INTRODUCTION

Dancing in its widest sense is the personalized human reaction to the appeal of a
general rhythm which marks not only human life but the universe. It is this rhythm which
regulates the universe and is the most essential and basic requirement of human life. The
world has been functioning for millions of years to its set rhythm. Any upset in this rhythm
and its resultant calamity is beyond human comprehension. It is this rhythm, which we call
laya, that influences all the physical and spiritual manifestation of life. So, dancing based and
woven around rhythm, assumes a tremendous importance of man; it also assumes spiritual
qualities.
Dancing is an arrangement or pattern in space, as architecture and painting and
sculpture are and employs spatial rhythm. Like music, it is an arrangement in time employing
rhythm. Thus dance is the only art which can be called time-space art, employing rhythm in
both the spheres auditory and visual.
Human beings experience the urge to move even before birth. Developmentally, we
draw on movement to communicate before there is use of verbal language.
So, dance is used in the broadest sense of body movement, which may involve a small
gesture or the total use of self. It lasts over time, perhaps merely a brief moment, and may use
rhythms or not. It spreads out over space or use only that which ones body inhabits. In all
cases, it is a motor action that emanates from an individual in response to internal sensations
or perceived external stimuli.
The famous dance activist Havelock Ellis says, If we are indifferent to the art of
dancing, we have failed to understand, not merely the supreme manifestation of physical life,
but also the supreme symbol of spiritual life.
In this regard, we can quote Padmasri Dr. Kanak Rele, To the Indian mind, there is
no movement without a motivating force. For us even the normal activities (kriyas) are
endowed with some inner meaning and a motivating force.
Tripura Kashyap, one of the leading dance activists and therapists of India says,
Dance is a unique physical discipline in which emotional, psychological, spiritual,
intellectual and creative energies are unified and harmonized.

The multidimensional experience of the individual involved in this art was one of the
main factors that led to the therapeutic gestation because dance is an art that strongly
integrates the physiological, cognitive, emotional and socio-cultural aspects of human beings.
Dance Movement Therapy
Dance is the core and the roots from which the profession of Dance Movement
Therapy (DMT) has grown. It is defined as, The psychotherapeutic use of movement and
dance through which a person can engage creatively in a process to further their emotional,
cognitive, physical and social integration. (ADMTUK 2002:1)
According to American Dance Therapy Association, Dance /Movement Therapy is
focused on movement behavior as it emerges in the therapeutic relationship. Expressive,
communicative, and adaptive behaviours are all considered for group and individual
treatment. Body movement, as the core component of dance, simultaneously provides the
means of assessment and the mode of intervention for dance/movement therapy.
Over the past several years, there has been a gradual recognition of the importance of
the interrelationship of the body mind and how it affects human behavior
psychologically, physically and socially. The concepts of embodiment and attunement are
becoming common place in the literature of various psychotherapeutic disciplines as well as
related fields. Understanding has evolved of how illness, both physical and psychological, is
influenced by emotions. The body relays information our emotional history that remains
stored in our muscular and other physiological systems. It is manifested in the individuals
postures, gestures, use of space and movements large and small. It became clear that we
cannot discard the body as a source of information, whether analogical or symbolic, or ignore
it in the process of healing.
Dance Movement Therapy evolved from this understanding. The therapeutic potential
of the creative process that occurs through dance and improvisation began to be formalized.
Movement was no longer conceived as performance for an audience, but rather was
recognized as an expression of feelings and concerns.
Dance Movement Therapy is an interdisciplinary profession, with its own training,
that evolved through the synthesis of the art of movement and dance and the science of
psychology. As such, it continues to evolve based on the confluence of knowledge built upon
the therapeutic and spiritual use of dance through the ages, cultural anthropology,

