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iDEA: Drexel E-repository and Archives > Drexel Theses and Dissertations > Health Sciences Theses and Dissertations > The Effect of Dance/Movement Therapy on Incidences of Aggression and Levels of Empathy in a Private School for Children with Emotional and Behavioral Problems

Please use this identifier to cite or link to this item: http://hdl.handle.net/1860/3142

Title: The Effect of Dance/Movement Therapy on Incidences of Aggression and Levels of Empathy in a Private School for Children with Emotional and Behavioral Problems
Authors: Lanzillo, Alexis Anne
Keywords: Dance/Movement Therapy;Aggression;Empathy;Children;Schools
Issue Date: 30-Oct-2009
Abstract: The hypothesis for this thesis is: The Dance/Movement Therapy program “Disarming the Playground, Violence Prevention through Movement and ProSocial Skills” will reduce aggression and increase empathy in children ages 8-12 years among children enrolled at an approved private school for children with emotional and behavioral problems. The effectiveness of this curriculum had not previously been examined in a school for children with emotional and behavioral disturbances. The research design was a quasi-experimental single subject design with 2 children, with an ABA design (Mertens, 2004). Both children were African American males, ages 8 and 9, diagnosed with Attention Deficit Hyperactive Disorder. Child 1 carried a co-morbid diagnosis of Learning Disorder NOS, and Child 2, with Oppositional Defiant Disorder. This study included a two week initial baseline, four week intervention phase, and two one week post-intervention baselines. Quantitative data were collected six times using the Teacher Forms of the Child Behavior Checklist and the Social Skills Rating System. Qualitative data were collected through Green Tree Lower School progress notes. Major quantitative findings showed a decrease in Total Problem Behaviors for both children on both assessments. Total Social Skills scores on the SSRS decreased in both children. Common themes in qualitative data included engaging in positive, trusting relationships, self-awareness, and group cohesion. Disarming the Playground is a curriculum designed for “normal” and “at-risk” children in public schools, as a preventative measure for violence and aggression. The participants were not able to appropriately function in a public school. As the Disarming the Playground curriculum is designed to be used in total, and sequential order, choosing only specific activities to utilize proved to be a challenge for the participants. If the entire curriculum was to be implemented, there may have been an increase in social skills and empathy levels, and a lasting impact on both variables of aggression and empathy.
URI: http://hdl.handle.net/1860/3142
Appears in Collections:Health Sciences Theses and Dissertations

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