conditions for creative abilities development of future choreographers, analyzed the significance of choreographic art in personal creative development, and identified methods to increase creative activity in student-choreographers. Authors have proved that contemporary dance contributes to the discovery and emergence of the uniqueness of each person, the formation of bright creative personality, because of imagination, diversity, and unpredictability play an important role here, as each next dance performance, search for new elements of vocabulary, creation of new compositional solutions require improvisation, creativity, and skills of presence in the moment of performance. It is noted, that it is very important to include elements of dance movement therapy in the process of preparing future choreographers. Authors have offered the themes that allow to activate processes of personal development, find a balance between feelings of freedom and responsibility, and reveal creative possibilities of choreographic students.
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Purswell, Katherine E., and Dalena Dillman Taylor. "Creative Use of Sibling Play Therapy: An Example of a Blended Family." Journal of Creativity in Mental Health 8, no. 2 (April 2013): 162–74. http://dx.doi.org/10.1080/15401383.2013.792228.
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Hartig, Nadine. "Creative Family Therapy Techniques: Play, Art, and Expressive Activities to Engage Children in Family Sessions." Journal of Family Psychotherapy 22, no. 2 (April 2011): 174–75. http://dx.doi.org/10.1080/08975353.2011.578050.
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Borda, Charmaine S. "Creative family therapy techniques: Play, art, and expressive activities to engage children in family sessions." Journal of Marital and Family Therapy 37, no. 2 (April 2011): 267–68. http://dx.doi.org/10.1111/j.1752-0606.2011.00225_1.x.
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Mikhailova, Alexandra, and Daniel Friedman. "Partner Pen Play in Parallel (PPPiP): A New PPPiParadigm for Relationship Improvement." Arts 7, no. 3 (August 13, 2018): 39. http://dx.doi.org/10.3390/arts7030039.
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Healthy romantic relationships contribute to human physical health and emotional well-being. Technologies that catalyze human sexuality such as silicone sex toys and video-conferencing are increasingly common today, and disruptive sexological artifacts such as sexbots are speculated to eventually compete directly with human-human sexuality. The consequences of these evolutionary transitions in human sociosexual behavior are entirely unknown at the individual or collective scale. Here we introduce Partner Pen Play in Parallel (PPPiP), the act of simultaneous improvisational drawing on paper without clinical supervision. In this prospective article we sketch out what PPPiP is, then provide interdisciplinary evidence from art therapy, sexology, affective neuroscience, and aesthetics to support PPPiP as a useful strategy for relationship development. PPPiP combines the advantages of individuated artistic practice with the established frameworks of improvisation and dyadic relationship interventions. Relative to traditional art therapy practices, PPPiP is less clinically oriented, features fewer external constraints, and directly encourages the dynamic integration of artistic creation with relationship co-creation. PPPiP emphasizes the importance of narrative structure and controlled novelty at multiple scales in intimate partnerships, connecting art therapy practices more directly to recent neuropsychological research. Evidence from brain imaging in improvisational and aesthetic contexts supports a model in which PPPiP synergistically activates motor and cortico-limbic neural circuits associated with skilled emotive-creative processes. PPPiP thus represents a transdisciplinary answer to the question of what will we carry from our sociosexual past towards a healthier textosexual future.
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Udías Calvo, Carmen, and Kiki Ruano Arriagada. "La afinidad entre la acción y el esfuerzo: una propuesta práctica sobre cómo utilizar el ritmo de manera expresiva (The relationship between action and effort: A practical proposal on how to use rhythm in an expressive context)." Retos, no. 24 (March 7, 2015): 189–93. http://dx.doi.org/10.47197/retos.v0i24.34555.
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Brant (2010), hace una propuesta práctica sobre cómo utilizar el ritmo de manera expresiva en la danza y en el movimiento creativo. En este artículo, hemos recopilado estos ejercicios para desarrollar este trabajo. Existen diferentes afinidades entre el cuerpo y el esfuerzo así como entre las acciones y los esfuerzos, en este taller, el alumnado jugará a probar con todas estas opciones y las trasladará posteriormente al movimiento creativo y danzado. La toma de conciencia de «estos ritmos» implica saber qué relación existe entre el uso de la gravedad, la tensión y relajación, e identificar dónde se sitúa el acento de cada la acción. En este taller también trataremos de que el alumnado aprenda a identificar los ritmos que Laban (1975) y Preston-Dunlop (1980) utilizan para el estudio del movimiento, y que posteriormente Brandt (2010) describe (continuo, balanceo, impacto…); a través de la observación de las acciones que realiza otro compañero o que visualiza en algún vídeo. Palabras claves: Ritmo orgánico, Danza Creativa, Expresión Corporal.Abstract: Brant (2010) makes a practical proposal on how to use rhythm in an expressive context in dance and creative movement. In this article, we have compiled these exercises to develop this work. There are different affinities between the body and effort and between action and effort, in this workshop; students will play around on trying all these options, using them in creative movement and dance. Awareness of «these rhythms» involves knowing what relationship exists between the use of gravity, tension and release, and identifying where the accent is placed in each action.The workshop will also focus on making the students learn to identify the rhythms that Laban (1975) and Preston-Dunlop (1980) used for the study of the movement, and later Brandt (2010) describes (continuous, rolling, impact ...); through the observation of actions executed by another partner or displayed on videos.Keywords: Organic Rhythm, Creative Dance, Corporal Expression.
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Kothari, Saroj. "EFFECTS OF DANCE AND MUSIC THERAPY." International Journal of Research -GRANTHAALAYAH 3, no. 1SE (January 31, 2015): 1–8. http://dx.doi.org/10.29121/granthaalayah.v3.i1se.2015.3389.
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Arts have consistently been part of life as well as healing throughout the history of humankind. Today, expressive therapies have an increasingly recognized role in mental health, rehabilitation and medicine. The expressive therapies are defined as the use of art, music, dance/movement drama, poetry/creative writing, play and sand play within the context of psychotherapy, counseling, rehabilitation or health care.Through the centuries, the healing nature of these expressive therapies has been primarily reported in anecdotes that describe a way of restoring wholeness to a person struggling with either mind or body illness. The Egyptians are reported to have encouraged people with mental illness to engage in artistic activity (Fleshman & Fryrear, 1981); the Greeks used drama and music for its reparative properties (Gladding, 1992); and the story of King Saul in the Bible describes music’s calming attributes. Later, in Europe during the Renaissance, English physician and writer Robert Burton theorized that imagination played a role in health and well-being, while Italian philosopher de feltre proposed that dance and Play was central to children’s healthy growth and development (Coughlin, 1990).
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Gordon, Kenisha W. "Book Review: Creative Family Therapy Techniques: Play, Art, and Expressive Activities to Engage Children in Family Sessions." Family Journal 19, no. 4 (August 4, 2011): 443. http://dx.doi.org/10.1177/1066480711417389.
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Holmwood, Clive. "Older people, dementia and neuro-dramatic-play: A personal and theoretical drama therapy perspective." Drama Therapy Review 7, no. 1 (April 1, 2021): 61–75. http://dx.doi.org/10.1386/dtr_00061_1.
