awerberg_dansterapie_programa_lbromana_feb2013.pdf

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Programa de Studiu pentru Dans Terapie

Studiile necesare pentru a deveni dans terapeut

Studiile pentru a deveni dans terapeut implica un program de instruire pe o durata de doi ani cu

jumatate de norma. Pentru a fi admis la acest program este necesar ca studentul sa detina o

diploma de studii superioare sau sa aiba experienta profesionala in domeniul dansului. Studiile

corespund unei formatii de baza in psihoterapie.

Numele profesorilor (in ordine alfabetica)

Nita Gyllander, Elisabet Rosen, Monika Thelin, Aurora Werberg

Conducatorul cursului: Aurora Werberg

Organizator: A.R.T.E.

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A.R.T.E.


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Scopul studiilor

Scopul studiilor este de a oferi studentilor cunostintele psyhoterapeutice si dansterapeutice

necesare pentru a lucra ca dans terapeut sub supravegere, privat sau in cadrul diferitelor institutii

de tratament si reabilitare.

Programa Analitica

Teoria, metoda si practica dans terapiei

Dans terapie pentru copii si adolescenti / NG

Dans terapie pentru adolescenti si adulti / MT

Concepte de baza in dans terapie / NG, MT

Laborator de analiza a propriei miscari / NG, ER, MT, AW

Diferite metode folosite in dans terapie / NG, ER, MT, AW

Teoria atasamentului / MT

Analiza dansului / AW

Analiza miscarii-metoda Laban si LAM / AW

Alianta terapeutica / ER

Tomkins affect theory / ER

Terapia de grup / ER

Dans terapie cu pacient

Instruirea si supravegherea studentului in practica sa cu pacientul / NG, ER, MT

Psihologie generala

Psihologia dezvoltarii

Psihologia cognitiva

Psihologia de grup

Psihoterapie, teorie si metoda

Psihopatologie psihodinamica

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Concepte de baz

Metode

Comportament

Diagnosticare

Alte metode psihoterapeutice

Art terapie

Pregatire stiintifica si methodologica pentru lucrare scrisa

Cunostinte de baza

Metoda calitativa i cantitativa

Interviu si tehnica conversatiei

Lucrare scrisa / NG, MT

Metoda de predare

Invatamintul se desfasoara sub forma de seminarii, prelegeri i lucrari in grup. Participareaactiv este absolut necesar.

Metoda pedagogica folosita este interactiva si se bazeaza pe analiza aprofundata si rezolvarea unor

probleme practice in care reflectarea asupra materialului predat detine un rol central.

Studentul trebuie sa detina cunostiintele necesare pentru a putea reflecta activ asupra

propriului proces de formare ca dans terapeut in relatie cu continutul cursurilor. Este

obligatoriu ca studentul sa tina un jurnal pe tot parcursul programului de studii.

Invatamintul si examinarea au loc att n limba englez citi in limba romn. O mare parte din

literatura este in limba englez.

Examinare

Pentru a obtine calificativul de trecere studentii trebuie sa aiba completate toate

cursurile. Calificativul de evaluare a cursurilor este admis sau respins. Examinarea se face prinparticipare activi prin lucrari scrise verificate si acceptate.

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Pentru obtinerea diplomei este necesar ca studentul sa efectueze 50 de ore de dans terapie cu un

pacient sub supravegherea profesorilor si sa sustina o lucrare de diploma.

Este necesar ca studentul sa efectueze cel putin 50 de ore de terapie individuala sau 120 de ore

de terapie in grup la un psiholog autorizat. Psihoterapia trebuie sa fie terminata cel tirziu la

inceputul trimestrului de toamna al anului doi de studii.

Conditii pentru admitere

Studentul trebuie sa detina o profunda maturitate, dublata de capacitatea de a se distinge

in studii teoretice si sa intruneasca una din urmatoarele conditii:

- Sa posede o diploma de absolvire a unei facultati (de preferinta psyhologie, sociologie,

pedagogie) si sa cunoasca diferite forme de dans cu un minim de doi ani de experienta in celputin una din ele.

- Sa aiba educatie si experienta la nivel profesional in domeniul dansului dublata de practica

pedagogica in dans sau in asistenta sociala.

Selectia candidatilor

Selectia candidatilor se face prin concurs de admitere care va consta in exercitii usoare de dansmodern si de improvizatie, urmate de interviu. Va trebui sa fie demonstrata puterea de

improvizatie creativa, de comunicare si de exprimare prin miscare.

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Monika Thelin

Dear Student,

My name is Monika Thelin and I have been working withdance- and movement therapy in Stockholm, Swedenfor almost twenty years. I am a former dancer anddanceteacher and have worked in Stockholm and New

York before my continuation training.

I have worked for many years with group and individualdancetherapy in hospitals and clinics with children,teenagers and adults with different kinds of problems.

One of my specialities has become eatingsdisorders,

although I have a wide range of experience from manydifferent problem areas.

I have also written two books in the subject of dance and movement therapy,unfortunately only in Swedish.

Im really looking forward to teach in Romania and to get to know you, yourcountry and culture.

