Učinki metod plesno-gibalne terapije pri otroku z motnjo avtističnega spektra

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Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.10 - Specialist Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[N. Zorko]
UDC:	376.1(043.2)
COBISS:	9561673
Views:	1060
Downloads:	310
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	The effects of dance movement therapy methods in the nursery and kindergarten on a child with autistic spectre disorder
Secondary abstract:	This specialist thesis examines the effects of dance-movement therapy methods on the life of a child with autism spectrum disorder. I included dance therapy methods as part of my daily work in the preschool education of children, which I combined with music, drama, and art therapy. Dance-movement therapy is a psychotherapeutic method that applies movement and dance. Therapists who research the characteristics of the movement and the treatment of children with autism spectrum disorder have concluded that such children can achieve better results by means of non-verbal methods. In the case study presented, I followed a boy aged between five and six from my kindergarten group who showed signs not of classical autism, but of Asperger syndrome. I offered him the possibility to express himself through movement containing dance-movement therapy methods. During the several years of my prior work with the boy, between ages two and six, I had noticed that expressing himself and his creativity through movement had become his manner of expression, by means of which he was able to process various forms of distress and crises. Therefore I decided to follow him systematically and to carry out a qualitative research study in which I observed and followed him, I recorded my observations and conclusions, and set questions for myself, the answers to which I obtained by means of the qualitative nature of this specialist thesis. The objective of the thesis was to find answers to the following questions: To what extent does dance-movement creativity affect the quality of life of a child with autism spectrum disorder? How does a child express his/her feelings, crises, and happiness with him/herself and with others by means of dance-movement therapy methods? How can dance-movement therapy help a child with autism spectrum disorder interact with his/her broader environment and create positive contacts with his/her immediate environment? The study was carried out by means of the action research model. Step by step, I planned and carried out transformative plans into action; along the way I observed and recorded the data obtained, in accordance with which I concurrently developed and adapted activities for further educational and therapeutic process. I used the following qualitative data collection methods: keeping a diary, in which I recorded my personal observations, progress, responses, and the characteristics of the individual and the group; analysis of observations; evaluation; and reflection. Furthermore, I included in my research the methods of open interview and a questionnaire for early detection of autism. My findings indicated that by means of dance-movement therapy methods within the upbringing, educational, and therapeutic work within the group the boy suspected of having autism spectrum disorder was able to interact with the environment significantly better; his personality development strengthened, his self-esteem rose, and he became more confident when exposed to speech or performing in front of others. Furthermore, it brought about progress in his emotional development. With regard to mutual relations I noticed an improved and more pleasant atmosphere in the group, relations between children also improved as they became more connected, willing to listen to and help one another, they helped build the strengths of one another with regard to their abilities, and as well showed respect for and trust in one another.
Secondary keywords:	backward child;pre-school child;autism;dance;motion;otrok s posebnimi potrebami;predšolski otrok;avtizem;ples;gibanje;
File type:	application/pdf
Type (COBISS):	Specialist thesis
Thesis comment:	Univ. v Ljubljani, Pedagoška fak.
Pages:	112 str.
Type (ePrints):	thesis
Title (ePrints):	The effects of dance-movement therapy methods on children with autism spectrum disorder
Keywords (ePrints):	avtizem
Keywords (ePrints, secondary language):	autism
Abstract (ePrints):	V specialističnem delu sem preučila kako plesno-gibalna dejavnost vpliva na življenje otroka s sumom na motnjo avtističnega spektra. V svoje vsakodnevno vzgojno izobraževalno delo sem vključevala metode plesne terapije, katere sem povezovala z glasbenimi, dramskimi ter likovnimi vsebinami. Gibalno-plesna terapija je psihoterapevtska metoda uporabe gibanja in plesa. Terapevti, ki raziskujejo gibalne karakteristike in zdravljenje otrok z motnjami avtističnega spektra, ugotavljajo, da lahko ti otroci dosegajo boljše rezultate skozi neverbalna sredstva. V študiji primera sem spremljala dečka, starega od 5-6 let, iz skupine v vrtcu, ki je kazal znake Aspergerjevega sindroma in ne klasičnega avtizma. Zato sem dečku, s sumom motnje avtističnega spektra, ponudila možnost izražanja z gibanjem, ki vključuje metode plesno-gibalne terapije. V predhodnem večletnem delu v skupini z dečkom, starim od 2-6 let, sem opazila, da sta njegova gibalna izraznost in ustvarjalnost postala njegovo sredstvo izražanja, preko katerega je predeloval različne stiske, ki