psychodynamic theories, neuromotor sciences, the psychology of the arts and the creative
process.
Dance Movement Therapy is essentially a discipline that is continually evolving. A
variety of dance and psychotherapy approaches are interwoven in the construction of this
practice. Today, neurosciences, early developmental research, self psychology, rational
psychoanalysis and certain concepts of post-rationalist cognitive science such as embodied
mind and enaction contribute to explaining what dance movement therapists early understood
on an intuitive level.
Dance Movement Therapy is a therapeutic modality in which the patient and the
therapist compose, taking into account the developmental needs of the patient, which at the
same time is reciprocally determined as the task unfolds. It works primarily with the
nonverbal and danced expression of the patient and the therapists movement and verbal
input.
Dance Movement Therapy is a form of psychotherapy in which the creative use of
movement and dance play a fundamental role within the therapeutic alliance. It is practiced
with groups and individuals in education, health and social care settings as well as private
practice.
As a professional in the field of special education, the role of dance therapist has
become important within multidisciplinary settings as adjunctive therapy or as a main
psychotherapeutic approach. It is through the integration of the therapeutic relationship and
motor expression that feelings, emotional history and thoughts are uncovered with the
potential of positive change occurring.
Dance has many meanings to people, and unfortunately some of these suggest only
partial connotations such as performance or technical skill. It is the role of the dance therapist
to be able to explain the more basic significance of dance and how it relates to life, growth
and change.

History and Philosophy of Dance Therapy

D
Throughout the ages, cultures have relied on dance to convey emotion, tell
a
stories, communicate with each other and the supernatural and to treat
n
illness. Individuals embraced its rhythms as a therapeutic experience, and
c
healers employed its movements as an intrinsic accompaniment to the ritual
e
of healing. The power of dance to communicate, express, and restore
T
underlies the ability of dance therapy to heal to this day.
h
e Modern dance therapy, also called dance movement therapy, finds its origins
r with modern dance pioneers like Isadora Duncan, Martha Graham and Doris
a Humphrey. They transformed dance from stylized forms like ballet into a
p self-expressive, spontaneous form, where individuality was encouraged. In
y the 1940s, after turning to a career as a dance instructor, Marian Chace
noticed that for some of her students dance was an emotional outlet for
feelings they needed to express, not just a series of movements. She
Hencouraged her students to concentrate on experiencing these emotions
isthrough movement, rather than focusing on the actual technique of the dance
t routine. Chace said of her work, this rhythmic action in unison with others
o results in a feeling of well-being, relaxation, and good fellowship.
r
y

Chace went on to study at the Washington School of Psychiatry and to teach

her theory of dance therapy. She believed that the communication of the
&
dance fulfilled a basic human need, and her work provided insights into the
P
h
il
o

relationship of movements and their therapeutic effect, how speech or

narrative can assist in both group and individual settings, how rhythmic
movement helps with organizing and clarifying processes, and how dance
serves to unify a group.

s The field of dance therapy was expanding. Around WWII, the work of
o psychoanalytic pioneers like Freud and Jung made their mark on the Dance
p Therapy movement. One of them was Mary Starks Whitehouse, who would
h become

Jungian

analyst.

She

developed

process

called

y movement-in-depth based on her knowledge of dance, movement and

depth psychology. This form of dance therapy is known today as

authentic movement, a process where patients dance their feelings about

an internal image that provides insight into issues in their past or current life.
Dance therapists believe that the body, mind, and emotions, are interrelated
and that the state of the body has a positive or negative effect on our attitude
and feelings. Illness, injury, emotional and physical trauma can cause us to
become out of balance and our way of expression and functioning in the
world changes as well. Dance therapy seeks to open up these restrictions by
allowing the patient to uncover and express them in movement, integrating
and accepting them as part of the whole. It also provides a means of
communication beyond the self, enabling the individual to go beyond any
isolation to connect, share and express common ground with others.
Dance therapy may be helpful for a wide range of patients and problems. It
is useful for those with restricted movement of movement, whether from
arthritis, ageing, degenerative disease, or other causes. For the chronically ill
or dying, it can aid in dealing with issues of death, pain and changes in body
image. Children, who dont have the patience or attention span for other
forms of therapy, can benefit from the openness that comes with expressive
dance. Adults whose emotions have been buried or who are not in touch with
their feelings, as well as victims of abuse who are otherwise unable to
articulate their problem, may find insight and release through dance. Even
those confined to wheelchairs can move their upper body in response to
musical rhythms.
Dance therapy can assist in interpersonal relationship within the family and
can serve as communicator for those with speech and learning disabilities
and autism. It is also a means of relaxation and stress reduction. Dances
expressive element may also add an aesthetic and spiritual dimension to the
experience. An evolving area of dance therapy is in disease prevention and
health promotion programs for the chronically ill.
In her article Healing in motion: dance therapy meets diverse needs,
Horowitz identifies the following as goals of dance therapy:
1. To foster a physically and emotionally safe, non-judgmental environment

that

is

respectful

of

individual

limitations

and

achievements

2. To facilitate individual expression and communication with other people

3. To increase body awareness, spontaneity, creativity and a healthy selfimage
4. To promote and integrate emotional stability (including anger
management

and

stress

reduction)

