Why Giving Tuesday Dance class?

Problem: Conventional therapy has a limited scope. Occupational therapy often focuses on physical exercises in traditional school settings. This approach can be too narrow, failing to fully engage students or address their diverse needs. As a result, significant learning gaps can be addressed.

Solution: Therapeutic Family Dance Classes. Families can participate in Tuesday dance classes together, engaging in shared activities that promote physical health, emotional well-being, and social interaction. These sessions foster a supportive environment where families can connect and grow together.

1. Holistic Approach to Therapy: Introducing therapeutic family dance classes shifts the focus from solely physical exercises to a more holistic approach, integrating physical, emotional, and social aspects of therapy. This multidimensional perspective can inspire new methodologies within occupational therapy, encouraging professionals to adopt more inclusive practices.

2. Family Involvement in Therapy: This project underscores the importance of a support system in achieving therapeutic goals by involving families in the therapeutic process. This can lead to new research on the impact of family participation in therapy, providing insights into how family dynamics influence patient outcomes.

3. Innovative Intervention Strategies: Therapeutic dance classes represent an innovative intervention that combines movement with emotional expression and social interaction. This can stimulate further exploration into other non-traditional therapies that may effectively address diverse needs, thereby broadening the scope of occupational therapy practices.

4. Engagement and Retention: Dance’s engaging nature can improve participation and retention rates in therapy programs. Studying these classes can provide valuable data on keeping clients motivated and committed to their therapeutic journey, which can be applied to other therapeutic settings.

5. Cross-Disciplinary Insights: This project intersects occupational, dance, and family therapy. It can foster cross-disciplinary research and collaboration, leading to a richer understanding of how different therapeutic disciplines can complement and enhance one another.

6. Evidence-Based Practice: The project will generate empirical data on the efficacy of therapeutic dance classes, contributing to the body of evidence supporting various therapeutic interventions. This can aid in developing evidence-based guidelines and best practices for occupational therapists.

7. Enhanced Quality of Life: By addressing clients’ emotional and social needs and physical needs, this project aims to enhance participants’ overall quality of life. This holistic improvement can be a powerful argument for adopting more comprehensive therapeutic practices within the sector.

1. American Occupational Therapy Association. (2014). Occupational therapy practice framework: Domain and process (3rd ed.). American Journal of Occupational Therapy, 68(Suppl. 1), S1-S48. https://doi.org/10.5014/ajot.2014.682006

2. Bazyk, S. (2010). Meeting sensory needs in the school environment: Creating a sensory-friendly environment to support children’s attention and engagement in learning. OT Practice, 15(17), CE1-CE7.

3. Case-Smith, J., & Arbesman, M. (2008). Evidence-based review of interventions for autism used in or of relevance to occupational therapy. American Journal of Occupational Therapy, 62(4), 416-429. https://doi.org/10.5014/ajot.62.4.416

4. Clark, F. A., & Lawlor, M. C. (2009). Aging, occupation, and social participation: The contributions of occupational science. Journal of Occupational Science, 16(2), 81-91. https://doi.org/10.1080/14427591.2009.9686647

5. Erwin-Grabner, T., Goodill, S. W., Hill, E. S., & Von Neida, K. (1999). Effectiveness of dance/movement therapy on reducing test anxiety. American Journal of Dance Therapy, 21(1), 19-34. https://doi.org/10.1023/A:1022885709191

6. Koomar, J. A., & Bundy, A. C. (2002). Creating playful environments: Meeting sensory needs in the school setting. In A. C. Bundy, S. J. Lane, & E. A. Murray (Eds.), Sensory integration: Theory and practice (2nd ed., pp. 413-429). F. A. Davis.

7. Pfeiffer, B., & Kinnealey, M. (2003). Treatment of sensory defensiveness in adults. Occupational Therapy International, 10(3), 175-184. https://doi.org/10.1002/oti.184

8. Siegel, D. J., & Bryson, T. P. (2012). The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind. Bantam Books.

9. Verret, C., Guay, M. C., Berthiaume, C., Gardiner, P., & Béliveau, L. (2012). A physical activity program improves behavior and cognitive functions in children with ADHD: An exploratory study. Journal of Attention Disorders, 16(1), 71-80. https://doi.org/10.1177/1087054710379735

10. Wengrower, H., & Chaiklin, S. (Eds.). (2009). The Art and Science of Dance/Movement Therapy: Life Is Dance. Routledge.

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