Dance and music therapies are getting attention due to students because it will help their mental health. Some schools are testing out dance therapy for the students. While some schools are supporting music therapy to help the students attending. So the students can improve their mental health and their skills. Dance and music therapies are beneficial and it should get the support from the school districts to help the students and special need students for their everyday problems/issues.
Some schools are trying out the dance therapy to help the students who attend there, to help them with their challenges hat they face in school or outside of school. As Julia Chibbaro explains “Professional school counselors are challenged to meet the needs of all students and need a variety of interventions enabling them to meet those needs. High school is a time when many adolescents struggle with social, emotional, and physical issues. Some counselors are having a hard time getting to know the students problems so they are supporting dance therapy, so it can aid the kids with any type of mental or physical issue, for the students with any kind stress or anxiety that is bothering them so the dancing can help them make it through the day. And allowing them to achieve their goals for school and personal life. And how it helps students interact with each other.
And Julia Chibbaro even states that dance and movement therapy helps the children with expressing themselves and they are improving physically and verbally and how they are socially interacting with others in the therapy. Dancing is helping a lot with mental health and the students need the help because they are putting on a lot of stress because of their classes and grades. And many students just need the therapy to help them out. While many others think that dance is like a treatment oward the students because they will have another way to express themselves.
There are some other ways to cope with stress, but mainly people supporting dance therapy. Kourkouta explains that why schools should support dance therapy for the students: Dance is a treatment procedure commonly used at schools as an educational means. It is an important effective tool for children who suffer from emotional disorders and learning disabilities and aims to increase children’s self-esteem, emotional expression, and ability to complete tasks relaxation, social interaction and coherence of the group in which they articipate.
Dance also helps children both to manage emotions that impede learning and to improve their adaptability in school. This evidence explains dancing helps to increase the student’s self-esteem by helping them, whoever are suffering from anxiety, depression, or any other emotions. And dancing can help children think creatively and hopefully they will want to participate in more therapy classes to get their mind set on specific things. Some of the kids are now relieved from the dance therapy because it helps them with their school issues.
Kids are now getting help from their teachers because instead of etention or other disciplinary courses, now teachers are suggesting dance therapy to help the students out. And how the school’s that are taking the aid of dance therapy are now thinking about establishing the therapies in school so every student can take it and be helped out. Disable kids are taking dance therapy to help them to interact with each others and improve their skills. Many schools with special need kids are taking the support of dance therapy to help them with their skills.
For example, “Boyd already was certified to teach Autism Movement Therapy in her classes, and Matthews decided to go o the AMT Center in Los Angeles and become certified as well. ‘It’s exciting to have somebody inspired by what I was doing” (Churchill). Boyd is a professional teacher who is helping kids that suffer from autism and she loves helping the special need kids, because she knows how hard it can be taking care of a child who is depending on the parents and she wants to change that thought and make the kids be independent. Mia is one of the dance students that Boyd is helping to improve her social skills.
She has a mild form of autism, she is three years old and Boyd is teaching her to dance. Mia is inspiring Boyd more because she wants other autistic kids to learn dance because it helps the kids and others to interact with them. Furthermore Theresa Churchill stated, “Jump! she squeals. The word is one of 40 to 50 in the girl’s vocabulary, a threefold increase since the class began in the spring. Mia’s mother, Ossie Reynolds of Pana, said the class not only is helping the girl become more verbal but also helping her follow directions. Mia is dramatically changing due to dance therapy she is now calmer and she listens to her mom and follows directions. She has improved on lmost all the skills, she now knows more vocabulary and she obeys whatever anyone commands or say to her. And Mia’s mom is really proud of what Boyd has done, because Boyd had boasted Mia’s motivation and, now Mia wants to achieve all the goals she has set for her and the goals her mom has set for her. And Boyd is proud because she knows the therapies are working because the parents are giving a positive feedback. Meanwhile Boyd is helping Mia with her social skills.
Sabine Koch is observing the students too, “After the treatment, participants in the intervention group reported improved well- eing, improved body awareness, improved self-other distinction, and increased social skills. ” After the dance therapies they see the autistic kids have a dramatic change in their skills. And they are communicating better than they did before with all the kids in the therapy class. And it is helping the instructors to realize therapies are working because the kids are happier and then they were before and they are willing to participate.
Some of the special need students are now getting help from their parents to learn more skills and to be comfortable with their speaking and thinking skills. And some parents are supporting heir kids to take dance therapy more because they are improving. Music therapy helps high school students cope their everyday stress and anxiety. Many teachers are allowing kids to listen to music while doing an assignment because they are more focused while listening to music. According to Gholami “This study aimed to determine the effect of combined relaxation and music therapy on aggression of male high school students. Helping male students cope stress and aggression because their mind aspect is going somewhere else then thinking of the situation that is making more mad and aggressive. The therapy s helping to the students on campus to be relaxed and soothed. Gholami even stated that they conducted a survey to see how beneficial the music therapies are: “Of the six high schools in Ashkanan, one was randomly selected. Among the school’s first grade classes, two were randomly selected. They were divided into the experimental (30) and control (30) groups randomly.
First, the two groups filled out AGQ (pretest). Then, the intervention programs were carried out through 10 sessions of music and relaxation therapy, consisting of imagery, music, progressive muscle and breathing relaxation for the xperimental group but the control group did not receive any intervention. ” How listening to music impacts on mental health and how it helps with coping stress and anxiety for the high schoolers who are stressed out so they know that they can take music therapy.
And how the schools who took the survey are now supporting music therapy because the students who were involved in the survey want the music therapy to be officially established at the school. Some schools are even allowing kids listen to music while doing classwork to help them their class work and grades. Furthermore “Music therapists working in the rea of social, emotional and behavioural difficulties (SEBD) are likely to find two chapters in this book of particular interest: “Music therapy and the expression of anger and aggression”(Tomlinson).
That some therapist are working in this field to see how the music is impacting the kids health. And how they are writing a book based on music therapy. Are coming out with a book so other students can read and relate to the problems they had in the past. So next time if they are stressed out they can listen to music and relieved with any tension. Some of the high schoolers are loving the music therapy because they re more focused on their classwork. And how the some other schools are conducting surveys for music. Special needs kids are having the positive effect of music therapies.
Some therapist and counselors are supporting music therapy for special needs to help them with their communication skills. Fulvia Anca Constantin states “Related to the children with special needs, through music therapy in general, or melotherapy in particular, children obtain a motivating setting in which their social skills can be improved. ” Special needs children are improving through music therapy and he children are being motivated to improve their social skills, and helping them interact with each other and the teachers.
The teachers who are teaching the music therapy are additionally helping the children with vocabulary, time telling, and etc. to improve their mental health as well. Additionally, “Previous reviews of literature have examined teacher attitudes and perceptions, curricular and evaluative accommodations, research on learning disabilities, autism, and hearing impairment, and preparing music teachers to teach students with disabilities”Jones). Music teachers are helping special need ids with the help of music therapy and the kids are improving their skills.
Skills of the kids are improving by taking music therapy and they are getting help from the teachers to learn the music and other skills such as speaking, listening, and etc. The teachers are now trying to make other special needs kids and their parents to be involved with music therapy. Similarly, “Research indicates that music therapy can improve social behaviors and joint attention in children with Autism Spectrum Disorder (ASD); however, more research on the use of music therapy interventions for social skills is needed to determine the 5 OF 6