5. To support personal growth through insight, energy, and an expanded

movement repertoire
Watching a patients movements during therapy provides tremendous insight
into the dynamics of the individual or the group. According to Dr. Fran Levy,
author of Dance and Other Expressive Art Therapies: When Words Are Not
Enough, body movement reflects inner emotional states and changes in
movement behavior can lead to changes in the psyche, thus promoting health
and growth.
In 1993, the Office of Alternative Medicine, now the National Center for
Complementary and Alternative Medicine of the National Institutes of
Health, awarded the American Dance Therapy Association one of the first
grants to explore dance movement therapy in patients with medical illnesses.
Concept of behaviour.
Special needs children and the reason of their behavior problem (relate
korun with dance therapy)

The Benefit of Dance-Movement Therapy for Children with

Special Needs
We know that dancing has many benefits from improving your physical
health to giving people a way to deal with stress. For children with special
needs the benefits are many from improving motor skills to improving social
relationships. It can give children with learning disabilities a sense of
belonging by improving their social interactions, it has also been observed
that children that participate in dance therapy have improved their ability to

read, focus and participate in a classroom setting.

Improving motor skills Dance helps children be more aware of their

bodies, focusing on all body parts and the way they move. Dance helps them
learn about their body, improving posture, balance, body awareness,
coordination and motor skills. Because it is done with music and children
see it as a fun thing to do, dance gets kids moving and improves participation
of children in exercises meant to improve gross motor skills.

Improving overall health Dance improves strength and flexibility,

which helps keeps muscles and joints healthy. As children stretch and bend
they become more flexible just by dancing. Dance is a great exercises that
increases circulation, benefits the cardiovascular system, increases lung
capacity and improves stamina. Participating in team sports or in other
types of exercise may be a challenge for some children with special needs
but dancing is something they can do in different ways and at different levels
of difficulty depending on their individual needs and abilities.

Improving mood Dance can have a calming effect and make

children feel happy and improve their mood. This is due in great part to the
release of endorphins that takes place during physical exercise. Music and
dance have also been found to have calming effects, relieving stress, anxiety
and prevent depression. Dance improves the harmony between mind and
body, giving a sense of well-being.

Building confidence and improving self esteem Children

participating in dance movement therapy usually see an increase in their self
esteem and confidence through mastering new skills. Dance also offers a
creative outlet for children to express themselves in a safe environment.
This is especially beneficial for children who have problems with
communication. Dance also helps establish self-discipline.

Improving social skills When dance therapy is done with in a group

children will benefit from working together and cooperating in dance
routines thus fostering interactions and improving their abilities to relate to
peers. For many children who have trouble communicating dance provides a

form of self-expression and an outlet for them to creatively. Dance is also a

safe and inviting environment to meet peers and socialize.
Dance Movement Therapy for Children with Autism
Besides its many benefits for children with special needs dance therapy has
been found to have (research findings din ekhane) very positive results for
children on the autism spectrum. Also called Autism Movement Therapy,
dance therapy provides rich sensory /motor experiences for children with
autism and may minimize the frequency and intensity of negative behaviors.
Dance therapys calming and relaxing effects also help children on the
spectrum control and regulate their emotions while engaging in a typical,
age-appropriate recreational activity with other children.
Dance Movement Therapy for Children with Mental Retardation
Add korun
Impact of DMT TO CONTROL BEHAVIOUR PROBLEM

