Search

Background: Sustaining the wellbeing for children with an autism spectrum disorder (ASD) can be highly demanding. Dance Movement Psychotherapy (DMP), a form of psychotherapy with a non-verbal character, may present as a relevant intervention option for this group of children. Methods: A protocol-based group DMP intervention was developed and implemented in two special educational needs schools in the North West of England. We aimed to investigate the effects of DMP on children with ASD using the Social Communication Questionnaire (SCQ) and Strengths and Difficulties Questionnaire (SDQ). Twenty-six children aged between 8 and 13 years (mean age = 10.65 years) with ASD were randomly allocated to DMP and a control group with standard care, following a crossover research design. Results: Results showed no significant carryover or period effects for either the SCQ or SDQ (p > 0.05). A significant intervention effect was found only for SCQ (p = 0.005) but not for SDQ (p > 0.05). ANCOVAs were performed on the data before the crossover to test for differences in SCQ and SDQ scores between the DMP intervention and control groups while controlling for pre-intervention scores. Those in the DMP intervention group presented significantly lower SCQ scores following the intervention period than those in the control group (p = 0.001). No significant differences in post-intervention SDQ scores were found between DMP intervention and control groups (p = 0.2). However, minimal clinically important differences (MCID) were reached for both SCQ and SDQ measures before crossover for those in the DMP intervention group. Moreover, repeated measures ANOVAs performed on SCQ and SDQ measures following crossover were significant, with the change in both SCQ (p = 0.001) and SDQ (p = 0.009) pre-and post-intervention being significantly greater for those in the DMP intervention than the control group. Conclusion: The pilot DMP intervention has shown promising resul

Arts therapies draw upon many theories and models of practice, but lack consensus in shared factors of their provision. In preparation for a randomised controlled trial involving art therapy, dance movement therapy and music therapy, we used experiential and practice-based methods to develop a model and manual for mixed diagnosis arts therapies groups in community mental health care. Six arts therapists met over the course of a year to explore commonalities and differences in art, dance movement and music therapy groups. Arts-based and consensus methods were used to develop practice principles, which were expanded through workshops with arts therapists working in mental health services. A model, manual, training and adherence guide were produced, which incorporated role-play and video-based reflection. The model is underpinned by transdiagnostic and contextual psychotherapy theories. The manual outlines ten core principles, alongside 19 practice principles. Fourteen scenarios where therapists commonly intervene informed ongoing therapist training and development. This is the first model to describe practice across three types of arts therapies for mixed diagnosis groups in community mental health care. Whilst overall manual utility (including adherence) and effectiveness is yet to be assessed, the development methods may be informative for wider arts therapies groups and clientele.

Background: Sustaining the wellbeing for children with an autism spectrum disorder (ASD) can be highly demanding. Dance Movement Psychotherapy (DMP), a form of psychotherapy with a non-verbal character, may present as a relevant intervention option for this group of children. Methods: A protocol-based group DMP intervention was developed and implemented in two special educational needs schools in the North West of England. We aimed to investigate the effects of DMP on children with ASD using the Social Communication Questionnaire (SCQ) and Strengths and Difficulties Questionnaire (SDQ). Twenty-six children aged between 8 and 13 years (mean age = 10.65 years) with ASD were randomly allocated to DMP and a control group with standard care, following a crossover research design. Results: Results showed no significant carryover or period effects for either the SCQ or SDQ (p > 0.05). A significant intervention effect was found only for SCQ (p = 0.005) but not for SDQ (p > 0.05). ANCOVAs were performed on the data before the crossover to test for differences in SCQ and SDQ scores between the DMP intervention and control groups while controlling for pre-intervention scores. Those in the DMP intervention group presented significantly lower SCQ scores following the intervention period than those in the control group (p = 0.001). No significant differences in post-intervention SDQ scores were found between DMP intervention and control groups (p = 0.2). However, minimal clinically important differences (MCID) were reached for both SCQ and SDQ measures before crossover for those in the DMP intervention group. Moreover, repeated measures ANOVAs performed on SCQ and SDQ measures following crossover were significant, with the change in both SCQ (p = 0.001) and SDQ (p = 0.009) pre-and post-intervention being significantly greater for those in the DMP intervention than the control group. Conclusion: The pilot DMP intervention has shown promising resul

