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Course Descriptions

Visit our Dance/Movement Therapy Calendar to see what's coming up this year!

All courses have been developed in accordance with the guidelines of the American Dance Therapy Association. Kinections is recognized by the National Board for Certified Counselors to offer continuing education for National Certified Counselors and Board Certified Music Therapists (#5767). Kinections adheres to NBCC continuing education guidelines. Practicing dance/movement therapists will benefit from elective courses. BC-DMTs will receive continuing education hours for any of the courses they take at Kinections.

Dance/Movement Therapy Theory & Practice

(270 hours required)

Dance/Movement Therapy Theory & Practice I : Foundations and Principles of Dance/Movement Therapy

Dance/Movement Therapy Theory and Practice I probes the ecology and roots of dance/movement therapy in dance, cultural studies, counseling, and psychology; compares and contrasts varying approaches to dance/movement therapy; and examines the links among core elements of dance, and mental health. It also analyzes the relationships among dance/movement therapy theory and practice (including the use of music in dance/movement therapy sessions), theories of personality, and methods of counseling. Videotapes of actual sessions with a variety of populations highlight these concepts. This course has been approved by the American Dance Therapy Association as meeting requirements for the Alternate Route R_DMT credential. (45 hours)

Dance/Movement Therapy Theory II: Building and Operationalizing Theory

Students examine the transformational processes in dance/movement therapy, the advantages and limitations of grounding dance/movement therapy in psychological theory, and the difference between viewing dance/movement therapy as a profession and dance/movement therapy as a modality. They work with diagnostic tools such as the DSMIV, Effort/Shape, the Kestenberg Movement Profile, and the Fraenkel-Franks Index of Shared Behaviors, examine how dance/movement therapy theory and methodology relate to assessment, intervention, and treatment planning; and discuss how the context in which a dance/movement therapist works affects clinical roles, decision making, and performance. Ethics and legal concerns are also addressed. This course has been approved by the American Dance Therapy Association as meeting requirements for the Alternate Route R_DMT credential. (45 hours)

Dance/Movement Therapy for Children and Adolescents

This course demonstrates dance/movement therapy's ability to meet the developmental, behavioral, and emotional needs of children and adolescents who have psychiatric diagnoses. Students compare and contrast the ways in which basic principles and methods of dance/movement therapy apply to specific populations, (e.g. autistic children, children and adolescents who have been physically or sexually abused, deaf youth who require residential treatment, etc.). Other topics include assessment, treatment planning, the use of language and props, and child-centered play therapy. Videotapes and observations of actual sessions, improvisations, and role-plays highlight basic concepts. The course has been approved by the American Dance Therapy Association a meeting the requirements for the Alternate Route R_DMT Credential. (45 hours)

Writing Theoretical Frameworks, Documentation and Treatment Plans

Students learn how to (1)develop and write a theoretical framework, (2)document and analyze sessions in relation to their theoretical frameworks, (3)perform and write assessments, and (4)how to write treatment plans and discharge summaries based on dance/movement therapy theory and practice. Throughout the course the syllabus addresses concerns regarding ethics. (30 hours)

The Marian Chace Approach to Dance/Movement Therapy

Students learn how Marian Chace integrated body action, symbolism, kinesthetic empathy, and rhythmic group activity to foster expression and communication in dance therapy groups for hospitalized psychiatric patients. Participants learn how to implement Chace's approach by examining the relationships among the four basic elements mentioned above, individual movement repertoires, leadership styles, and vocal demeanor. Participants use the Critical Response Method to learn how their movement styles and verbal interventions affect others. (24 hours)

The Dance Legacy of Blanche Evan
Functional Technique, Creative Dance, and Depth Dance Therapy

Seminar members focus on aspects of Blanche Evan's life work and methodology central to her development from dancer/choreographer to creative dance teacher to dance/movement therapist. Students will work with Evan's Functional Technique, an "unstylized" system of body work, and with her approach to creative dance to understand her philosophy, principles, and, ultimately, methods of depth dance therapy. They will view Evan's personal films, read original writings, and employ her unique concepts of movement exploration, mobilization and specialized imagery use. Themes and links to personal content as sources for improvisation will be developed. This combination of the experiential and the didactic will clarify the relationship between creative dance and Evan's approach to dance therapy: integrating dance with therapy, so that the two become one. (30 hours)