Objective of the Study

1. To identify the effectiveness of dance movement therapy for controlling
problem behavior.
2. To

METHODOLOGY OF THE STUDY

Research Design: The researcher has selected experimental design for the present study.
Research Tool: To work out the study concern, the researcher has administered the tool of
Behavioural Assessment Scales for Indian Children with Mental Retardation (BASIC-MR)
Part B.
BASIC-MR:
The assessment tool of BASIC-MR is used for assessing the current level of
behaviour and for programme planning for children with mental retardation between the ages
3 to 16 years (or 18 years).
Content: The assessment tool is divided into two parts Part A and Part B. Part A includes
180 items grouped under 7 domains motor, activities of daily living, language, reading and
writing, number-time, domestic-social, prevocational-money. Each domain consists of 40
items. All items are written in clear observable and measurable terms and are arranged in
increasing order of difficulty.
The BASIC-MR Part B consists of 75 items grouped under 10 domains violent and
destructive behaviour, temper tantrums, misbehaves with others, self injurious behaviours,
repetitive behaviours, odd behaviours, hyperactive behaviours, rebellious behaviours,
antisocial behaviours and fears. The number of items in each domain varies.
Scoring: Each child with mental retardation may show different levels of performance on
every item on the BASIC-MR, Part A. The six possible levels of performance under which
each item can be scored:

Level One : Independent (score 5)

Level Two : Clueing (score 4)
Level Three : Verbal Prompting (score 3)
Level Four : Physical Prompting (score 2)
Level Five : Totally Dependent (score 1)
Level Six : Not Applicable (score 0)
Each item of the Part B should be scored based on three levels of Severity/ frequency
of problem behaviours, i.e. Never (N), Occasionally (O), and Frequently (F).
Score 0 for Never
Score 1 for Occasionally
Score 2 for Frequently
Sources of Data: South Kolkata Parasmoni, 38 F, Sultan Alam Road (1st floor), Kolkata
700033, West Bengal.
Sampling: Stratified Random Sampling
Sample Used:
1. Apala Roy
Demographic Data:
Age:
Sex:
Parents Age:
Ordinal Position:
Parents Education:
Childs Education:

Family Environment (joint/nuclear/separated/others):

Family Status:
2. Shubhajyoti Kundu
Demographic Data:
Age:
Sex:
Parents Age:
Ordinal Position:
Parents Education:
Childs Education:
Family Environment (joint/nuclear/separated/others):
Family Status:
3. Meghna Moitra
Demographic Data:
Age:
Sex:
Parents Age:
Ordinal Position:
Parents Education:
Childs Education:
Family Environment (joint/nuclear/separated/others):
Family Status:
4. Harsh Bhawsingka

Demographic Data:
Age:
Sex:
Parents Age:
Ordinal Position:
Parents Education:
Childs Education:
Family Environment (joint/nuclear/separated/others):
Family Status:
Procedure: The researcher has worked out 20 sessions for the study concern. The sessions
are divided into three phases:
I. Assessment Session (pre-test) for 3 days
II.Therapy Session for 12 days
III.Post-Therapy Session for 5 days
I. Assessment Session:
BASIC-MR Part B has been administered for this session. It is found that the samples
have various problems in different domains.
1. Apala Roy
Violent and Destructive Behaviour: kicks, pushes, pinches, slaps, bites
Temper Tantrums: cries excessively
Misbehaves with others: pulls objects from others
Self injurious behaviours: none
Repetitive behaviours: rocks body, shakes hand, swings round
Odd behaviours: laughs inappropriately, talks to self

Hyperactivity: does not sit at one place for required time, does not pay attention, does not
continue with the task at hand for required time
Rebellious behaviours: refuses to obey commands, does opposite of what is requested, takes
very long time intentionally to complete a task
Antisocial behaviours: none
Fears: fear of specific persons
2. Shubhajyoti Kundu
Violent and Destructive Behaviour: bangs objects, slams doors, pokes others with pen, tears
threads from own or others clothing, tears up own books, papers
Temper Tantrums: none
Misbehaves with others: makes face to tease others, takes others possession without their
permission openly, bossy
Self injurious behaviours: none
Repetitive behaviours: bites ends of pen, pencil
Odd behaviours: none
Hyperactivity: does not pay attention, does not continue with the task at hand for required
time
Rebellious behaviours: refuses to obey commands, does opposite of what is requested, takes
very long time intentionally to complete a task
Antisocial behaviours: cheats in games
Fears: fear of dogs
3. Meghna Moitra
Violent and Destructive Behaviour: bangs objects, tears threads from own or others clothing,
tears up own books, papers
Temper Tantrums: cries excessively, screams