Arts therapies draw upon many theories and models of practice, but lack consensus in shared factors of their provision. In preparation for a randomised controlled trial involving art therapy, dance movement therapy and music therapy, we used experiential and practice-based methods to develop a model and manual for mixed diagnosis arts therapies groups in community mental health care. Six arts therapists met over the course of a year to explore commonalities and differences in art, dance movement and music therapy groups. Arts-based and consensus methods were used to develop practice principles, which were expanded through workshops with arts therapists working in mental health services. A model, manual, training and adherence guide were produced, which incorporated role-play and video-based reflection. The model is underpinned by transdiagnostic and contextual psychotherapy theories. The manual outlines ten core principles, alongside 19 practice principles. Fourteen scenarios where therapists commonly intervene informed ongoing therapist training and development. This is the first model to describe practice across three types of arts therapies for mixed diagnosis groups in community mental health care. Whilst overall manual utility (including adherence) and effectiveness is yet to be assessed, the development methods may be informative for wider arts therapies groups and clientele.

Background: Over the last decades there has been a change in the way schooling is perceived recognizing that children’s learning is closely linked to children’s health. Children spend most of their time at school, which is often the place where problems are identified and interventions are offered, not only for treatment but also prevention. Embedding arts therapies into the educational system may help address children’s emerging needs and have a positive impact on their wellbeing. Methods: A pilot cross-over randomized controlled design was employed to investigate the effectiveness of an arts therapies intervention on a series of child- and teacher-reported outcome measures, specifically, health related quality of life (assessed using a HRQOL scale; EQ-5D-Y), wellbeing and life functioning (assessed using the child outcome rating scale; CORS), emotional and behavioral difficulties (assessed using the strengths and difficulties questionnaire; SDQ), as well as duration of sleep (assessed using Fitbits). Sample size calculations for future large-scale studies were also performed, and the sustained impact of the intervention was evaluated at 3, 6, and 12 months follow-up. The pluralistic theoretical and therapeutic framework of this intervention was informed by a systematic review on school-based arts therapies interventions and is presented in detail in the study protocol. Participants were 62 children with mild emotional and behavioral difficulties. Results: Improvements in HRQOL and CORS were greater in those engaged in the arts therapies intervention than the control groups and were maintained at the follow-up stages. Significant improvements were only found for duration of sleep (P = 0.002) and SDQ (P = 0.008). Minimal clinically important differences (MCIDs) as defined in the published protocol were found for CORS, SDQ and duration of sleep, but not HRQOL. Discussion: Findings indicate that the arts therapies interventions were having a

Introduction: Arts therapies have been widely used at schools for over half a century in an effort to alleviate and prevent children’s difficulties. In contrast to talking therapies, arts therapies aim to facilitate personal change and growth through the use of arts media. Existing systematic reviews are limited to one of the arts therapies (namely either art, music, drama or dance movement therapy), focus primarily on adults with mental health difficulties and neglect child reported outcome measures. Aim: The current systematic review aims to identify, appraise and synthesise the available evidence relating to outcomes that have been reported by children in primary mainstream schools (aged 5-12 years old). Methods: Major electronic databases were systematically searched, specifically: AMED, PsycINFO, CINAHL, ERIC, MEDLINE, Campbell Collaboration Library, WHO ICTRP, Cochrane library databases, including CDSR, CENTRAL, HTA (01/01/1980 until 31/03/2018 published in English). The search included grey literature, journals of arts therapies and information from experts in the field. Results: Seven studies met the inclusion criteria; two pilot-RCTs, two quasi- RCTs, a cluster-RCT, a controlled before-after design, and a study with a grounded theory design. Three interventions were in music therapy, two in art therapy, and two in dance movement therapy. None of the studies in dramatherapy met the inclusion criteria. The interventions were delivered over 8-20 sessions, and lasted between 45-120 minutes, 1-3 times weekly. The sample sizes ranged between 14-138 participants, with a total of 358 participants. The interventions took place in USA, UK, Canada, South Korea, and Saudi Arabia. Children reported significant improvements from attending arts therapies on self-esteem, self-confidence, self-expression, mood, communication, understanding, resilience, learning, and aggressive behaviour, and small changes in the outcomes of depressi

