The development of a therapy programme for children.
Degree GrantorUniversity of Canterbury
Degree NameDoctor of Philosophy
The present research was undertaken to develop a therapeutic programme for children who were identified as either disruptive or withdrawn. Four studies were carried out involving children from five schools. Study One included 79 subjects from two primary schools and each school was divided into four contrast groups - Movement to Music, Counselling, Art and a control group. The programmes compared treatments and were between six and nine sessions long. Pre- and Post-treatment assessments were undertaken on a number of measures and multivariate analyses of variance revealed no significant differences between groups. However, there were significant differences between schools and between sexes for some of the scores on the photographic analyses. There were also a number of significant correlations. Comparisons between the children's drawings and the analyses of their body structures revealed that children who were developing particular "holding patterns" in their bodies, also tended to include indicators of conflict and tension in their drawings. Study Two included 27 subjects who were slow learners at a secondary school. These programmes were six sessions and compared Movement to Music, Exercises to Music, and a combination of these two activities. The subjects were resistant to these programmes and it was necessary to develop alternative activities for them. Studies Three and Four each included sixteen subjects aged between seven and nine years, and each included a Movement to Music group and a control group. The programmes with these children were twenty-eight sessions long and involved a number of different activities. Although the statistical analyses were inconclusive, these programmes appeared to enhance the development of some children as reported by their teachers. The results were discussed in terms of the factors that influence the effectiveness of such programmes, and the implications raised by the apparent structural patterns perceived in the bodies of such young children.