Movement therapy and the specific use of polarities with developmentally disabled children

Journal/Book: Pratt Institute Creative Arts Therapy Review. 1982; 3: 33-40.

Abstract: Outlines the use of creative arts therapy with a boy (age 5 yrs 10 mo; IQ 52) who attended a school for the developmentally disabled. Movement therapy was inaugurated to help him reach the level of psychic organization that would allow him to make eye contact and relate his verbalizations to reality. The therapist began by mirroring the self-stimulation of S and introducing structured activities (e.g., play with hoop and balanced eye contact in a "hello-goodbye" game). Increasing mastery of movements initiated by the therapist helped S explore passivity and/or activity. S needed reassurance at this time that his body integration was being maintained; tracing lines of his body reinforced body part connections. When S began to introduce various prohibitions into the sessions, the 3rd and final level of organization of polarities had been reached. A "superhero" sequence of strength was used in the termination process; some regression occurred but outside of sessions S progressed in most activities, especially in his concentration and attention span. It is suggested that for polarities to be balanced, both opposing elements must be developed so that they present an appropriate pull for each other.

Note: Using Smart Source Parsing movement therapy; eye contact & directed motor activity & verbalizations & attention span; developmentally disabled 5.8 yr old male

Keyword(s): Developmental disabilities; treatment ; eye contact; attention span; verbal communication; motor performance; case report; preschool age children; childhood

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