Background: Over the last decades there has been a change in the way schooling is perceived recognizing that children’s learning is closely linked to children’s health. Children spend most of their time at school, which is often the place where problems are identified and interventions are offered, not only for treatment but also prevention. Embedding arts therapies into the educational system may help address children’s emerging needs and have a positive impact on their wellbeing. Methods: A pilot cross-over randomized controlled design was employed to investigate the effectiveness of an arts therapies intervention on a series of child- and teacher-reported outcome measures, specifically, health related quality of life (assessed using a HRQOL scale; EQ-5D-Y), wellbeing and life functioning (assessed using the child outcome rating scale; CORS), emotional and behavioral difficulties (assessed using the strengths and difficulties questionnaire; SDQ), as well as duration of sleep (assessed using Fitbits). Sample size calculations for future large-scale studies were also performed, and the sustained impact of the intervention was evaluated at 3, 6, and 12 months follow-up. The pluralistic theoretical and therapeutic framework of this intervention was informed by a systematic review on school-based arts therapies interventions and is presented in detail in the study protocol. Participants were 62 children with mild emotional and behavioral difficulties. Results: Improvements in HRQOL and CORS were greater in those engaged in the arts therapies intervention than the control groups and were maintained at the follow-up stages. Significant improvements were only found for duration of sleep (P = 0.002) and SDQ (P = 0.008). Minimal clinically important differences (MCIDs) as defined in the published protocol were found for CORS, SDQ and duration of sleep, but not HRQOL. Discussion: Findings indicate that the arts therapies interventions were having a

Introduction: Arts therapies have been widely used at schools for over half a century in an effort to alleviate and prevent children’s difficulties. In contrast to talking therapies, arts therapies aim to facilitate personal change and growth through the use of arts media. Existing systematic reviews are limited to one of the arts therapies (namely either art, music, drama or dance movement therapy), focus primarily on adults with mental health difficulties and neglect child reported outcome measures. Aim: The current systematic review aims to identify, appraise and synthesise the available evidence relating to outcomes that have been reported by children in primary mainstream schools (aged 5-12 years old). Methods: Major electronic databases were systematically searched, specifically: AMED, PsycINFO, CINAHL, ERIC, MEDLINE, Campbell Collaboration Library, WHO ICTRP, Cochrane library databases, including CDSR, CENTRAL, HTA (01/01/1980 until 31/03/2018 published in English). The search included grey literature, journals of arts therapies and information from experts in the field. Results: Seven studies met the inclusion criteria; two pilot-RCTs, two quasi- RCTs, a cluster-RCT, a controlled before-after design, and a study with a grounded theory design. Three interventions were in music therapy, two in art therapy, and two in dance movement therapy. None of the studies in dramatherapy met the inclusion criteria. The interventions were delivered over 8-20 sessions, and lasted between 45-120 minutes, 1-3 times weekly. The sample sizes ranged between 14-138 participants, with a total of 358 participants. The interventions took place in USA, UK, Canada, South Korea, and Saudi Arabia. Children reported significant improvements from attending arts therapies on self-esteem, self-confidence, self-expression, mood, communication, understanding, resilience, learning, and aggressive behaviour, and small changes in the outcomes of depressi