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This conceptual article will consider Sue Jennings’ neuro-dramatic-play (NDP) as an overall theoretical framework for working with older people with dementia. NDP was developed over a number of years by pioneering UK drama therapist Sue Jennings. It is a culmination of attachment-based play, drama, movement and storytelling, and arts-based approaches that are used within drama therapy and other play and creative-based work with children. The author will consider from a personal and reflective perspective how NDP approaches can be adapted by drama therapists to work with older people with memory loss based on almost 30-years history of being involved in the field of drama therapy as a student and practioner, and his work with older people, at both the beginning of his career and his current reflections many years later.
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Blatner, Adam. "Creative Family Therapy Techniques: Play, Art, and Expressive Activities to Engage Children in Family Sessions, by L. Lowenstein." Journal of Creativity in Mental Health 6, no. 1 (March 18, 2011): 84–86. http://dx.doi.org/10.1080/15401383.2011.557304.
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Milfayetty, Sri, and Ibnu Hajar. "MEMBERI PENGUATAN KEPADA GURU DALAM MENGATASI PERMASALAHAN PADA ANAK CERDAS BERBAKAT DI SD NEGERI PERCOBAAN MEDAN." Jurnal Vokasi 3, no. 2 (October 15, 2019): 90. http://dx.doi.org/10.30811/vokasi.v3i2.1461.
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Pendidikan di sekolah bagi anak cerdas berbakat perlu dilakukan inklusi dan ramah anak. Tujuan kegiatan ini adalah memberi penguatan kepadaguru-gurumelaksanakan pembelajaran akademik secara terpadu pengembangan diri di SD Negeri Percobaan Sei Petani Medan. Pemilihan lokasi mitra didasarkan pada kebutuhan guru di kelas akselerasi untuk mengentaskan masalah perkembangan dan perilaku siswa secara terpadu dengan pembelajaran akademik. Terutama pengendalian perilaku agressifitas, emosional, sosial dan pengaturan diri.Penguatan kemampuan guru dilakukanmelalui pendekatan supervisi pendampingan. Metodenya adalah workshopdengan teknik creative art. Kemampuan guru yang diperkuat adalah memetakan masalah, membuat dan melaksanakan rancangan pembelajaran akademik terpadu pengentasan masalah, konseling dan play therapy. Hasil pendampingan menunjukkan bahwa guru yang mengajar di kelas akselerasi dapat memetakan masalah siswa, merencanakan dan melaksanakan pembelajaran akademik secara terpadu dengan teknik kreatif, melakukan konseling dan play therapy sederhana. Siswa yang mengalami masalah dalam pengendalian diri, agressivitas, masalah emosi dan masalah sosial menjadi berkurang. Berdasarkan hasil ini dikemukakan bahwa penguatan kemampuan guru dalam melaksanakan pembelajaran akademik terpadu pengembangan diri efektif dalam mengentaskan masalah perilaku siswa di SD Percobaan jalan Sei Petani Medan.Kata Kunci: Inklusi, Cerdas Berbakat, Creative Art
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Carmeli, Eli. "Creative Problem Solving and Social Cooperation of Effective Physical Therapy Practice: A Pioneer Study and Overview." Scientific World JOURNAL 3 (2003): 291–97. http://dx.doi.org/10.1100/tsw.2003.25.
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Action research (AR) has an important role to play in educating physical therapists. Increasing efforts should be encouraged to instigate AR programs in physical therapy practice and clinical education. Such programs commonly require considerable effort and understanding by clinical instructors, and require adoption of new educational methods. AR programs can lead physical therapists and clinicians to be more questioning and reflective in evaluating practical questions regarding patient therapy and education. The purpose of this article is to educate the readers on the importance of AR and to provide a few relevant references on that topic. A specific study is described in this paper in which physical therapy clinical instructors participated in a structured workshop designed to demonstrate the values of AR and how such values can be incorporated in teaching their students. AR can lead to improved therapist-patient interaction and help solve specific practical problems arising during therapy sessions.
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Cernea, Magdalena. "Play- and dramatherapy - complementary techniques for rehabilitation of children with cochlear implant." ORL.ro 4, no. 1 (November 27, 2016): 50–55. http://dx.doi.org/10.26416/orl.33.4.2016.167.
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The present interactive research-action-training project, looking at the young cochlear-implanted subjects from a multidisciplinary holistic perspective, was based on the theory on psychosocial development of human beings, the attachment theory, language development theories and the concept of resilience. The integrative approach suggests two creative therapeutic styles (play- and dramatherapy) as means of intervention of neuro-dramatic play. The study starts from the hypothesis that creative therapies will help young children wearing cochlear implants at social integration in the peer groups of normal-hearing children and teenagers. This integrative approach will facilitate developement of teamwork abilities by improving their self-esteem and self-image. We included children and their families in an assisted resilience process with expert paticipation in the field of social and political development of Romanian non-guvernamental organisations. Material and method. The research-action-training project targets 3-18-year-old deaf children and teenagers wearing cochlear implants or hearing aids. The study considered a group of 72 deaf children and teenagers, as well as 49 normal-hearing subjects of similar ages, who were observed during the whole therapeutic program. Specific techniques were: painting, drawing, modelling, sand, miniatures, sensorial and corporal plays, role play, improvisation, body movement, music, dance, mimic and masks. The professional teams (psychologists, dramatherapists, educators, medical assistants, students at the school of play- and dramatherapy, film directors) who worked with and supervised these children and teenagers during the whole project (whose coordinator was helped by 12 volunteers) assured a secured and relaxed atmosphere, observing rules which did not restrict young subjects’ freedom of expression. Results. The positive results show the necessity to implement creative therapies during the auditory-verbal rehabilitation of the young deaf subjects. 42% (of the young subjects) improved their body movements, 27% acquired better projection strategies, 67% ameliorated their ability of interpreting a role, and 72% got pro-risk scores. The results are accompanied by significant images shot during the program activities. Conclusions. Parallelling the audio-verbal therapy, the play- and dramatherapy are important complementary remedial treatments in stimulating the means of expression and communication of children and teenagers wearing cochlear implants.
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Abd Ghani, Ibrahim, and Norsayyadatina Che Rozubi. "VALIDITY AND RELIABILITY OF REBT MODULE CREATIVE GUIDANCE ON IRRATIONAL THINKING, AGGRESSIVE BEHAVIOR, AND SELF-ESTEEM." International Journal of Education, Psychology and Counseling 5, no. 37 (December 8, 2020): 283–96. http://dx.doi.org/10.35631/ijepc.5370023.
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Rational Emotive Behavioural Therapy (REBT) Module - Creative Guidance is designed to prevent irrational thoughts, lower aggressive behavior, and increase self-esteem. This module contains seven sub-modules based on behavioral approaches based on the theory of Rational Emotive Behavior Therapy (REBT) by Albert Ellis (1955) and integrated with creative Guidance. It combines elements of Music, technology, and play. To measure the validity of the content, the certification method by five experts was used while 40 primary school students aged 11 years were selected to follow the guidance program using this module. It is run for two weeks in a row. The findings of the study show that the REBT-Creative Guidance Module has a content validity index value of 80%., The cost of Cronbach's Alpha coefficient of Creative REBT-Guidance Module is high at .978. Reliability with an amount.930 In conclusion, new contributions to guidance and counseling teachers in Malaysia. It is also suitable for use in a local context focused on primary school students. Counselors can also use this module, Teachers or facilitators as one of the alternative interventions for primary school students throughout Malaysia, especially on the Development and Development of Student Personality, Improving Student Discipline, Improving Student Careers and Psychosocial and Mental Well-Being.
