2015-2016 Dance/Movement Therapy Courses
Graduate Seminar in Methods and Theory of DMT I
This is the first in a four-part series of process-oriented seminars, which function as a laboratory for the study of dance/movement therapy methods and theory. In this course, we combine didactic, experiential and collaborative learning to examine the historical, cultural and clinical aspects of DMT. Students will learn about DMT pioneers, their theoretical contributions and the relationship of DMT to the origins and development of psychology. They will also be introduced to foundational movement-based techniques intrinsic to the practice of DMT as they begin to develop a common conceptual and kinesthetic framework rooted in developmental and integrative movement.
Movement Observation I
Movement Observation I is the first in a series of three sequentially developed courses. The focus of this course is to provide students with a foundational exploration of personal embodiment as the basis for clinical presence in dance/movement therapy. We will begin with the study and practice of developmental movement patterns based on the work of Bonnie Bainbridge Cohen and Bodynamic Developmental Psychotherapy. Didactic learning will be supported by experiential exercises and self-observation.
Students will develop observational and assessment skills further through weekly observation of young children at the Early Childhood Center and other fieldwork placements. The classroom experience will provide an opportunity for students to integrate self-observational skills with observation and assessment of children and to articulate their perceptions through spoken and written language.
Human Growth and Development
This course will outline the interrelationships between physiological, psychological, cognitive and socio-cultural factors and their effects on human growth, development and behavior. Students will gain a basic knowledge of brain development and neuroscience, as they relate to the theory and practice of dance/movement therapy.
The course covers selected theoretical and empirical contributions to the study of human development throughout the lifespan. The course considers the nature of psychological development in childhood and adolescence and pays attention to developmental implications for adulthood and old age. There is a careful analysis of developmental theories, with an emphasis on research findings and methods as reported in the current literature. We will also be examining writings on attachment and contemporary psychodynamic theory, which emphasize the importance of early experience. These theories offer a particular focus on early relationships and their role in shaping an individual’s ways of being and knowing, of regulating affect, and of developing and maintaining crucial ties to others throughout life. They also provide a framework for incorporating recent advances in the study of the brain. The overarching goal of the course is to provide students with a general understanding of the current state of knowledge in various areas of psychological development.
Group Work Theory and Practice I
In this course, students will learn clinical skills and roles needed for the effective practice of group work as dance/movement therapists in varied clinical settings. We will examine theoretical constructs of group work that include Yalom’s Interpersonal approach, Shulman’s Interactional approach, Falck’s Membership Perspective and Steinberg’s model of Mutual-Aid. Students will be expected to identify the central ideas and methods of group work and recognize its emotional, cognitive and behavioral applications as well as behavior that disrupts the work of group process, demonstrate an understanding of the effects of transference and countertransference, discuss group work theory and techniques used to facilitate problem-solving and specific skill building to reduce psychiatric symptoms, and group characteristics including multiculturalism, diversity, dynamics, and stages of development and interventions.
Professional Orientation and Ethics
Students will learn the fundamental tenets underlying professional ethics and ethical decision-making in the practice of dance/movement therapy. We will identify and explore ethical concepts, standards, and guidelines that will inform your clinical judgment, and become aware and mindful of the ways your personal ethics relate to your role as a professional DMT. In addition to course readings, we will study the ADTA Code of Ethics and Standards of Ethical Practice, and the New York State Education Department requirements for standards of licensure in Creative Arts Therapy, including training in the identification and reporting of child abuse and maltreatment.
Movement Observation of Children Fieldwork
Students will have the opportunity for observation, research, and practicum experience. First-semester placements are at the Early Childhood Center, the campus laboratory preschool, allowing students to study typically developing children from ages 2 through 6, or at other sites with young children. These fieldwork hours are not counted toward the clinical internship requirement of 700 hours.
Graduate Seminar in Methods and Theory of DMT II
This is the second part of a four-semester process-oriented course that functions as a laboratory in which to study the methods and theory of DMT. It will combine didactic, experiential and collaborative learning as it builds on the first semester to synthesize dance/movement therapy practice with knowledge of human development, for application in various clinical circumstances. Students will learn techniques of practice specific to clinical populations, such as children, adolescents, the physically ill and/or those coping with aging, physical disabilities, mental illness, addiction disorders, or are survivors of physical and/or emotional trauma.
Movement Observation II
This course is an introduction to Laban Movement Analysis (LMA) with a primary focus on dance/movement therapy. The class is the second in a series of three on movement observation and assessment skills, and is designed to familiarize the student with the Laban concepts and principles for the observation and description of movement, integrating other relevant perspectives for understanding human movement. Students will learn to embody and observe foundational components of physical action by exploring concepts in the categories of Body, Effort, Space and Shape. LMA provides insight into one’s personal movement preferences and increases awareness of what and how movement communicates and expresses. In addition, through readings, movement experimentation and discussion, students will explore the principles of the Bartenieff Fundamentals, which involve concepts such as movement initiation and sequencing, connectivity, weight transference, spatial intent, effort intent and breath support. These fundamental ideas, when present in movement, develop dynamic alignment, coordination, strength, flexibility, mobility, kinesthetic awareness, expression, and help facilitate relationship.
This course is designed to provide students with a base of knowledge in psychopathology and to familiarize students with current conceptions and empirical findings in psychopathology research. Beginning with the question of how abnormality is defined, we will explore contemporary perspectives on psychopathology and focus more specifically on psychological disorders, their development and treatment, and controversies within the field. Additionally, this course will focus on the physiologic and motoric manifestations of illness, the role of dance/movement therapy in treatment, and challenges particular to dance/movement therapy intervention.