All the best,

Monika Thelin

Maps and Methods in the practice of Dance and Movement Therapy

Monika will bring up the following areas in her teaching:

The Body Self as foundation of self-awareness and the development of mentalrepresentations in form of self- and body image.

The concept of intersubjectivity and its meaning connected to self- andbodyimage in the dancetherapeutical process.

Knowledge and practice of three levels of awareness and response i.e. thephysical, emotional and mental body and how they are related to each other.

How we can understand and work with body memories in general andspecifically with trauma.

How to use kinestetic awareness and empathy in practice.

How to use attachment theory in practice.


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The practice will cover working with teenagers, young adults and adults.

The pupose of the practice is to increase understanding and conceptual knowledgeand how to implement this in the dancetherapeutical process.

Design and approach: With starting point in read material and perceivedexperience in dance and movement, the students reflect and participate indiscussions connected to dancetherapeutical methods and practices.

All training will be performed in dancestudio.

Examination: Written test.

Nita Gyllander

Hello, my name is Nita Gyllander.

I am a licensed psychotherapist, dance therapist, danceteacher and supervisor. My specialties are children, youthand young adults with ADHD and depression but I haveover the years also been working a lot with vastly differentproblems in adults and the elderly.

I use both image, conversation, music and dance. During

the years 2000-2005 I was employed as a dance therapistand research assistant in a research project where we trieddance therapy for children and youth with mental health

problems in child and adolescent psychiatry. When I saw the joy and power ofdance gave the sick, I realized that this was a great way to bring new vitality in a

body that may be about to give up and stagnate in disease.

I have been a keynote speaker at research conferences in Pforzheim 2006thLectured and held workshops at ECArTE, European Arts Therapies Conference2005 (Greece) and 2007 (Estonia). In Sweden at Psychotherapy Fair, Relationship

Fair, Nordic Young Adults days and more. I teach at the University of Stockholmand the University College of Dance.

I really look forward to the opportunity to teach in Romania. It's exciting for me tomeet new students and share your experience and knowledge, and especially yourdancing!

Nita Gyllander


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Dancing Therapeutic theory and method for children and youth

With specialization in:

Dance Therapy with boys with ADHD (Attention-Deficit/HyperactivityDisorder). Students gain knowledge and practical training in working withdance therapy for children and youth, and to compile a special program forchildren and adolescents with ADHD and depression.

Dance Therapy program for ADHD is developed specifically for childrenwith concentration problems and restlessness. It is a dynamic program thatpromotes children's physical activity as an asset, but also adjusts themovement and in relaxation. It is important to build on the child's strengthsand healthy impetus to increase self-esteem and increase motivation to try

new movements. Within the structural framework opens the opportunity forcreative expression in movement, dance and image. In a pleasurable way wetrain interaction and turn-taking.

Dance Therapy with depressed and self-destructive teenage girls.Dance therapy for depressed and self-destructive adolescents have beenshown to increase both the zest for life and energy by the opportunity toexpress themselves creatively in movement, dance and image. Depression

often include a feeling of weakness, perhaps as a result of self-destructivebehaviors. The body often becomes the target of disapproval and

disparagement. In dance therapy is the foundation of a safe atmosphere anda positive attitude, the joy of movement and brought a healing process canbegin. Finding their strength and regain their body with all its potential for

constructive expression gives new hope and strengthens self-confidence.

Instruction is in the form of written assignments, movement exercises, discussionsand reflections.

Examination: written test


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Elisabet Rosn

Elisabet Rosn dancer, dance- and movement

therapist, psychologist, psychotherapist, supervisorand teacher in psychotherapy. Working in my owncompany, preferably at the request of UmeaUniversity and treatment of offenders in Sweden.Working as dance- and movement therapist since1997, and have been teaching at the education fordance- and movement therapists at UniversityCollege of Dance Stockholm. Areas of specialinterest have been affects, therapeutic alliance andnon-verbal communication.

Group psychology Introduction to group psychology

Initial phase How to come together to form a group, how to establish acommon ground for further development in the group.

Working phase The development of group roles, norms, purposes expressedand non-expressed, instrumental and social-emotional; conflicts and

scapegoats.

Terminal phase Different forms of ending, closing, completion, death,different exercises of termination, remembering, mourning.

Purpose of the module: To give the student knowledge about how groupprocesses take form and develop within the group, through different danceand movement exercises, and how to work with the specific potential of thegroup in the context of dance- and movement therapy.

Forms of examination: Written papers, production of dance- and movementexercises.

Therapeutic Alliance

Working with the fundamental terms: task, bond and goal, and exercises.

How to use different aspects of positive transferences to strengthen the

alliance: twin ship/kinship, idealizing/reliance, mirroring/validation,adversarial self object.


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How to work with negative transferences/ therapeutic ruptures how to findthem and work them through thoroughly in psychotherapy and dance-

movement therapy.

Purpose of the module: To give the student an understanding for the termtherapeutic alliance, how it can turn out in the context of psychotherapy, ordance- and movement therapy, and how to strengthen the alliance during theprocess of psychotherapy.