Observing lifelong learning programs in Latvia, there is a tendency to develop study courses that ensure the acquisition of new professional knowledge and skills, as well as their development, but a very minor section of courses and programs is devoted to the personality, resources, needs and acquisition of broad skills involved in adult education.In professional and scientific literature there is no reflection of the research conducted so far in Latvia on the use of arts therapies in maintaining the quality of life of adults in the context of lifelong learning.Purpose of the article: to research education as one of the indicators of quality of life in Europe and Latvia and differences and similarities in andragogy and arts therapies in order to get an idea of the possibilities of using arts therapies in lifelong learning.Method: content analysis of pedagogical and psychological literature, scientific articles, data of Eurostat population quality of life surveys, as well as official EU and Republic of Latvia guidelines on quality of life and lifelong learning issues.Results: the professional and personal competencies of an adult educator and an art therapist are highly demanding and have a number of common features. An adult educator and an art therapist have similar professional tasks - to see the needs of those involved in adult education and arts therapies, to support individual self-development, to encourage personality development, thus improving the quality of life. For each specialisation of arts therapies (music, dance and movement, drama and visual plastic) a specific application can be made according to target groups, educational stage and programs, as well as areas of needs.

Background: Arts therapies are increasingly being adopted within schools to alleviate and prevent a wide range of children’s difficulties. Such therapies help to facilitate personal change and growth through arts media; visual arts, music, drama, dance and movement. Methods: This study aims to investigate the child-focused process and outcomes of an arts therapies intervention through child-reported questionnaires, interviews, participant observations, arts-work and biomarkers. The participants are 64 primary school children with mild emotional and behavioural difficulties. Expected results: To explore a) whether all components of the study (i.e. recruitment, randomisation, follow-up) can work together in a larger trial; b) the children's evaluations of arts therapies;c) the impact on children's wellbeing, quality of life and sleep; d) the sample size calculations and cost evaluations for future research. This is the first study to embrace all arts therapies as one research domain with a clear focus on children’s verbal, non-verbal and physical responses.

This secondary analysis examines the socio-demographic, qualification- and activity-related characteristics of arts therapists working with children and adolescents. In 2013, a data collection on the work fields of arts therapists had been administered to describe the professional profiles of all arts therapists working in Germany. From the 2013 group (N=2303), the therapists mainly working with children and adolescents (n=387) were selected and described for the present overview.Most of the therapists were female, their mean age was 45 years. The majority had a part-time job. Music and art therapy were most common. More than 80% had an academic degree, and employed methods of quality management. The most frequent areas of employment were child and adolescent welfare and acute treatment. The results reflect the status quo of arts therapies as a well-established therapeutic service in the work with children and adolescents in Germany., In der Sekundäranalyse wurde untersucht, welche soziodemografische, qualifikations- und tätigkeitsbezogene Merkmale mit Kindern und Jugendlichen arbeitenden Künstlerische Therapeut*innen aufweisen. Bereits 2013 war eine Berufsgruppenanalyse mit dem Ziel der Deskription aller in Deutschland tätigen Künstlerischen Therapeut*innen durchgeführt worden. Aus dieser Gruppe (N=2303) wurden nun die Künstlerischen Therapeut*innen, mit dem Tätigkeitsschwerpunkt Kinder und Jugendlichen selektiert und beschrieben (n=387). Die meisten dieser Therapeut*innen sind weiblich, das Durchschnittsalter liegt bei 45 Jahren. Der größte Teil ist in Teilzeit angestellt. Die Mehrzahl sind Musik- und Kunsttherapeut*innen. Über 80% sind Hochschulabsolventen, qualitätssichernde Maßnahmen sind für sie ein wichtiger Standard. Die häufigsten Tätigkeitsbereiche lagen in der Kinder- und Jugendhilfe sowie in der Akut- und Heilbehandlung. Die Ergebnisse ergänzen das Bild der Künstlerischen Therapien in der Arbeit mit Kinder und Jugendlichen und sprechen für eine gute Etablierung in diesem Bereich.

