Sensory Movement Sessions

Sensory Movement Sessions for Children and adults in Schools and day centres. The Sensory Movement and dance sessions in schools are an hour long and address the vital need for Sensory Play, Sensory Communication and Solidarity.

The Sensory Movement and communication sessions are about keeping the inner loving and healthy connections alive. The idea is to keep alive the movement impulse the root of all development in working with the emotional wellbeing in children as well as replace intellectualized movement which tends to encourage dissociation of mind and body with harmony and wellbeing through breathing, muscular fluctuation and feeling (Bartenieff 2002).

Since some children with disabilities remain on the pre-verbal level, non-verbal techniques such as dance therapy are the best as they reach and activate the child. Revitalise them through the body, re-establishing a sense of trust in oneself and others; aid in re-socialisation and provides an outlet for discharge of tension, frustration and hostility.

Movement says something about the child, his mood, his flexibility or rigidity and movement in relationship can enable him to change or at least to have a new experience or sensation. As an example, the child who has difficulties in completing schoolwork may not have a cognitive impairment at all. Her learning difficulties may be a result of emotional stresses.

In the Sensory Movement and Communication sessions a bombardment of positive movement beyond the boundaries of ordinary movement activities is established. There are three major assumptions concerning its practice:

  1. Movement reflects personality
  2. The relationship between the therapist and the child/adult through movement supports and enables behavioural change
  3. And significant changes occur on the movement level that can affect total functioning.

 

An example Sensory Movement and Communication Session:

For children with learning disabilities School Group:

Welcome: 

Introducing the theme for the day and ensuring everyone is comfortable in the space and noticing who is around him or her. Listening to the music and imagine it connecting us together. Solidarity, connection and tenderness

Circle of hands hearts and humanity:

Music to Warm up, walking, dancing in pairs, vital rhythm. :

  • Connect into the body
  • Positive energy
  • Following the children
  • basic movements such as loco motor and non-loco motor skills

Creativity:

  • This section involves the elements of movement such as time, energy, space/shape and transition
  • In addition, the movement problem is addressed here e.g.
  • The theme of what it is like to be strong. Playing dynamic music, perhaps Mars that encourages outward peripheral movements in the space
  • Inviting child and their support partner to explore this for five mins or so.

Development of the theme:

  • extend the step and stretch the body more
  • using props
  • Following the creative impetus and spontaneous sound and gestures

Empathy:

  • In pairs or support groups
  • holding hands and resting together in a nest
  • Taking care, the ability to hold.
  • Care and protection

Mindfulness and meditation:

  • Exercises In pairs or in group
  • Connection with the world

Circle of goodbye resting before we fly off:

  • Closure

In applying the dance movement therapy programme the concerns are with the behaviour, the emotional and the spontaneous characteristics of his movements rather than with any aesthetic orientation

 

For more information about these session just contact me:

 

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