Dance Therapy Association of Australia

In this volume

2007 Vol. 6 No. 2

Unspoken Stories: The gift of sharing a Movement Therapy space with Adolescents in a Specialist Psychiatric Unit, SE England UK

Keywords
clinical team, person-centred, transference, counter-transference, themes, Chacian circle, LMA

Tracey reflects on her clinical role as a DMT within an Adolescent Psychiatric Unit, working one to one and in groups with young people experiencing severe and enduring mental health problems. Her clinical focus is to discover and offer a creative unfolding space for what she calls the “unspoken story” for each person. Supported by her role on the unit as both a trainee and then employed as DMT, with supervision and reflective negotiation with the lead charge nurse, Tracey discusses methods and interventions from her evolving practice. These include structure, safety, multi-modal inquiry and exploration of themes whilst ‘working with the delicate notion of formation of identity’ for the young people she journeys with. (pp 2-7)

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ArtStories – Shared artmaking for wellbeing and learning in Northern Australia

Keywords
music therapy, multi-arts approach, participatory research, education, Indigenous Communities, schools

This is an excerpt from the content:

“ArtStories is an exciting initiative of the Charles Darwin University Learning Research Group in Darwin. For the last 18 months ArtStories practitioner-researchers Anja Tait, Edel Musco and Catherine Threlfall have been growing this participatory research in five urban, rural and remote school communities in the Top End. ArtStories aims to support shared artmaking for learning and wellbeing for all members of the five school communities – in particular children in the early years of school, and their families, teachers and support staff. ArtStories is a multi-arts approach, responding to the creative interests and strengths of school community members and students. Participants create and tell stories of self, family, community and dreams, using combined arts approaches.” The research is described with a focus on each school community and the scope for developing this into other Communities. (pp 9-12)

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Dance and Disability: A Student’s Experience

Keywords
professional development, education, creative play, arts & crafts, LMA, therapeutic relationship

Tessa reflects on aspects of her professional learning journey on placement in a day centre as a post graduate diploma student in DMT. Grappling with the ‘politics’ in disability services and the questions of education versus therapy, Tessa shares her own making sense of what is important in the group sessions she leads, exemplified by a creative themed container whereby participants created their own costumes and enacted a ‘Masquerade Ball. Images of the clients and therapeutic outcomes are presented and values of a developing a DMT practice are discussed. (pp 13-16)

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Report on the Creative Therapies Association of Aotearoa (CTAA) Conference in New Zealand – ‘Healing Ways’

Keywords
Neuroplasticity, Authentic Movement, Drama therapy, Expressive Arts, Children, Disabilities, ritual, breathing

A wide array of presentations and workshops are reflected on including Connor’s Authentic Movement workshop. Sessions also covered the modalities of art, drama, expressive arts, music and spiritual/cultural rituals and models. Adaptations of the various modalities with differing client groups are described from Connor’s perspective and her experiential participation in “the Fluid Body” workshop gives insight to her embodied inquiry and delightful discoveries. (pp 17-19)

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A Therapist’s Journey is Unknown, and yet it Flows

Keywords
trauma, Holocaust survivors, Aged care, Jewish culture, professional development

Lillian briefly shares her journey becoming a DMT by studying in Australia as an International Student from Singapore. Her healing and transforming journey touches on her recovery from trauma and her challenges to complete her studies. She describes her uplifting and healing DMT work with Jewish Holocaust survivors in an aged care setting and encourages all students on their DMT journeys. (pp 20-21)

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