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L’Abate, Luciano. "Review of “Creative Family Therapy Techniques: Play, Art, and Expressive Activities to Engage Children in Family Sessions,” by Liana Lowenstein." American Journal of Family Therapy 41, no. 3 (May 2013): 275–76. http://dx.doi.org/10.1080/01926187.2012.688008.
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Febtriko, Anip, Tri Rahayuningsih, S. Sukri, and Haris Tri Saputra. "Implementation of Mobile Robots Approach for Autistic Children Media Therapy." International Journal of Engineering & Technology 7, no. 2.3 (March 8, 2018): 95. http://dx.doi.org/10.14419/ijet.v7i2.3.12625.
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Autism is neural development disorder which complex and is characterized by difficulties in social interaction, communication, emotion and limited behaviour, repetitive and stereotyped characters. The development of people with autism experienced a very significant increase. Autistic fine motoric development of children with autism is done through the hands by using tools or creative media such as brushes, pencils, paper, scissors, clay, plastisin, foam, and others. One way to improve fine motor in autistic children is to play mobile robot therapy. Mobile robots media is an activity to control and regulate the movement of the robot that involves and requires coordination between the eyes, hands, and concentration. It is necessary to approach and use mobile robot in the effectiveness of play therapy in children with autism. Mobile robot as a medium that becomes a play therapy tool with mobile robot capability that can move and move from one place to another by following the pattern of lines that have been designed. The main purpose of this research is to design creativity according to the level of complexity of mobile robot use for children with autism. Besides the use of mobile robot as a medium of play therapy there is also analysis in research using Pre experimental design. Population in the sampling amounted to 20 children. Autistic children who become samples aged between 6 years to 12 years in Special School Kids Pekanbaru. Data collection to study the fine motor of autistic children, collected data analysed by descriptive analysis and Rank Wilcoxon test. The result of the research is a reciprocal relationship which means there is a difference of reciprocal relationship before and after the approach of using mobile robot in play therapy to improve fine motor in autistic children.
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Hasanuddin, Hasanuddin, Retna Astuti Kuswardani, Sri Milfayetty, and Abidah Ayu. "Peningkatan Kualitas Hidup Bekerja pada Masyarakat Desa Sumber Melati Diski Kecamatan Sunggal Kabupaten Deli Serdang." Pelita Masyarakat 1, no. 2 (March 9, 2020): 97–101. http://dx.doi.org/10.31289/pelitamasyarakat.v1i2.3521.
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Improving the quality of work life in the community, especially in Sumber Melati Diski Village, needs to be done. The purpose of this activity is to provide and strengthen the community to develop themselves and have the ability to cope with stress so that they can achieve a quality work life. The selection of partner locations is based on the needs of the community in Sumber Melati Village to alleviate the stress problem that is carried out through every community activity, both Posyandu, Perwiritan and others. The method is a workshop with creative art techniques. The capacity of the community is strengthened is to know the source of the problem, analyze, create and implement the design of problem alleviation, counseling and play therapy. The results of the mentoring show that people who solve problems with creative techniques can solve their problems personally and make decisions quickly. Furthermore, creative counseling that is carried out in groups can overcome emotional problems and minimize social problems. From this activity it was found that creative techniques in problem solving can minimize stress on the community which can effectively improve the quality of working life in the community of Sumber Melati Diski Village.
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Nam, Kyoung-Woo. "A Case Study on Unification Education of Elementary School Students through Literary Therapy -Focusing on the appreciation and creative activities of the play -." Society of Korean Literary Therapy 42 (January 30, 2007): 297–337. http://dx.doi.org/10.20907/kslt.2017.42.297.
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Elbrecht, Cornelia, and Liz Antcliff. "Being in Touch: Healing Developmental and Attachment Trauma at the Clay Field." Children Australia 40, no. 3 (August 17, 2015): 209–20. http://dx.doi.org/10.1017/cha.2015.30.
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Developmental trauma is a term that describes the impact of adverse childhood experiences that results in the loss of capacity to integrate sensory, emotional, cognitive and relational information into cohesive, trusting and safe lived experiences. Infants’ and children's brain, nervous systems and neural development are vulnerable to these traumas. Trauma is stored in the implicit memory and is manifest through body gestures, breath, body behaviours, sensory perceptions, emotions and thoughts. Play therapy, sand tray therapy and creative arts therapy are all offered as interventions for childhood trauma. Work at the Clay Field®, is a sensorimotor art therapy and differs from play, sand and visual arts therapy as it focuses on haptic perception, the use of the hands and touch as a tool of perception. Touch is one of the most fundamental human experiences and is the basis of secure attachment, linked to our earliest body memories. Work at the Clay Field® is grounded in theories of developmental psychology, object relations, sensorimotor therapy and haptic perception. Haptic object relations as skin sense, vestibular sense of balance and depth sense are presented as the underpinning principles of Work at the Clay Field®. Children from the age of 2 years old onwards are enabled through work at the Clay Field to satiate developmental needs, in particular those from the preverbal age of early infancy. They also can complete trauma-related fragmented or incomplete action cycles through safe touch and restore their developmental path.
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Turner, Dwight. "Duality To Unity: A Heuristic Exploration Of The Experience Of Being The Other." Integral Transpersonal Journal 8, no. 8 (June 2016): 90. http://dx.doi.org/10.32031/itibte_itj_8-td5.
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Centred in the afro-centric spiritual belief that relationship to the other is a path to wholeness my research asserts that we all have an experience of being other. Combining heuristic research methods with creative techniques common to Transpersonal psychotherapy, my belief is that by working with one’s unconscious experience as the outsider metaphorically and symbolically it is possible to access spiritual wholeness. Following Moustakas’ heuristic stages, this researcher therefore undertook a six-month study into his own experience as other. As well as the recording of dreams and creative exercises designed to access the deeper symbolic experience as other, this researcher also undertook 4 ‘self-interviews’ designed to challenge his own resistance to entering the shadow. During the interviews visualisations, bodywork and drawing were used to understand the internalised experience as other, whilst sand tray work, common to play therapy, utilised symbolism and metaphor to express the unconscious experience as other via projection. By observing the products of the interviews and the creative exercises through the lens of an alchemical process, it was found that working heuristically with one’s experience as other is a route towards better relationship with self and others. KEYWORDS Transpersonal, difference, diversity, creativity, individuation
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Pura, Rada, and Mușata Bocoș. "A Cross-Disciplinary Narrative Approach of Sandplay in Preschool Education." Educatia 21, no. 18 (May 21, 2020): 125–31. http://dx.doi.org/10.24193/ed21.2020.18.13.