This course will use the current version of the Diagnostic and Statistical Manual of Mental Disorders, the DSM-5. Reading of the current manual will include discussion of recent changes and the impact on diagnostic understanding and treatment formulation.
Group Work Theory and Practice II - Graduate
In this course, students will expand their knowledge of the basic theories, methods, concepts and clinical applications learned in Group Work I. We will explore the core elements of systems approaches to group work theory and DMT clinical practice. Specifically, we will examine the contributions of Monica McGoldrick's influential work concerning ethno-cultural aspects affecting families, including the impact of race, class, religion, historical factors and migration experiences; and attitudes about sexual orientation and intermarriage. Other theoretical models will include the relational-cultural paradigm developed at the Stone Center's Jean Baker Miller Training Institute and the principles of Resilience Theory that emerged from the research of Dr. Emmy Werner. These models have implications for the development of therapeutic interventions and will inform our study of the clinical roles and skills needed for the effective practice of DMT group work with children, adolescents, and families in various clinical settings.
This course is an introduction to qualitative and quantitative research methodologies and techniques. Students will learn to apply research techniques such as data collection and analysis, both as researchers and to enhance clinical interpretation and practice skills.
We will explore issues around the importance of research to the field of dance/movement therapy, particular challenges and opportunities associated with dance/movement therapy research, and the history of research in the field. While this course will provide a base of knowledge for the practicing dance/movement therapist to interpret and evaluate research, the goal is to create not only consumers, but also creators, of research. As such, students will learn about the process of research design, including ethical and legal considerations, and will create their own research proposal.
Clinical Fieldwork Orientation
Clinical Fieldwork Orientation combines course work to support fieldwork placements in a clinical setting. This course is designed to provide the student with professional orientation and direct exposure to dance/movement therapy practice, an orientation to health and educational systems, and an understanding of the role and function of the dance/movement therapist within each system. Hours earned in clinical fieldwork placement are not counted toward the clinical internship requirement of 700 hours.
Graduate Seminar in Methods and Theory of DMT III
This course is the third in a series of four on the methods and theory of dance/movement therapy for clinical practice. Our focus will be on the experience of embodiment and on broadening and deepening the students’ practice of dance/movement therapy as we examine cultural, spiritual, and socioeconomic perspectives on dance and healing.
Movement Observation III
Movement Observation III serves as a continuation of the course work in Movement Observation I and II. Movement Observation III introduces the fundamentals of the Kestenberg Movement Profile (KMP), a theoretically based assessment tool that examines psychological development through body movement. Students’ understanding of Laban Movement Analysis (LMA) and its application in the therapeutic process is deepened with the addition of KMP as part of the movement development, relationship, learning, and psychological process. Additionally, ways of organizing observations and developing targeted assessments utilizing KMP will be considered. Students will also learn about current theories in neuroscience and their relation to movement observation.
Clinical Treatment Planning
In this course, students will build on concepts learned in Graduate Seminar in Methods and Theory of DMT I and II, Human Growth, Psychopathology, and Movement Observation I and II to refine their assessment skills in developing treatment plans consistent with DSM-5 criteria and the application of dance/movement therapy principles and interventions. The role of pharmacotherapy will be included. We will also examine clinical and treatment planning, with a focus on developing clinical writing skills as they relate to specific settings and populations, including children, adolescents, adults, and geriatrics.
Graduate Thesis I
Each student in the Dance/Movement Therapy program is required to complete a thesis project. The thesis provides the opportunity to integrate theory from multiple disciplines, existing literature in dance/movement therapy and personal experience using research methods. This course will offer students the structure to apply what they have learned in the Research Methods course toward developing their own research project, with the goal of completing and submitting a research prospectus and outline. Group support, consultation and technical assistance will be provided in the class.
Clinical Internship Practicum I
This course will use a group supervision format to oversee and develop the internship experience by strengthening clinical appraisal skills and movement and observation assessment through oral presentation of cases, as well as written diagnostic evaluations that will include the student’s clinical process and interventions.
Academic content related to assessment, diagnosis, interventions and the supervision process will be fluid within the overall structure of the course and weekly classes in order to meet the specific needs of each internship setting.
Graduate Seminar in Methods and Theory of DMT IV
This course will examine clinical applications of expressive arts modalities, such as art, music, poetry, and drama for the purpose of understanding their relationship to DMT and how they can be used in conjunction with DMT to enhance and support treatment interventions. We will also examine the use of the artistic elements of dance such as choreography and performance to support a variety of mental and physical health goals. The course will have several visiting faculty with expertise in the arts and the creative arts therapies.
Graduate Thesis II
Group support, consultation and technical assistance will be provided for this class for students who will be working with their thesis advisors and second readers to complete the final thesis project and continue the work begun in Thesis I.
Clinical Internship Practicum II
This course serves as a continuation of Clinical Internship Practicum I and will use a supportive group supervision format to oversee and develop the internship experience by strengthening clinical appraisal skills and movement and observation assessment through oral presentation of cases, as well as written diagnostic evaluations that will include the student’s clinical process and interventions.
Academic content related to assessment, diagnosis, interventions and the supervision process, including the therapeutic termination process, will be fluid within the overall structure of the course and weekly classes in order to meet specific needs of each internship setting.