so ga obremenjevale. Zato sem se odločila za sistematično spremljanje in kvalitativno raziskavo, kjer sem opazovala, spremljala, ugotavljala, beležila in si postavila različna vprašanja, na katere sem dobila odgovore s pomočjo kvalitativne raziskave specialističnega dela. V delu sem želela odgovore na sledeča vprašanja: Koliko plesno-gibalno ustvarjanje vpliva na kakovost življenja otroka z motnjo avtističnega spektra. Kako preko metod plesno-gibalne terapije otrok izraža svoja čustva, stiske, veselje s samim seboj in z drugimi? Kako se lahko otrok z motnjo avtističnega spektra preko metod plesno-gibalne terapije vključuje v širše okolje in ustvarja pozitiven stik z okolico? Celotna raziskava je potekala po modelu akcijskega raziskovanja. Korak za korakom sem načrtovala, načrtovanje sem prenašala v akcijo in ob tem opazovala ter beležila dosežene rezultate, katere sem razvijala sproti ter prilagajala dejavnosti v nadaljnjem vzgojnem in terapevtskem procesu. Uporabila sem kvalitativne metode zbiranja podatkov: dnevnik, kjer sem beležila svoja osebna opažanja, napredke, odzive, lastnosti in značilnosti posameznika in skupine, analizo opazovanja, evalvacijo, refleksijo. V raziskovanje sem vključila odprti intervju in vprašalnik o zgodnjem odkrivanju avtizma. Ugotovitve kažejo, da se je deček s sumom motnje avtističnega spektra, pri vzgojno -terapevtskem in izobraževalnem delu v skupini, s pomočjo uporabe metod plesno-gibalne terapije bistveno bolje vključeval v okolje, močno se je okrepil dečkov osebnostni razvoj ter dvig njegove samopodobe in samozavestnega nastopanja pred drugimi. Ugotovljen je bil napredek tako v socialnem kot emocionalnem razvoju. V medsebojnih odnosih sem opazila, da se je med otroki ustvarilo boljše in prijetno vzdušje, izboljšali so se odnosi med otroki, postali so bolj povezani, prisluhnili so drug drugemu, si med seboj pomagali, drug drugega krepili v njihovih sposobnostih, se med seboj spoštovali, si zaupali.
Abstract (ePrints, secondary language):	This specialist thesis examines the effects of dance-movement therapy methods on the life of a child with autism spectrum disorder. I included dance therapy methods as part of my daily work in the preschool education of children, which I combined with music, drama, and art therapy. Dance-movement therapy is a psychotherapeutic method that applies movement and dance. Therapists who research the characteristics of the movement and the treatment of children with autism spectrum disorder have concluded that such children can achieve better results by means of non-verbal methods. In the case study presented, I followed a boy aged between five and six from my kindergarten group who showed signs not of classical autism, but of Asperger syndrome. I offered him the possibility to express himself through movement containing dance-movement therapy methods. During the several years of my prior work with the boy, between ages two and six, I had noticed that expressing himself and his creativity through movement had become his manner of expression, by means of which he was able to process various forms of distress and crises. Therefore I decided to follow him systematically and to carry out a qualitative research study in which I observed and followed him, I recorded my observations and conclusions, and set questions for myself, the answers to which I obtained by means of the qualitative nature of this specialist thesis. The objective of the thesis was to find answers to the following questions: To what extent does dance-movement creativity affect the quality of life of a child with autism spectrum disorder? How does a child express his/her feelings, crises, and happiness with him/herself and with others by means of dance-movement therapy methods? How can dance-movement therapy help a child with autism spectrum disorder interact with his/her broader environment and create positive contacts with his/her immediate environment? The study was carried out by means of the action research model. Step by step, I planned and carried out transformative plans into action; along the way I observed and recorded the data obtained, in accordance with which I concurrently developed and adapted activities for further educational and therapeutic process. I used the following qualitative data collection methods: keeping a diary, in which I recorded my personal observations, progress, responses, and the characteristics of the individual and the group; analysis of observations; evaluation; and reflection. Furthermore, I included in my research the methods of open interview and a questionnaire for early detection of autism. My findings indicated that by means of dance-movement therapy methods within the upbringing, educational, and therapeutic work within the group the boy suspected of having autism spectrum disorder was able to interact with the environment significantly better; his personality development strengthened, his self-esteem rose, and he became more confident when exposed to speech or performing in front of others. Furthermore, it brought about progress in his emotional development. With regard to mutual relations I noticed an improved and more pleasant atmosphere in the group, relations between children also improved as they became more connected, willing to listen to and help one another, they helped build the strengths of one another with regard to their abilities, and as well showed respect for and trust in one another.
Keywords (ePrints, secondary language):	autism
ID:	8311221