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Narrative is central for human beings and it is an instrument for organizing our entire experience. Personal, familial, organizational and national identity is being shaped by the narrative. It gives meaning to the world around us. Play is a specific tool that can be used to straighten young children’s narrative. A free, symbolic, creative play such as Sandplay can be adopted to maximize the opportunities of observing and sustaining preschoolers’ narrative. Dora M. Kalff is the founder of Sandplay Therapy, being influenced by "The World Technique" of Margaret Lowenfeld but playing with sand has always been attractive both to children and adults. In preschool educational settings telling stories in the sand offers educators a way of extending children’s narrative by using open questions, dialogues and by developing children’s awareness that story fictional world can be enriched.
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Cooney, Martin, and Maria Menezes. "Design for an Art Therapy Robot: An Explorative Review of the Theoretical Foundations for Engaging in Emotional and Creative Painting with a Robot." Multimodal Technologies and Interaction 2, no. 3 (September 3, 2018): 52. http://dx.doi.org/10.3390/mti2030052.
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Social robots are being designed to help support people’s well-being in domestic and public environments. To address increasing incidences of psychological and emotional difficulties such as loneliness, and a shortage of human healthcare workers, we believe that robots will also play a useful role in engaging with people in therapy, on an emotional and creative level, e.g., in music, drama, playing, and art therapy. Here, we focus on the latter case, on an autonomous robot capable of painting with a person. A challenge is that the theoretical foundations are highly complex; we are only just beginning ourselves to understand emotions and creativity in human science, which have been described as highly important challenges in artificial intelligence. To gain insight, we review some of the literature on robots used for therapy and art, potential strategies for interacting, and mechanisms for expressing emotions and creativity. In doing so, we also suggest the usefulness of the responsive art approach as a starting point for art therapy robots, describe a perceived gap between our understanding of emotions in human science and what is currently typically being addressed in engineering studies, and identify some potential ethical pitfalls and solutions for avoiding them. Based on our arguments, we propose a design for an art therapy robot, also discussing a simplified prototype implementation, toward informing future work in the area.
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Addison, Richard. "A New Look at Musical Improvisation in Education." British Journal of Music Education 5, no. 3 (November 1988): 255–67. http://dx.doi.org/10.1017/s0265051700006665.
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After a brief summary of the development of ‘Creative Music’ in schools in the U.K., the author suggests that the emphasis on Improvisation, advocated by Orff and others, has been lost in favour of the Composition/Product model.An attempt to define ‘Improvisation’ leads to various considerations of its value and purpose in various educational settings, and in Music Therapy. Links with ‘play’ in young children, and with practices in Movement/Dance education are drawn.Practical examples are suggested, and a ‘spectrum’of degrees of ‘improvisation’ opportunity are suggested. Participants perceptions of improvisation and composition are described, and finally the case for improvisation as an essential part of any music curriculum is made.
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Butterton, Mary. "Music in the Pastoral Care of Emotionally Disturbed Children." Journal of British Music Therapy 7, no. 2 (December 1993): 12–22. http://dx.doi.org/10.1177/135945759300700203.
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This article sets out to describe some of the content of a recent Ph.D. thesis (Birmingham University) entitled ‘Music in the Pastoral Care of Emotionally Disturbed Children’. The thesis attempts to articulate an understanding at theoretical and practical levels of what it is in the process of music in the pastoral care of emotionally disturbed children that brings about a degree of transformation in the client. The theory gradually evolved through the practice of music therapy with emotionally disturbed children in a residential school over a two-year period. Three case studies are described in the thesis: one of these is included in this article. The particular contribution of this thesis is that it suggests and describes a direct link between the elemental dynamics of music and the elemental dynamics of people in relationship in the context of creative musical play. This play is then considered as a medium in which transformation of damaged people in relationship may occur.
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Gil-Espinosa, Francisco Javier, Ángel Ramón Romance García, and Adriana Nielsen Rodríguez. "Juego y actividad física como indicadores de calidad en Educación Infantil (Games and physical activity as indicators of quality in Early Childhood Education)." Retos, no. 34 (February 19, 2018): 252–57. http://dx.doi.org/10.47197/retos.v0i34.60391.
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La etapa de Educación Infantil está directamente relacionada con el desarrollo personal y es crucial en el proceso de crecimiento personal. Las experiencias de aprendizaje no pueden ser desgajadas en áreas diferenciadas de desarrollo cognitivo, social, emocional y físico, sino que se encuentran integradas y son dependientes. Este equilibrio se puede lograr a través del juego creativo e interactivo, que soporta y proporciona andamiaje a todas las áreas de desarrollo y de contenido curricular. Desde esta perspectiva, el presente trabajo realiza una puesta en común entre legislación y conocimiento científico en relación al juego y la actividad física en Educación Infantil finalizando con una propuesta de aplicación práctica. Los objetivos de la investigación son: (I) Revisar el conocimiento científico y legislación en relación a la utilización metodológica del juego en educación infantil, (II) revisar el conocimiento científico y legislación en relación a la actividad física en Educación Infantil y (III) realizar una propuesta de aplicación práctica. Se concluye que el juego y actividad física son dos variables fundamentales para lograr una metodología globalizadora, significativa y motivante que aporte calidad al proceso formativo del alumnado en la etapa de educación infantil que puede complementarse con la utilización de recursos digitales y tecnológicos para el aprendizaje. A su vez, se presentan unas líneas generales de intervención, por áreas y bloques de contenidos, al objeto de mejorar la calidad del proceso de enseñanza-aprendizaje. Abstract. The stage of Early Childhood Education is directly related to personal development and is crucial in the process of personal growth. Learning experiences cannot be split into differentiated areas of cognitive, social, emotional and physical development, however they are integrated and dependent. This balance can be achieved by means of creative and interactive play, which supports and provides scaffolding to all areas of curriculum development and content. From this perspective, the present work brings together legislation and scientific knowledge in relation to play and physical activity in Early Childhood Education, ending with a practical application proposal. The research objectives are: (I) Review scientific knowledge and legislation regarding the methodological use of play in early childhood education; (II) Reviewing scientific knowledge and legislation in relation to physical activity in early childhood education; and (III) Making a practical implementation proposal. It is concluded that play and physical activity are two fundamental variables to achieve a globalizing, meaningful and motivating methodology which provides quality to the students’ formative process in childhood education stage which can be complemented with the use of digital and learning technological resources. At the same time, general lines of intervention are provided, in areas and blocks of contents, in order to improve the quality of the teaching-learning process.
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Macaj, Edlira, and Marisa Kerbizi. "Literature and Art Therapy, as an Applied Model Used by Restorative Justice - Case Study: Minors at Kavaja Minors Institution in Albania." Journal of Educational and Social Research 11, no. 2 (March 5, 2021): 61. http://dx.doi.org/10.36941/jesr-2021-0030.