Affect theory

The nature of human emotion, developmental aspects of the affect system:affects emotions feelings and pattern of attachment. The affect system withour fundamental affects: joy, interest, surprise, distress, anger, fear, shame,dismal and disgust.

Vitality affects and the Laban Movement Analysis Systems aspects of efforts:time, flow, force and space. Different levels of communication and the term

non- conscious.

Aspects of affect consciousness - identifying, tolerating and expressing affects.Affect focus in psychotherapy and dance- and movement therapy. The schoolof affects including work with the compass of shame and master suppression

techniques.

Purpose of the module: To give the student an understanding for theimportance of working with affects in a therapeutic setting, and develop theunderstanding of the function of the different affects, the importance of being

able to identify, tolerate and express affect, and how this knowledge can beused in dance- and movement therapy.


Methodology: Lectures, seminars and dance- and movement exercises.


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Aurora Werberg

Dragi studenti,

Ma numesc Aurora Werberg. Timp de 20 de ani amfost prima balerina la Opera Romana din Bucuresti

sub numele de Aurora Rotaru.

Dupa ce m-am stabilit in Suedia, am absolvitfacultatea de Dans Terapie la University College ofDance Stockholm unde am fost si profesoara la

catedra de balet si repertoriu.

Dupa absolvirea facultatii am deschis propriul meu

studio de Dans Terapie unde lucrez cu pacienti cu diferite probleme: autism,mutism selectiv, ADHD, depresie si trauma. Am lucrat de asemenea ca DansTerapeut pentru Crucea Rosie si Spitalul Universitar din Uppsala.

Programul de dans terapie ofera un minunat prilej de a porni pe un drum alcunoasterii - si nu mai putin al cunoasterii de sine - la capatul caruira vom stapiniun nou limbaj de comunicare cu forta de vindecare.

Va astept cu drag sa facem aceasta calatorie impreuna.

Aurora

Analiza Dansului

Pentru a putea analiza dansul, studentul trebuie sa detina cunostinteanterioare despre istoria dansului (unde, cind si cum au aparut difereriteleforme de dans).

Modulul va dezvolta capacitatea de a analiza dansul din trei unghiuri diferite:

al interpretului, al coregrafului si al publicului.

Cursul va cuprinde si modelul propus de Profesor June Layson care constain analiza 1) a categoriilor (gen, stil), 2) a componentelor (interpret, costum,scenografie), 3) a miscarii (in studio vom prelua in corpul nostru miscarea

dominanta din coregrafie pe care o vom analiza utilizind sistemul Laban) si 4)a formei spectacolui (relatia dintre interpret, miscare sunet si spatiu).

Prin analiza spectacolelor se va da studentului posibilitatea sa-si dezvoltecapacitatea de a reflecta asupra dansului in multiplele lui forme.

Examinarea consta in proba scrisa.


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Analysis of Dance

To be able to analyze dance students must have prior knowledge of dancehistory (where, when and how did the different forms of dans appear). The

module will enhance the ability to analyze dance from three different angles:of the interpreter, of the choreographer and of the public.

The module will also include the model introduced by Professor JuneLayson consisting in the analysis 1) of categories (genre, style), 2) of elements(performer, costume, scenography), 3) of movement (in the studio we willmirror in our bodies the dominant movement of the choreography and wewill analyze the relationship between emotion and movement), 4) of theshape of the performance (the relationship between performer, movement,sound and space).

By analyzing productions the student will have the opportunity to developthe ability to reflect upon dance in its multiple forms.

Evaluation: written exam.

Analiza Miscarii

Acest curs urmareste dezvoltarea abilitatii studentului de a intelege dinamic

stuctura si functia miscarii utilizind metodele Laban si LAM.

Sistemul Laban de analiza a miscarii numit Effort analizeaza relatia corpuluicu cei patru factori de baza a miscarii: spatiu, timp, greutate/forta si energie.Studentul va exemplifica si aprofunda in studio fiecare factor de miscare carese materializeaza in doua dimensiuni de polaritati diferite.

Sistemul LAM (Lamb Movement Analysis) ofera dans terapeutilor un mod dea analiza propriile lor miscari si de a identifica propriile preferinte si antipatiiin miscare.

Acest sistem organizeaza ceea ce este deja cunoscut si integrat la nivelulcorpului, facind legatura intre perceptia kinestetic internalizata si intelegereacognitiva a comunicarii prin miscare.

Evaluare: prin miscare in studio si proba scrisa.


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Movement Analysis

This module seeks to enhance the ability of the student to understanddynamically the structure and function of movement by using the Laban and

LAM methods.

The Laban system of movement analysis called Effort investigates therelationship of the body with the four basic elements of movement: space,time, strength and energy. The student will exemplify and practice in thestudio each element of movement represented in two dimensions byopposite properties.

The LAM (Lamb Movement Analysis) system offers the dans therapist amethod for analyzing his/her own movements and to identify his/her own

movement preferences and aversions.

The method organizes that which is already known and internalized at thelevel of the body, establishing a connection between the internal kinestheticperception and the cognitive understanding of the communication throughmovement.

Evaluation: movement in the studio and written exam.

awerberg_dansterapie_programa_lbromana_feb2013.pdf

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