Psychomotor Therapy

This experiential and didactic course introduces students to Espenak's system of psychomotor therapy. Attention is paid to the ways in which she used expressive dance and diagnostic movement tools to facilitate integration, the ideal body, and feelings of well-being. Adler and Lowen's influence on Espenak's work is discussed, along with concepts inherent in psychomotor therapy and its areas of application. By acquainting students with Espenak's concepts of diagnosis, evaluation, restructuring, and integration, students will learn how she used particular exercises to help patients express "the four emotions," develop muscle-memory, and experience catharsis, all leading to behavioral change. (15-30 hours)

LivingDance~LivingMusic: Theory, Method, Experience

Through experiential learning, discussion, readings, journal writing, and lecture, students discover how the LivingDance/LivingMusic approach to dance/movement therapy works with specific movement parameters to address affect, relationships, identity development, and locus of control. Students compare and contrast the four elements of the LivingDance "facilitative quartet," (teaching/directing, observing/witnessing, dancing/interacting, and choreographing) and assess the roles of the artist, music, aesthetics, and creativity. Other topics include authentic movement as a modality of LivingDance/LivingMusic, Somato Respiratory Integration™; as a building block for personal expression, multicultural issues, and the foundations of body-psychotherapy and related research. The course has been approved by the American Dance Therapy Association a meeting the requirements for the Alternate Route R_DMT Credential. (45 hours; pre-requisite for enrollment in LivingDance~LivingMusic training program)

Integrating Verbal and Nonverbal Interventions

This course unites two disciplines—dance/movement therapy and counseling—to enhance verbal and nonverbal helping skills that foster relationship, process, and change. By learning how to use elements from both domains and engage conscious talking and moving, participants will find new ways to build rapport, address the conflict between wanting to be see and not seen, identify and develop themes, attend to resistance, and increase self-awareness. Seasoned creative arts therapists, counselors, and other clinicians will benefit. Beginners and students welcome with permission of the instructor. (45 hours)

Motion and Motivation: Dance/Movement Therapy and the Treatment of Medically Ill Hospitalized Children

Seminar members examine dance/movement therapy's role in the assessment and treatment of medically ill children who undergo short and long-term hospitalization. It identifies the goals of dance/movement therapy in pediatrics and presents methods for attaining them. Topics include a survey of changing attitudes in medical treatment, an approach to assessment and therapeutic intervention that combines concepts drawn from dance/movement therapy and Winnicott as they relate to the confines of medical settings. This three-pronged approach addresses the functional, interpersonal, and symbolic levels of movement. Other topics include the use of props, coping with chronic illness, the Feldenkrais approach in evaluating mobility, and discussion of the impact of stress. Playing as presented by Bartenieff and Winnicott will provide a central theme, dance/movement therapy sessions on a pediatric ward. The course has been approved by the American Dance Therapy Association a meeting the requirements for the Alternate Route R_DMT Credential. (15 hours)

Moving into Intercultural Understanding: Exploring Race, Culture, and Ethnicity through Dance/Movement Therapy

In the multicultural environment of the United States, we continually confront the social context as we interact with those who are from different backgrounds. This course examines the ways race, culture, and ethnicity are embodied, shape identity, and affect lives and practice. Participants learn how these crucial socio-cultural factors affect themselves and how greater understanding can inform their work with individuals from different backgrounds. Working both individually and as a group, seminar members will use life history methods, movement journeys, and creative dance improvisation. This course has been approved by the American Dance Therapy Association as meeting requirements for the Alternate Route R_DMT credential. (15 hours)

Music for the Dance-Movement Therapist

Dance/movement therapists and other mental health clinicians interested in incorporating music into their work will explore music and musical qualities that support the therapeutic process. By attending to musical styles, rhythm, melody, and timbre, they will discover how these elements affect clients. Students will then compare and contrast the ways dance/movement therapists can use music as a method of intervention.

