2024
Body Oriented Interventions
Name: Body Oriented Interventions
Code: DES13903L
3 ECTS
Duration: 15 weeks/78 hours
Scientific Area:
Human Kinetics
Teaching languages: Portuguese
Languages of tutoring support: Portuguese, English
Regime de Frequência: Presencial
Presentation
Considering the body as a transitional object in the therapeutic relationship, this CU aims to improve the personal competencies of the future therapists and to teach basic body-oriented techniques.
Sustainable Development Goals
Learning Goals
It is intended that students acquire:
A. Knowledge
-Know the historical and epistemological aspects of body mediation interventions (BMI);
-Understand the role of the body in socio-emotional development;
-Know the specificities of the different body mediation tecnhiques: psychosensory, expressive and perceptual-motor;
-Understand the contributions of touch and play to the development of the person, in particular to motor and socio-emotional development;
-Understand the methodological orientation of touch and play as mediators in psychomotor therapy.
B. Competencies
-Self-regulation of one's own body and emotions in the relation to the other;
-Use ones own body as a mediator of psychomotor intervention;
-Use and adapte one's own body in relation to the other, showing availability for tonic empathy;
-Observation and understanding of the other's mind-body structure;
-Planning and implementation of BMI in psychomotor intervention with children, adults and the elderly.
A. Knowledge
-Know the historical and epistemological aspects of body mediation interventions (BMI);
-Understand the role of the body in socio-emotional development;
-Know the specificities of the different body mediation tecnhiques: psychosensory, expressive and perceptual-motor;
-Understand the contributions of touch and play to the development of the person, in particular to motor and socio-emotional development;
-Understand the methodological orientation of touch and play as mediators in psychomotor therapy.
B. Competencies
-Self-regulation of one's own body and emotions in the relation to the other;
-Use ones own body as a mediator of psychomotor intervention;
-Use and adapte one's own body in relation to the other, showing availability for tonic empathy;
-Observation and understanding of the other's mind-body structure;
-Planning and implementation of BMI in psychomotor intervention with children, adults and the elderly.
Contents
I. Fundamentals of BOI
a. Historical and epistemological aspects
b.The body in the construction of emotions
c. Play and the development of the person
i.Taxonomies of play
ii.The role of different types of play in motor and socio-emotional development
iii.Play in psychomotor therapy
d. Touch and development
i. Therapeutic effects of touch throughout development
ii. Touch on psychomotor intervention: tonic-emotional dialogue, body-mind envelope, real body and imaginary body
II.Personal Development of the Psychomotor Therapist
a.Body identity: mind-body envelope; Consciousness of the real body and the imaginary body
b.The physical, affective and relational space
c.Tonic empathy
d.Awareness of the impact of different body mediation techniques on oneself and on the other.
III. Methodological Aspects of BOI
a.Exercise play and rough-and-tumble play;
b.Touch in psychomotor therapy: touch-massage, touch-envelope, touch-relaxation;
c.Humid envelopes
a. Historical and epistemological aspects
b.The body in the construction of emotions
c. Play and the development of the person
i.Taxonomies of play
ii.The role of different types of play in motor and socio-emotional development
iii.Play in psychomotor therapy
d. Touch and development
i. Therapeutic effects of touch throughout development
ii. Touch on psychomotor intervention: tonic-emotional dialogue, body-mind envelope, real body and imaginary body
II.Personal Development of the Psychomotor Therapist
a.Body identity: mind-body envelope; Consciousness of the real body and the imaginary body
b.The physical, affective and relational space
c.Tonic empathy
d.Awareness of the impact of different body mediation techniques on oneself and on the other.
III. Methodological Aspects of BOI
a.Exercise play and rough-and-tumble play;
b.Touch in psychomotor therapy: touch-massage, touch-envelope, touch-relaxation;
c.Humid envelopes
Teaching Methods
T classes are organized according to the active learning model, in line with Team Based Learning Approach. In the first class, the UC plan is presented, and the bibliographic sources relating to each are indicated. Reading bibliographic sources is encouraged. Theoretical classes begin with a questionnaire about the contents, first answered individually and then discussed in a small group context. This discussion feeds the presentation and deepening of the content, thus stimulating active learning by students.
The initial P classes are mainly dedicated to training students as therapists, progressing later to experience, technical learning and application of different body mediation techniques. Around half of the P classes take place in community spaces, with the other half taking place in the context of a psychomotricity laboratory.
The initial P classes are mainly dedicated to training students as therapists, progressing later to experience, technical learning and application of different body mediation techniques. Around half of the P classes take place in community spaces, with the other half taking place in the context of a psychomotricity laboratory.
Assessment
Continuous assessment of knowledge is carried out through a written test (50%).
The continuous assessment of competences involves: reflection on body, space and nature (10%, individual); the implementation of a body-oriented session session in the outdoors (20%, group); producing a video about the importance of outdoor play for health and well-being, based on the observation of children's free play in naturalised playful contexts (20%).
Assessment by exam includes written T test (50%) and application/intervention P test (50%).
The continuous assessment of competences involves: reflection on body, space and nature (10%, individual); the implementation of a body-oriented session session in the outdoors (20%, group); producing a video about the importance of outdoor play for health and well-being, based on the observation of children's free play in naturalised playful contexts (20%).
Assessment by exam includes written T test (50%) and application/intervention P test (50%).
Teaching Staff
Certificações