Background: Arts therapies are increasingly being adopted within schools to alleviate and prevent a wide range of children’s difficulties. Such therapies help to facilitate personal change and growth through arts media; visual arts, music, drama, dance and movement. Methods: This study aims to investigate the child-focused process and outcomes of an arts therapies intervention through child-reported questionnaires, interviews, participant observations, arts-work and biomarkers. The participants are 64 primary school children with mild emotional and behavioural difficulties. Expected results: To explore a) whether all components of the study (i.e. recruitment, randomisation, follow-up) can work together in a larger trial; b) the children's evaluations of arts therapies;c) the impact on children's wellbeing, quality of life and sleep; d) the sample size calculations and cost evaluations for future research. This is the first study to embrace all arts therapies as one research domain with a clear focus on children’s verbal, non-verbal and physical responses.

The objective of this study was to synthesize literature about arts therapies therapeutic actions and the perceived effect of engaging in arts therapies. Using systematic review methods, data was synthesised from qualitative and mixed method studies that reported on arts therapies treatment for people with a diagnosis of personality disorder (Cluster B). The search yielded 167 records. 32 studies were included in the analysis. Data synthesis was conducted by using extracts from the literature search which were coded and then subject to a thematic analysis and synthesis. The thematic analysis and synthesis resulted in seven overarching themes: (1) Processing interpersonal experiences (2) Processing emotions (3) Developing agency (4) Symbolising (5) Structuring experience (6) Cognitive reappraisal (7) Developing a shared experience. This thematic synthesis provides some evidence that according to the arts therapies literature available regarding patients with a diagnosis of personality disorder, there are thematic similarities in terms of primary areas of therapeutic action and the relationship between the therapeutic action and the perceived effects of engaging in arts therapies. Our findings suggest that literature about in-session therapeutic actions focus mostly on processing interpersonal experiences and the largest frequency of coded excerpts concerning the perceived effect of engaging in arts therapies was in the area of processing emotions.

The objective of this study was to synthesize literature about arts therapies therapeutic actions and the perceived effect of engaging in arts therapies. Using systematic review methods, data was synthesised from qualitative and mixed method studies that reported on arts therapies treatment for people with a diagnosis of personality disorder (Cluster B). The search yielded 167 records. 32 studies were included in the analysis. Data synthesis was conducted by using extracts from the literature search which were coded and then subject to a thematic analysis and synthesis. The thematic analysis and synthesis resulted in seven overarching themes: (1) Processing interpersonal experiences (2) Processing emotions (3) Developing agency (4) Symbolising (5) Structuring experience (6) Cognitive reappraisal (7) Developing a shared experience. This thematic synthesis provides some evidence that according to the arts therapies literature available regarding patients with a diagnosis of personality disorder, there are thematic similarities in terms of primary areas of therapeutic action and the relationship between the therapeutic action and the perceived effects of engaging in arts therapies. Our findings suggest that literature about in-session therapeutic actions focus mostly on processing interpersonal experiences and the largest frequency of coded excerpts concerning the perceived effect of engaging in arts therapies was in the area of processing emotions.

There is growing evidence that arts therapies present a relevant treatment option for depression, but the experiences, methods, tools and methods of practice of arts therapists with this client group remain unclear. Thus, this research study aimed to describe the specifics of the practice of arts therapies with depression. In 2011, all arts therapists registered in the UK were invited to complete an online questionnaire concerning their practice in general and in relation to depression. The Arts Therapies Survey received 395 responses. Arts therapists who work primarily with depression were identified and compared to those who do not work with depression on a range of factors. These quantitative results were presented elsewhere (Zubala, MacIntyre, Gleeson, & Karkou, 2013). An analysis of the qualitative material was guided by the strategy of grounded theory, and findings were obtained through thematic analysis. The current paper introduces these findings, adding depth to the knowledge previously gained through the quantitative analysis. Arts therapists worked across various settings with highly complex clients; however, therapists struggled with the tension of providing care according to guidelines, which they found inflexible and at times misguided. The therapists tended to vary the theoretical model of their therapeutic approach depending on individual client factors and often collaborated with other professionals using a variety of standardized tools to measure outcomes. The findings further offer a detailed understanding of the therapeutic process and describe the meaning of clinical practice within arts therapies.