Myth, Symbol, Dream, and Archetype in Dance/Movement Therapy

This seminar introduces participants to depth psychology and its relevance to the practice of the Creative Arts Therapies in general and to dance movement therapy in particular. It includes a basic presentation of the core concepts of Jungian/Archetypal Psychology - the structure of the psyche, the transcendent function, the symbolic process of individuation, active imagination, and the use of archetypal material such as myths, symbols, dreams, and fairy tales. Participants will learn how this material applies to dance as an art form, dance movement therapy, dance history, ethnology, the enactment/evocation of the psyche in dance/drama/ritual, and the process of individuation, health, and wellness. Participants will do so by taking on the roles of dancers, witnesses, therapists, and audience. (30 hours)

Dance/Movement Therapy and the Treatment of Eating Disorders

Dance/movement therapists, counselors and other health professionals learn how to apply dance/movement therapy's body of knowledge to the assessment and treatment of eating disorders. Methods grounded in LivingDance™, the basic principles of dance/movement therapy, and the Kestenberg Movement Profile address body image, identity development, locus of control, affect, and the confusion between physical and emotional hunger. Other topics include the use of music, metaphor, and the relational model in the treatment of eating disorders. This course has been approved by the American Dance Therapy Association as meeting requirements for the Alternate Route R_DMT credential. (45 hours)

The Center Post Trauma & Resiliency Framework

Dance Movement Therapy with Survivors of War, Torture and Violence

The CenterPost Trauma & Resiliency Framework (“CPF”) derives its name from the Kreyol words Poto Mitan, which describe the potent healing and transpersonal space that is integral to many ancient forms of healing. The name acknowledges the influence of Haiti’s Fran Guinee tradition of Vodou – the oldest form of Vodou which arrived on Haiti’s shores with the slave ships.

The essence of Vodou is universality – our interconnectedness with all of life. Spirit and grace are considered to be ever present. Vodou tradition holds the principle that we have an innate capacity to heal which is sourced through our innate capacity to love.

CPF and its clinical counterpart, Restorative Movement Psychotherapy (RMF), integrate multiple pathways, both ancient and cutting edge, to help individuals and collectives to access their own most potent healing space. The pathways integrated into CPF and RMP include current neurobiological research such as Stephen Porge’s Polyvagal Theory, Dance/Movement therapy, expressive arts, and developmental psychology.

CPF and RMP have been developed over years of working with individuals and groups around the world who have experienced and continue to experience extreme trauma including torture, genocide, war, and natural disasters. It is a phasic, developmental framework that specifically addresses and honors the complexities of working across cultures and the impact that long-term trauma has on survivors’ lives. Both models seek to evoke the profound resiliency present in human beings as a pathway to restoration and recovery

This training will benefit all dance/movement therapists, and mental health professionals who work with survivors of trauma and wish to integrate body-based and creative arts approaches into their work. The work is applicable to individual, family, group or community contexts.

Movement Observation & Analysis

(90 hours required)

Laban Movement Analysis

Laban Movement Analysis, a comprehensive system for analyzing movement, has been applied to dance/movement therapy, theater, athletics, the work place and daily life. This course introduces participants to all aspects of the system, including body, effort, space and shape. Methods of learning include video observation, live observation, verbal movement analyses, and, most importantly, the actual moving experience of the theory. This course meets the pre-requisite requirement for studying the Kestenberg Movement Profile at Kinections and fulfills the introductory requirements for enrollment in the Certified Movement Analyst Program at the Laban-Bartenieff Institute of Movement Studies in New York City. (30 hours)

The Language of Movement
The KMP as Assessment Tool in Clinical Practice

In this introductory course, students explore the KMP profile in theory and practice, investigating diagrams, systems, and the developmental structure of the KMP profile. Each diagram will be addressed individually, and in relationship to the larger structure, thereby connecting underlying concepts, developmental sequence, and affinities. Discussions and readings will address developmental and psychological implications as well as clinical applications of the profile.