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The purpose of this paper is to analyze the restoration process of juveniles who are serving their sentences at Kavaja Minors Institution, through the therapy of literature and art. In order to understand the process, it is essential to answer the following questions: does art therapy have a transformative effect on the psychology of adolescents who have problems with the law? If so, how and to what extent does it affect and by what means do we measure the result? Methods that were used in order to process the data were the empirical, analytical, comparative and descriptive ones. The data were registered before and after sixteen therapeutic sessions that were essentially related to reading literature and dealing with other arts. If art therapy is utilized through a structured program to ensure informal education (ie, discovering oneself and others by creating and practicing process), it may help to improve adolescents' behaviors. Juveniles that are in re-education institutions may even ameliorate their psychological conditions if they are engaged to literature and art therapy. Art in itself deals with the personal dimension and consequently the interpersonal one, giving minors the opportunity to self-heal and later to self-regulate. The findings of this case study justify the importance of art therapeutic sessions in transforming and improving behaviors, learning and commitment to the creative process. This therapy was difficult to implement during the closure of institutions due to COVID-19. As a result, some of the therapeutic sessions were performed virtually and indirectly. Literature and art therapy improves young people emotionally, mentally and promotes their artistic skills. Their creativity and artistic performance (poetry, essays, debate, drama, role-play, dance and singing) remain an important proof of this restoration process.
Received: 8 January 2021 / Accepted: 22 February 2021 / Published: 5 March 2021
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Hitchcock, Dorinda Hawk. "The Influence of Jung's Psychology on the Therapeutic Use of Music." Journal of British Music Therapy 1, no. 2 (December 1987): 17–21. http://dx.doi.org/10.1177/135945758700100204.
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This paper explores the work of two innovative music therapists and the way in which their individual approaches relate to the theories of C.G. Jung. Firstly, the author describes how Margaret Tilly, a concert pianist, once gave Jung a session of passive music therapy explaining that she begins to play composed music in rapport with the patient's dominant function, and gradually evokes the inferior function's qualities also using the ‘masculine’ and ‘feminine’ aspects of music. This convinced the otherwise sceptical Jung that ‘from now on music should be an essential part of every analysis’. Secondly, she examines Mary Priestley's work in which the patient improvises with the therapist to make contact with feelings and unconscious material: e.g. in dreams. The author speaks from direct experience of her analytical music therapy intertherapy training with Priestley. She quotes several passages from Jung's work to explain how this therapy accords with the need to contact the image behind the emotions, and to accept the ethical obligation presented by the dreams and the need to make concrete the experiences. She finishes with a call to musicians and therapists to be ‘more aware of the creative power of music to make us whole’.
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Park, Sung Min, Yun Jo, and Hyun Kyoung Jung. "An Arts-based research on group sandplay therapy for children in local children's centers who are overly dependent on internet and smartphones experiencing the COVID-19 pandemic era." Journal of Symbols & Sandplay Therapy 12, no. 1 (June 30, 2021): 175–206. http://dx.doi.org/10.12964/jsst.21005.
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The purpose of this study is to find a clue of psychological intervention in group sandplay therapy for children in local children's centers who are overly dependent on internet and smartphones experiencing the COVID-19 pandemic era. Art is a process of expressing imagination, and it is in line with the fact that play is a symbolic and creative activity. Therefore, it can be said that children's imaginary play scenes and imaginary stories appearing in sandplay therapy are a form of art. Sandplay enables non-verbal expression, and the unconscious contents expressed by children are useful in understanding children's emotions. In this process, the researcher understands the client through imagination which is the intersubjective method and experiences an accepting relationship where healing and change occur. However, previous studies have limitations in that they approached children's dependence on the Internet and smartphones based on language. Therefore, these researchers conducted an arts-based study from an analytical psychology perspective to understand the experiences of children in local children's centers who are overly dependent on the Internet and smartphones through the group sandplay therapy process. To this end, co-researchers attending the doctoral program in child counseling and psychotherapy have categorized and discussed four themes: ‘wanting to be loved’, ‘suffering from anxiety’, ‘tolerating being alone/not communicating’, ‘trying to protect oneself’. Finally, it was intended to alleviate the psychological difficulties of children in local children's centers who are overly dependent on internet and smartphones, and to provide an open method for resolving the Internet and smartphone dependence phenomenon.
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Balzan, Emanuel, Philip Farrugia, and Owen Casha. "A USER-CENTRED DESIGN FRAMEWORK FOR THE DEVELOPMENT OF SPEECH AND LANGUAGE THERAPEUTIC TOYS." Proceedings of the Design Society 1 (July 27, 2021): 303–12. http://dx.doi.org/10.1017/pds.2021.31.
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AbstractTherapy in early childhood is facilitated through toys and play. While mainstream toys are designed for children, therapeutic toys need to satisfy requirements from clinicians, caregivers, and children. The study presented in this paper investigated the challenges that 22 international toy designers encounter during the design process and whether support is required when developing products for speech and language therapy, through a mixed-method approach. Results show that considerable challenges are encountered during the early design stages. Nonetheless, the toy design process remains unsupported, while no support is available for designers to consider therapeutic needs. Based on the feedback received, eleven requirements were identified upon which a user-centred design support framework was proposed to assist toy designers during the task clarification stage, taking into account the affordances that therapeutic toys should have without inhibiting the creative process.
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Gerge, Anna, Jane Hawes, Lotti Eklöf, and Inge Nygaard Pedersen. "Proposed Mechanisms of Change in Arts-based Psychotherapies." Voices: A World Forum for Music Therapy 19, no. 2 (June 24, 2019): 31. http://dx.doi.org/10.15845/voices.v19i2.2564.
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The effectiveness of the arts-based psychotherapy methods may rely on offering tools for preverbal implicit processing, especially in work with traumatized clients. This can enhance clients’ self-soothing capacities, activate flow experiences in line with positive psychology, and change inner working models through memory reconsolidation. The arts-based psychotherapies offer expanded Windows of Tolerance through dual awareness, and concretizes the psychotherapist’s care in the therapeutic relationship, in line with psychodynamic psychotherapy. These methods activate the innate human ability to express and experience creativity, including beauty and awe. The arts in therapy offer a creative space of play where a new reality may be constructed and shared. The interventions are proposed to offer more than plain cognitive restructuring and behaviour activation (although they may lead to additional changes in these parameters). The clinical usefulness of the arts-based methods is reflected in relation to traumatized clients’ opinions of what has helped them. The potentially effective mechanisms in the arts-based psychotherapies ought to be further investigated in clinical work and research processes, thus, promoting the methods’ abilities to enhance clients’ well-being and change capability.
List of abbreviations: ASC altered state of consciousness; AT art therapy; BMGIM Bonny Method of Guided Imagery and Music; CBT cognitive behavioural therapy; DMN default mode network; EMDR Eye Movement Desensitization and Reprocessing; AMT active music therapy; MT music therapy; PDT psychodynamic psychotherapy; PTSD posttraumatic stress disorder; RCT randomised controlled trial; RMT receptive music therapy; GrpMI Group Music and Imagery; WoT window of tolerance
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Epstein, Shulamit, Cochavit Elefant, and Grace Thompson. "Music Therapists’ Perceptions of the Therapeutic Potentials Using Music When Working With Verbal Children on the Autism Spectrum: A Qualitative Analysis." Journal of Music Therapy 57, no. 1 (December 9, 2019): 66–90. http://dx.doi.org/10.1093/jmt/thz017.
