2012-2013 Dance/Movement Therapy Courses

This course is a historical overview of the foundations and development of DMT and the relationship of the field to the origins and development of psychology. We will construct a foundation of theories, principles, and values that are basic to the practice of DMT. Students will be introduced to the use of movement interactions as a means of providing clinical services to groups and individuals.

In this course, students will study developmental movement with reference to the work of Bonnie Bainbridge Cohen, as we consider the biophysical underpinnings of movement. We will also explore movement qualities based on Cohen’s fluid systems work in support of a more in-depth understanding of human movement and development. Skills acquired in this course will be applied to the assessment and appraisal of individuals and groups.           

This course will outline the inter-relationships between physiological, psychological, cognitive, and sociocultural 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 DMT.

In this course, students will learn basic theories and concepts of interventions with small groups. We will explore theories such as Irving Yalom’s interpersonal approach, as well as clinical roles and skills needed for the effective practice of group work in varied clinical settings.

Students in this course will learn the ethical standards reflected in and upheld by the American Dance Therapy Association Code of Ethical Practice and the New York State Education Department’s requirements for standards for licensure in Creative Arts Therapy. We will also examine each student’s personal ethics, as they relate to the role of the profession of DMT.

Students will spend two or three hours per week at the Early Childhood Center. These fieldwork hours are not counted toward the clinical internship requirement of 700 hours.

This course builds on the work in Graduate Seminar in Methods & Theory of DMT I to synthesize the practice of DMT with knowledge of human development. We will explore various clinical circumstances and develop a basic understanding of treatment planning. Students will be exposed to techniques of practice specific to clinical populations, such as children, adolescents, physically ill and/or disabled, mentally ill. and survivors of physical and/or emotional trauma and addiction disorders.

Students will be introduced to Rudolf Laban’s system of movement analysis—including his vocabulary, notation, theory, concepts, and philosophy—for use in the clinical practice of DMT. Students will also begin to use Laban’s system to analyze their own movement predilections for the purpose of understanding clinical theories such as transference and counter-transference and diversity awareness. The work in this course builds on the assessment and appraisal skills for groups and individuals acquired in Movement Observation I.

This course is an introduction to psychopathology, in which students will learn to recognize and assess the signs and symptoms of mental illness. We will study the biopsychosocial framework used for clinical evaluation and formulation of a differential diagnosis consistent with DSM-IV criteria.

This course will expand on the theory and the clinical applications of group work covered in Group Work Theory & Practice I and will focus specifically on group therapy with DMT and other creative-arts therapies.

For one day per week, Clinical Fieldwork Orientation combines coursework with placement in a clinical setting that is designed to provide the student with professional orientation and direct exposure to DMT 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.

This class is an introduction to qualitative and quantitative research methodologies and techniques. Students will learn to apply research techniques such as data collection and analysis as researchers, as well as to enhance clinical interpretation and practice skills. 

This course is a historical overview of the foundations and development of DMT and the relationship of the field to the origins and development of psychology. We will construct a foundation of theories, principles, and values that are basic to the practice of DMT. Students will be introduced to the use of movement interactions as a means of providing clinical services to groups and individuals.

In this course, students will study developmental movement with reference to the work of Bonnie Bainbridge Cohen, as we consider the biophysical underpinnings of movement. We will also explore movement qualities based on Cohen’s fluid systems work in support of a more in-depth understanding of human movement and development. Skills acquired in this course will be applied to the assessment and appraisal of individuals and groups.           

This course will outline the inter-relationships between physiological, psychological, cognitive, and sociocultural 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 DMT.

In this course, students will learn basic theories and concepts of interventions with small groups. We will explore theories such as Irving Yalom’s interpersonal approach, as well as clinical roles and skills needed for the effective practice of group work in varied clinical settings.

Students in this course will learn the ethical standards reflected in and upheld by the American Dance Therapy Association Code of Ethical Practice and the New York State Education Department’s requirements for standards for licensure in Creative Arts Therapy. We will also examine each student’s personal ethics, as they relate to the role of the profession of DMT.

Students will spend two or three hours per week at the Early Childhood Center. These fieldwork hours are not counted toward the clinical internship requirement of 700 hours.

This course builds on the work in Graduate Seminar in Methods & Theory of DMT I to synthesize the practice of DMT with knowledge of human development. We will explore various clinical circumstances and develop a basic understanding of treatment planning. Students will be exposed to techniques of practice specific to clinical populations, such as children, adolescents, physically ill and/or disabled, mentally ill. and survivors of physical and/or emotional trauma and addiction disorders.

Students will be introduced to Rudolf Laban’s system of movement analysis—including his vocabulary, notation, theory, concepts, and philosophy—for use in the clinical practice of DMT. Students will also begin to use Laban’s system to analyze their own movement predilections for the purpose of understanding clinical theories such as transference and counter-transference and diversity awareness. The work in this course builds on the assessment and appraisal skills for groups and individuals acquired in Movement Observation I.

This course is an introduction to psychopathology, in which students will learn to recognize and assess the signs and symptoms of mental illness. We will study the biopsychosocial framework used for clinical evaluation and formulation of a differential diagnosis consistent with DSM-IV criteria.

This course will expand on the theory and the clinical applications of group work covered in Group Work Theory & Practice I and will focus specifically on group therapy with DMT and other creative-arts therapies.

For one day per week, Clinical Fieldwork Orientation combines coursework with placement in a clinical setting that is designed to provide the student with professional orientation and direct exposure to DMT 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.

This class is an introduction to qualitative and quantitative research methodologies and techniques. Students will learn to apply research techniques such as data collection and analysis as researchers, as well as to enhance clinical interpretation and practice skills.