There is growing evidence that arts therapies present a relevant treatment option for depression, but the experiences, methods, tools and methods of practice of arts therapists with this client group remain unclear. Thus, this research study aimed to describe the specifics of the practice of arts therapies with depression. In 2011, all arts therapists registered in the UK were invited to complete an online questionnaire concerning their practice in general and in relation to depression. The Arts Therapies Survey received 395 responses. Arts therapists who work primarily with depression were identified and compared to those who do not work with depression on a range of factors. These quantitative results were presented elsewhere (Zubala, MacIntyre, Gleeson, & Karkou, 2013). An analysis of the qualitative material was guided by the strategy of grounded theory, and findings were obtained through thematic analysis. The current paper introduces these findings, adding depth to the knowledge previously gained through the quantitative analysis. Arts therapists worked across various settings with highly complex clients; however, therapists struggled with the tension of providing care according to guidelines, which they found inflexible and at times misguided. The therapists tended to vary the theoretical model of their therapeutic approach depending on individual client factors and often collaborated with other professionals using a variety of standardized tools to measure outcomes. The findings further offer a detailed understanding of the therapeutic process and describe the meaning of clinical practice within arts therapies.

There is growing evidence that Arts therapies may be under-used treatments for the ‘global burden’ of depression. However, the experiences of arts therapists, their methods, tools and ways of working with this client group remain unclear. Arts therapies in the UK are the forms of psychotherapy. They use arts media alongside therapeutic relationship as means of therapeutic change and include four disciplines: Art Therapy (AT), Music Therapy (MT), Dance Movement Psychotherapy (DMP) and Drama Therapy (DT). In 2011 all arts therapists registered in the UK were invited to complete an online questionnaire concerning their practice in general and specifically in relation to clients with depression. The Arts Therapies Survey received 395 responses. Arts therapists who work primarily with depression were identified and compared to those who do not work with depression on a range of factors, including preferred theoretical approaches and style of working. Arts therapists who specialize in depression tend to follow psychodynamic principles more often, are more likely to be older and experienced, work with groups, in health settings and with adults more often than children or adolescents. These quantitative findings enable the description of most common practice of arts therapies with depression in the UK and are intended to serve as a reference for arts therapists themselves and other professionals interested in the treatment of depression. Qualitative data gathered in the survey will be presented in a separate paper, with the aim to deepen the understanding already gained.

There is growing evidence that Arts therapies may be under-used treatments for the ‘global burden’ of depression. However, the experiences of arts therapists, their methods, tools and ways of working with this client group remain unclear. Arts therapies in the UK are the forms of psychotherapy. They use arts media alongside therapeutic relationship as means of therapeutic change and include four disciplines: Art Therapy (AT), Music Therapy (MT), Dance Movement Psychotherapy (DMP) and Drama Therapy (DT). In 2011 all arts therapists registered in the UK were invited to complete an online questionnaire concerning their practice in general and specifically in relation to clients with depression. The Arts Therapies Survey received 395 responses. Arts therapists who work primarily with depression were identified and compared to those who do not work with depression on a range of factors, including preferred theoretical approaches and style of working. Arts therapists who specialize in depression tend to follow psychodynamic principles more often, are more likely to be older and experienced, work with groups, in health settings and with adults more often than children or adolescents. These quantitative findings enable the description of most common practice of arts therapies with depression in the UK and are intended to serve as a reference for arts therapists themselves and other professionals interested in the treatment of depression. Qualitative data gathered in the survey will be presented in a separate paper, with the aim to deepen the understanding already gained.

The paper encourages research in Arts Therapies, accepting mixed methodologies and emphasizing arts based research in order to achieve an evidence based practice. Some examples are brought., Univ. Hebrea de Jerusalén, Dep. de estudios de Teatro. Danza Movimiento Terapeuta. Coeditora del libro La Vida es Danza: el Arte y la Ciencia de la Danza Movimiento Terapia (Gedisa) y autora de diversos artículos. Imparte clases y supervisiones en diferentes países. Supervisión a través de Skype.