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Abstract While there are numerous descriptions of the use of music and its therapeutic potential by music therapists working with nonverbal children on the autism spectrum, only limited literature focuses on exploring how music therapists use music and perceive its therapeutic potential when working with children on the spectrum who have verbal skills. This qualitative study aimed to explore music therapists’ descriptions of the use of music and its therapeutic potential in their work with children on the autism spectrum who have verbal skills. Semi-structured interviews were conducted with six qualified music therapists from Israel and then analyzed according to the principles of interpretative phenomenological analysis (IPA). Three main themes were identified: (a) musical infrastructure, which describes how the music therapists facilitated musical experiences to support the children’s ability to regulate their arousal, attention and emotions; (b) the meeting point between musical and verbal playfulness, which reflects the music therapists’ beliefs about how musical experiences add vitality and support the development of both verbal and nonverbal imaginative play; and (c) musical responses, which describes the different ways music therapists use their voice and songs to interact musically with verbal children. The experiences described by the participants emphasize the importance of the therapist musically attuning to the child’s emotional, physiological, creative, and playful qualities, even when the child has verbal skills. These musical interactions help to create a shared experience between the child and therapist that are perceived to help the child’s different forms of regulation, continuity, and vitality within the play.
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Worthen-Chaudhari, Lise C. "New Partnerships Between Dance and Neuroscience: Embedding the Arts for Neurorecovery." Dance Research 29, supplement (November 2011): 469–96. http://dx.doi.org/10.3366/drs.2011.0029.
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Neurorehabilitation applies neuroscience and motor control principles for a pragmatic purpose: to affect the recovery of individuals who have experienced a central nervous system injury. The success or failure of these principles and their application hold life-changing consequences for individuals with neural injury. While art, music and dance therapy are sometimes offered to patients as adjunctive therapy, few attempts have been made to embed the arts within traditional rehabilitation programmes despite preliminary evidence that such implementation improves clinical outcomes. This paper presents the rationale for embedding specific dance-based training techniques within standard rehabilitation protocols.The Embedded Arts project for acute care of brain and spinal cord injury at Dodd Rehabilitation Hospital uses motion capture technology to highlight the personal nature of prescribed rehabilitative movement and to document the recovery process. Lightweight sensors detect patient movement and custom programmes enable the translation of rehabilitative movement performed in the clinic into artistically-enhanced feedback and digital documentation. Patients perform standard physical medicine exercise prescriptions while using Embedded Arts technology; however, we seek to highlight the patient's performance of those exercises as a personal, creative movement practice that is as akin to dance practice as it is to the traditional rehabilitation experience. The relationship to dance goes beyond empowering the patient to make standard exercises into a personal performance experience, however, because it also concerns the way movement exercises are taught and learned. Using learning through imagery (also known as analogy learning) and creative movement generative practices often employed by dance educators, we seek to translate exercises that are generally taught with explicit instructional methods into implicit training exercises. Finally, our approach fosters creativity and play through use of interactive arts technology, to link movement (even in very restricted form) with the production of visual images.There are at least four ways in which embedding the arts in existing rehabilitation protocols may aid the recovery of people who have experienced central nervous system injury. First, embedding the arts and gaming within standard therapy may improve patient engagement and improve adherence to exercise prescriptions. Second, infusing rehabilitation exercises with creative process practices has the potential to tap into implicit process, which has consequences for inducing neural plasticity. Third, patient and clinical treatment teams can track progress of recovery via the created images (e.g. duration of task performance, smoothness, range and speed of motion). Fourth, exploring the creative nature of personal movement in a rehabilitation setting can potentially shift attentional focus in positive ways for people coping with recent, life-changing injuries.This paper serves to introduce key concepts from dance and neurorehabilitation, and information about our specific, project-based process, with the aim of facilitating other such partnerships between the disciplines. For dance and for rehabilitation medicine, movement is both method and result. In the rehabilitation paradigm, movement is medicine. In the dance paradigm, movement is art. Often, a single movement can be both. Perhaps, through this phenomenon of movement, the arts and medicine are more interdependent than we previously imagined. More study is needed to explore the impact of creative process and dance movement training techniques on stimulating neuromotor plasticity and improving rehabilitation outcomes.
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Southwell, Jenni. "Using ‘Expressive Therapies’ to Treat Developmental Trauma and Attachment Problems in Preschool-Aged Children." Children Australia 41, no. 2 (April 11, 2016): 114–25. http://dx.doi.org/10.1017/cha.2016.7.
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yourtown's Expressive Therapies Intervention (YETI) is a trauma and attachment informed creative arts and play therapy intervention developed for young children with emotional and behavioural problems stemming from traumatic exposure. YETI aims to improve participants’ emotional and social wellbeing; behavioural adjustment; quality of attachment relationships and self-concept. The intervention is integrated within holistic family support programmes, chiefly a domestic and family violence refuge and a young parents programme. This paper describes YETI's therapeutic model and presents findings of a two-year outcome evaluation. The findings suggest that the intervention can achieve significant positive outcomes for preschool-aged children associated with healing from developmental trauma and attachment difficulties. Analysis of pre/post assessments of participants’ social, emotional and behavioural functioning using the Child Behaviour Checklist revealed significant improvements from intake to exit in children's internalising, externalising and total problems. There were also marked decreases in the proportion of children with symptoms in the clinical or borderline clinical ranges. Thematic analyses of parent/carer surveys and therapists’ end-of-therapy reports similarly indicate widespread improvements in social, emotional and behavioural functioning as well as improvements in children's self-confidence and self-esteem, and in the quality of the parent–child attachment relationship.
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Thornton, Christine. "Towards a group analytic praxis for working with teams in organizations II." Group Analysis 51, no. 1 (February 22, 2018): 72–90. http://dx.doi.org/10.1177/0533316418758383.
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In the first part of this article, I argued that several aspects of group analysis render it a useful discipline for consulting to organizations and working with teams in complex post-modern environments: attention to the individual in the group, sophisticated grasp of the nuances of interpersonal communication, attention to context, tolerance and value of multiple perspectives, creative incorporation of difference, and a flexible developmental approach to managing anxiety and leadership projections. I also presented several key factors of contextual difference, important when working with a team: the different purpose of the work to facilitate more effective working together between members; stated outcomes (usually) for the intervention and often a relatively short, or fixed, time frame; that the group is not necessarily small, so that median or large group dynamics come into play; that the analyst arrives as the ‘stranger’, even when an ‘expert’, rather than as the powerful central figure of an analytic therapy group; that the formal hierarchy interacts in complex ways with power dynamics in the group, including the analyst; and that the language and metaphor of the intervention must be specific and meaningful to the team.
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Armada Crespo, José Manuel, Ignacio González López, and Mar Montávez Martín. "La expresión corporal: un proyecto para la inclusión (Corporal expression: a project for inclusión)." Retos, no. 24 (March 7, 2015): 107–12. http://dx.doi.org/10.47197/retos.v0i24.34538.