The Kestenberg Movement Profile:
Bringing Clarity and Vision to Clinical Work

In this 30-hour course, students will learn about the Kestenberg Movement Profile, the unique concepts which underlie it and make it distinctive as an assessment tool and treatment guide, and the clinical applications for therapists. Through didactic, experiential, and creative processes, student and practicing clinicians will come to know the depth, wholeness, and vision the Kestenberg Movement Profile has to offer them in their work.

Kestenberg Movement Profile Construction I:
Tension Flow Rhythms, Bipolar and Unipolar Shape Flow in Depth

Students in this intermediate level course will focus on tension flow rhythms, bipolar shape flow and unipolar shape flow. Movement observation and notation will be taught and practiced. Clinical understanding of these patterns will be deepened and further applications to clinical work will be explored. Construction of the TFR, BS, and US diagrams of the profile as well as an analysis of the findings will be required. (30 hours)

KMP Profile Construction II: Tension Flow Attributes, Pre-Efforts, Efforts, Shaping in Directions, and Shaping in Planes in Depth

Students in this intermediate level course will focus on tension flow attributes, pre-efforts, efforts, shaping in directions, and shaping in planes. Movement observation and notation will be taught and practiced. Clinical understanding of these patterns will be deepened and further applications to clinical work will be explored. Construction of TFA, PE. E, DS, and SP diagrams as well as an analysis of the findings will be required.(30 hours)

Group Processes in Dance/Movement Therapy

(required)

Facilitating Group Processes
Group Processes in LivingDance~LivingMusic

Students work with the fundamentals of LivingDance - movement parameters that relate to emotions, defenses, and boundaries - to learn how the interaction between form and content affects individual processes within a group setting, the life cycle of dance/movement therapy groups, and curative factors. They also compare and contrast the four roles of the dance movement therapist (teacher, dancer/interactor, observer/witness/audience, and choreographer), and analyze the ways this kaleidoscope of roles, and the roles group members assume, affect group process. Other topics include the impact music has on individual and group development and the differences and similarities between verbal counseling/psychotherapy groups and dance/movement therapy groups. This course has been approved by the American Dance Therapy Association as meeting requirements for the Alternate Route R_DMT credential. (30 hours)
Alternate route students must take The Marian Chace Approach to Dance/Movement Therapy to complete the required hours for the Group Processes in Dance/Movement therapy category.

The Marian Chace Approach to Dance/Movement Therapy

Students explore the roles of dance/movement therapist and group member to learn how Marian Chace fostered expression and communication in dance therapy groups for hospitalized psychiatric patients. Participants use the Critical Response Method to understand how their individual movement repertoires, leadership styles, and verbal interventions affect others. This course has been approved by the American Dance Therapy Association as meeting requirements for the Alternate Route R_DMT credential. (24 hours)
R_DMTs may accrue group supervision hours when taking this course. Alternate route students must take Group Processes in LivingDance to complete the required hours for the Group Processes category.

Effective Leadership in Group Dance/Movement Therapy

Participants examine the dynamic interplay between group processes and effective leadership in dance/movement therapy. Topics include the technical foundations of leadership, the choreographic elements of leadership, the affective aspects of leadership, and the awareness of self as leader. (24 hours)

Kinesiology

(45 hours required)

Kinesiology

Students will study the structure and functions of the human body, the synthesis of essential information regarding the achievement of optimal performance of dancers, and the neuromuscular recruitment patterns that underlie somatic responses that evolve during dance. This course has been approved by the American Dance Therapy Association as meeting requirements for the Alternate Route R_DMT credential. (45 hours)

Clinical Requirements

Practicum/Fieldwork

Practicum requirements call for three months of full-time or its equivalent in part-time hours of basic clinical exposure supervised by a licensed mental health professional (200 hours). Counselors, social workers, psychologists, and other helping professionals who have completed clinical internships in heir fields are exempt from this requirement.

Internship

Dance/movement therapy internship in a clinical setting (700 hours)

Supervision

Group and individual supervision provided for alternate route interns (70 hours), for registered dance/movement therapists (R_DMTs) working towards the BC-DMT level of credentialing (48 hours), and continuing education.