Misbehaves with others: pulls objects from others, interrupts in between when others are
talking, makes loud noise when others are working or reading, takes others possession
without their permission openly
Self injurious behaviours: bites self, pulls own hair
Repetitive behaviours: makes peculiar sounds, bites ends of pen, pencil
Odd behaviours: laughs to self, laughs inappropriately, kisses and hugs unnecessarily
Hyperactivity: does not sit at one place for required time, does not pay attention, does not
continue with the task at hand for required time
Rebellious behaviours: refuses to obey commands, does opposite of what is requested, takes
very long time intentionally to complete a task
Antisocial behaviours: none
Fears: fear of dogs
4. Harsh Bhawsingka
Violent and Destructive Behaviour: pushes others
Temper Tantrums: stamps feet
Misbehaves with others: pulls objects from others
Self injurious behaviours: none
Repetitive behaviours: none
Odd behaviours: none
Hyperactivity: does not pay attention, does not continue with the task at hand for required
time
Rebellious behaviours: refuses to obey commands, does opposite of what is requested, takes
very long time intentionally to complete a task
Antisocial behaviours: none
Fears: fear of dogs

For the concerned study, the researcher has selected three problem behaviours of the
sample which are to be reduced or modified through dance movement therapy.
These are in the areas of
A. Attention deficit
B. Inappropriate social behaviours like pushing, hitting, kicking, pinching
C. Repetitive behaviours like body rocking, swinging round
II. Therapy Session:
The therapy session was started with rapport building.
i. Technique of touching the hands together had been applied at first. It gives a feel of
bonding in between the therapist and the child and also among the children. As the autistic
children dislike any kind of touch or contact, it gives them a different feeling.
ii. Moving in a circle while doing the previous activity.
iii. Now the instruction has been given to move the other hand.
iv. Coming near and far in a circle holding each others hands.
A. Attention Deficit
Deficit in attention is a major problem in all types of retardation. Dance movement
therapy helps to improve this area. Individual as well as group interventions have been given.
i. Moving in a circle engaging both the hands The researcher has asked the children to
touch each others hands in a circle and move the other hand while circling.
ii. Clapping together Clapping in a rhythm enhances concentration, so increasing attention
span.
iii. Eye to eye contact This is an important technique as most of the mentally retarded and
autistic children do not contact with eyes. The researcher holds the hand of the child and tells
to make eye contact with her. She moves with music asking the child to move with her
keeping continuous eye contact. The child holds the hand and follows the researcher. The
attention span as well as body awareness and fitness have been developed.

iv. Being a leader - Now the researcher asks the child to hold her hand and move wherever
he or she wants to go. The researcher follows the child. The leadership role gradually gives
the feeling of responsibility and self importance.
v. Following the index finger The researcher asks the child to follow her index finger with
movement. Wherever she puts her index finger, the child moves accordingly. The sudden
change of placement of the finger develops the duration of attention and awareness of body
and mind in the child.
vi. Mirroring It is an important technique where a child is told to do the same movement
what the researcher does. From simple to complex movements are done. It develops a feeling
of discipline in the child, so the concentration level enhances.
The pairs are made by the children and asked one to do the movement and the other to
follow and vice-versa.
B. Inappropriate Social Behaviour
The inappropriate social behaviours like pushing, kicking, hitting, biting had been
noted.
i. Foot steps with hand gestures The researcher has developed a few movements of feet with
hands moving.
ii. Using props Handkerchiefs and dupattas are used as props. The children are asked to use
these props in many ways. Sometimes the researcher asks them to follow her. Then, she asks
them to use in pair. Lastly, she asks them to use the props however they want with musical
rhythm.
The props are visual medium and it helps the children to express themselves. Using
props need all the four limbs to be engaged. It helps to reduce destructive uses of the limbs
like pushing, kicking, pulling, pinching etc.
C. Repetitive Behaviour
i. Clapping with rhythm To reduce body rocking, the technique of clapping with rhythm is
very useful. Clapping in different spaces, clapping with one another are some of the
techniques used.

ii. Making circle Making a circle and moving in a circle with music helps to reduce the
repetitive behaviour like swinging round and round.
These techniques are actually used for transforming their repetitive behaviours into a
constructive expression.

III. Post-Therapy Session:

After working out the therapeutic sessions, it is found that

Attention span is increased among the children.

Inappropriate social behaviours like pushing, kicking, pinching and hitting have been

reduced.
Repetitive behaviours like body rocking and swinging round and round have been
reduced.