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El momento educativo en el que nos encontramos actualmente refleja la importancia de que la educación es una cuestión que concierne a todos y todas. En este caso el asunto referido es la educación inclusiva y sus bondades tanto a nivel académico como social. La UNESCO (2005) entiende la educación inclusiva como un proceso que permite responder a la diversidad de necesidades de todos los educandos mediante su participación en el aprendizaje, en actividades culturales y comunitarias reduciendo la exclusión a nivel académico y social. La educación inclusiva supone la transformación de los entornos educativos para dar repuestas apropiadas a las necesidades de todo del alumnado, siendo su principal objetivo que docentes y discentes entiendan la diversidad del alumnado como una oportunidad de enriquecimiento personal académico y profesional para todos y todas. Al hilo de esta cuestión, la investigación que se va a presentar a lo largo de este artículo refleja que el uso de la Expresión Corporal (EC) es una útil herramienta para la inclusión del alumnado considerado en desventaja social, ya que pone en juego la dimensión expresiva, comunicativa, creativa y estética (Coterón et al. 2008 y Montávez, 2012), en sinergia con las competencias del Real Decreto 1631/2006. Dichas dimensiones facilitan el desarrollo personal además de favorecer el trabajo cooperativo, por lo que la EC apunta a ser una estrategia generadora de espacios que permiten la inclusión del alumnado en desventaja social.Palabras clave: Expresión Corporal, educación inclusiva, actividades cooperativas.Abstract: The educational moment in which we are now reflects the importance that education is a question that concerns everyone. In this case the matter referred to is inclusive education and its benefits both academically and socially. UNESCO (2005) defines inclusive education as a process to respond to the diverse needs of all learners through participation in learning, cultural and community activities reducing exclusion at an academic and social level. Inclusive education involves the transformation of educational settings to tailor to all the students’ needs. Its main objective is that teachers and students get to understand student diversity as an opportunity for personal and professional enrichment. In line with this issue, the research that will be now presented in this article shows that the use of Corporal Expression is an useful tool for the inclusion of those students which are considered to be socially disadvantaged, as it sets into play the expressive, communicative, creative and aesthetic dimensions (Coterón et al. Montávez 2008, 2012), in synergy with the powers of the Law 1631/2006. Such dimensions would provide personal development and they would also enhance cooperative work, therefore the EC aims to be a strategy that generates spaces that allow the inclusion of socially disadvantaged students. Keywords: Corporal Expression, inclusive education, cooperative activities.
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Kiechle, Frederick L., and Xinbo Zhang. "The Postgenomic Era." Archives of Pathology & Laboratory Medicine 126, no. 3 (March 1, 2002): 255–62. http://dx.doi.org/10.5858/2002-126-0255-tpe.
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Abstract Objectives.—To review the advances in clinically useful molecular biological techniques and to identify their applications in clinical practice, as presented at the Tenth Annual William Beaumont Hospital DNA Symposium. Data Sources.—The 11 manuscripts submitted were reviewed and their major findings were compared with literature on the same topic. Study Selection.—Manuscripts address creative thinking techniques applied to DNA discovery, extraction of DNA from clotted blood, the relationship of mitochondrial dysfunction in neurodegenerative disorders, and molecular methods to identify human lymphocyte antigen class I and class II loci. Two other manuscripts review current issues in molecular microbiology, including detection of hepatitis C virus and biological warfare. The last 5 manuscripts describe current issues in molecular cardiovascular disease, including assessing thrombotic risk, genomic analysis, gene therapy, and a device for aiding in cardiac angiogenesis. Data Synthesis.—Novel problem-solving techniques have been used in the past and will be required in the future in DNA discovery. The extraction of DNA from clotted blood demonstrates a potential cost-effective strategy. Cybrids created from mitochondrial DNA-depleted cells and mitochondrial DNA from a platelet donor have been useful in defining the role mitochondria play in neurodegeneration. Mitochondrial depletion has been reported as a genetically inherited disorder or after human immunodeficiency virus therapy. Hepatitis C viral detection by qualitative, quantitative, or genotyping techniques is useful clinically. Preparedness for potential biological warfare is a responsibility of all clinical laboratorians. Thrombotic risk in cardiovascular disorders may be assessed by coagulation screening assays and further defined by mutation analysis for specific genes for prothrombin and factor V Leiden. Gene therapy for reducing arteriosclerotic risk has been hindered primarily by complications introduced by the vectors used to introduce the therapeutic genes. Neovascularization in cardiac muscle with occluded vessels represents a promising method for recovery of viable tissue following ischemia. Conclusions.—The sequence of the human genome was reported by 2 groups in February 2001. The postgenomic era will emphasize the use of microarrays and database software for genomic and proteomic screening in the search for useful clinical assays. The number of molecular pathologic techniques and assays will expand as additional disease-associated mutations are defined. Gene therapy and tissue engineering will represent successful therapeutic adjuncts.
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Muzychko, Lesya T. "PSYCHOTHERAPICAL WORK WITH THE TALE AS AN ELEMENT OF EFFECTS ON THE FORMATION OF PSYCHOLOGICAL HEALTH OF PRESCHOOL CHILDREN." Scientific Notes of Ostroh Academy National University: Psychology Series 1 (January 28, 2021): 114–19. http://dx.doi.org/10.25264/2415-7384-2021-12-114-119.
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Fairytale therapy is one of the effective methods of working with preschool children who are experiencing various emotional and behavioral difficulties. The essence of this method is to create a special fabulous atmosphere that makes the child’s dreams come true, allows the child to fight their fears and complexes. Fairytale therapy well overcomes the high level of anxiety in children, various fears, aggression, adapts to different children’s groups. Fairytale therapy can be used to deal with aggressive children, insecure, shy, susceptible to deception, as well as in cases of all kinds of psychosomatic illnesses. The process of fairytale therapy allows the child to understand and analyze their problems, to see ways to solve them. The basic principle of fairytale therapy is the holistic development of the individual, the care of the soul, the healing of the fairy tale. According to the results of theoretical and empirical study of fairytale therapy as an element of corrective influence on the formation of psychological health of preschool children, it is determined that the use of fairy tales in daily lessons with them gives an effective result in overcoming children’s anxiety, fears and complexes, stabilizes their emotional state, overcomes excessive aggressiveness in interaction with peers. The main task of fairy tales: to offer alternative behaviors, other exits from problematic situations through fairy-tale events and fairy-tale characters. At the same time performing various functions – diagnostic, prognostic, educational, corrective. At the choice of objects or audience, fairy tales can be individual and group, author and folk. We can choose them arbitrarily for the purpose of direct psychological and pedagogical influence on the problem, depending on the set goals. By freeing children from gaming addiction, the fairy-tale atmosphere allows toddlers to work out certain behavioral and role-playing stories, shaping adaptive and sparing, constructive and creative approaches to addressing urgent children’s problems. Listening, illustrating, playing fairy tales, supplementing and ending a fairy tale allows you to form adequate self-esteem and criticality today, and most importantly – independence and autonomy in the future. However, the results also gave us the opportunity to analyze that the immediate results of the lessons provided do not always give a lasting effect, and often children need reminders, re-discussing, playing the same fairy tale with the use of other activities, consolidating the acquired knowledge and skills in the form of play. Fairy tale as a cultural-philosophical and psychological-educational phenomenon significantly influences the mental health of the younger generation.
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Pratt, Michael. "Creating A National Public Health Plan." Medicine & Science in Sports & Exercise 39, Supplement (May 2007): 63. http://dx.doi.org/10.1249/01.mss.0000272730.40559.ee.
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Oh, Ji Hyun, and So Yeon Park. "Participatory Action Research for Creating an Online-Based Play Therapy Training Program: Training on Play Therapy for Children with Developmental Disabilities for Experienced Play Therapists." Korean Journal of Child Studies 42, no. 2 (April 30, 2021): 199–218. http://dx.doi.org/10.5723/kjcs.2021.42.2.199.
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Pautex, Sophie, Claudia Gamondi, Yves Philippin, Grégoire Gremaud, François Herrmann, Cristian Camartin, and Petra Vayne-Bossert. "Advance directives and end-of-life decisions in Switzerland: role of patients, relatives and health professionals." BMJ Supportive & Palliative Care 8, no. 4 (September 2, 2015): 475–84. http://dx.doi.org/10.1136/bmjspcare-2014-000730.
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BackgroundLittle is known in Europe about end-of-life (EOL) decisions and advance directives (AD), particularly in patients with severe advanced disease. Switzerland is a multicultural and multilingual federal country and has the particularity of being divided into four linguistic and cultural regionsObjectiveTo understand better in different regions of Switzerland which specific patient's characteristics could have an impact on their decision to complete AD or not.Design/setting/participantsProspective study conducted in four palliative care units. Patients with an advanced oncological disease, fluent in French, German or Italian and with a Mini-Mental State Examination >20 were included. Demographic data, symptom burden (Edmonton Symptom Assessment System, ESAS; Hospital Anxiety and Depression Scale, HADS) and spiritual well-being (Functional Assessment of Chronic Illness Therapy-Spiritual well-being, FACIT-sp) have been assessed. A structured questionnaire has been completed by patients, their relatives and health professionals.Results143 patients were included (mean age 68.3 years; 62 male). 41 completed ADs. No particular features were associated with the completion of ADs. Most patients were satisfied with the medical information received. A third of them were not worrying about their future, especially those living in the German-speaking part. Should they become unable to communicate, 87 expected their relative to transmit their own wishes, but only 38 had spoken recently with them about what they wanted. 23 of the 69 included relatives would like to play a more active role in decision-making.ConclusionsThese results illustrate the fact that terminally ill patients wish to be active in decision-making, but only seldom transmit their wishes to their relative or complete a written document. The discussion about ACP should be defined according to the particularity of each region and the role of healthcare professionals’ attitudes towards ADs, but we should also be creative and find other ways to promote shared decision-making.
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Inman, Luke A. G., Michael J. Rennie, Mark L. Watsford, Nathan J. Gibbs, James Green, and Robert W. Spurrs. "Reference values for the creatine kinase response to professional Australian football match-play." Journal of Science and Medicine in Sport 21, no. 8 (August 2018): 852–57. http://dx.doi.org/10.1016/j.jsams.2017.12.013.
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Sterman, Julia, Michelle Villeneuve, Grace Spencer, Shirley Wyver, Kassia S. Beetham, Geraldine Naughton, Paul Tranter, Jo Ragen, and Anita Bundy. "Creating play opportunities on the school playground: Educator experiences of the Sydney playground project." Australian Occupational Therapy Journal 67, no. 1 (December 16, 2019): 62–73. http://dx.doi.org/10.1111/1440-1630.12624.
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Butts, Jessica, Bret Jacobs, and Matthew Silvis. "Creatine Use in Sports." Sports Health: A Multidisciplinary Approach 10, no. 1 (October 23, 2017): 31–34. http://dx.doi.org/10.1177/1941738117737248.
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Context: The use of creatine as a dietary supplement has become increasingly popular over the past several decades. Despite the popularity of creatine, questions remain with regard to dosing, effects on sports performance, and safety. Evidence Acquisition: PubMed was searched for articles published between 1980 and January 2017 using the terms creatine, creatine supplementation, sports performance, and dietary supplements. An additional Google search was performed to capture National Collegiate Athletic Association–specific creatine usage data and US dietary supplement and creatine sales. Study Design: Clinical review. Level of Evidence: Level 4. Results: Short-term use of creatine is considered safe and without significant adverse effects, although caution should be advised as the number of long-term studies is limited. Suggested dosing is variable, with many different regimens showing benefits. The safety of creatine supplementation has not been studied in children and adolescents. Currently, the scientific literature best supports creatine supplementation for increased performance in short-duration, maximal-intensity resistance training. Conclusion: While creatine appears to be safe and effective for particular settings, whether creatine supplementation leads to improved performance on the field of play remains unknown.
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Russell, Mark, Jonny Northeast, Greg Atkinson, David A. Shearer, William Sparkes, Christian J. Cook, and Liam P. Kilduff. "Between-Match Variability of Peak Power Output and Creatine Kinase Responses to Soccer Match-Play." Journal of Strength and Conditioning Research 29, no. 8 (August 2015): 2079–85. http://dx.doi.org/10.1519/jsc.0000000000000852.
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D’Antona, Giuseppe, Seyed Mohammad Nabavi, Piero Micheletti, Arianna Di Lorenzo, Roberto Aquilani, Enzo Nisoli, Mariangela Rondanelli, and Maria Daglia. "Creatine, L-Carnitine, andω3 Polyunsaturated Fatty Acid Supplementation from Healthy to Diseased Skeletal Muscle." BioMed Research International 2014 (2014): 1–16. http://dx.doi.org/10.1155/2014/613890.
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Myopathies are chronic degenerative pathologies that induce the deterioration of the structure and function of skeletal muscle. So far a definitive therapy has not yet been developed and the main aim of myopathy treatment is to slow the progression of the disease. Current nonpharmacological therapies include rehabilitation, ventilator assistance, and nutritional supplements, all of which aim to delay the onset of the disease and relieve its symptoms. Besides an adequate diet, nutritional supplements could play an important role in the treatment of myopathic patients. Here we review the most recentin vitroandin vivostudies investigating the role supplementation with creatine, L-carnitine, andω3 PUFAs plays in myopathy treatment. Our results suggest that these dietary supplements could have beneficial effects; nevertheless continued studies are required before they could be recommended as a routine treatment in muscle diseases.
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Randall, Glen. "The Reform of Home Care Services in Ontario: Opportunity Lost or Lesson Learned?" Canadian Journal of Occupational Therapy 74, no. 3 (June 2007): 208–16. http://dx.doi.org/10.1177/000841740707400309.
Full textAbstract:
Background. With the release of the Romanow Commission report, Canadian governments are poised to consider the creation of a national home care program. If occupational and physical therapists are to have input in shaping such a program, they will need to learn from lost opportunities of the past. Purpose. This paper provides an overview of recent reforms to home care in Ontario with an emphasis on rehabilitation services. Method. Data were collected from documents and 28 key informant interviews with rehabilitation professionals. Results. Home care in Ontario has evolved in a piecemeal manner without rehabilitation professionals playing a prominent role in program design. Practice Implications. Rehabilitation services play a critical role in facilitating hospital discharges, minimizing readmissions, and improving the quality of peoples' lives. Canadians will benefit if occupational and physical therapists seize the unique opportunity before them to provide meaningful input into creating a national home care program.