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PSYCHOBALLET NICARAGUA

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The Psychoballet Method
 Is a preventative, psychoterapeutic, and corrective method
from Cuba that combines science and art in a dynamic
structure that integrates psychology and ballet.
 In essence, it is a modality of art therapy, specifically dance
therapy that also includes other art therapies, and which is
greatly effective as a psychological healing method.
Psychoballet’s Objectives:
 To aid students develop their self-esteem, creativity, and
team work, which enables them to improve interpersonal
relationships and to help cultivate the feeling of belonging
in society without being discriminated against.
 To strengthen their gross motor skills and develop their
artistic expression through dance and other arts.
The TEACCH Program: Treatment and
Education of Autistic and related
Communication-handicapped CHildren
 The TEACCH Program is designed for children, youth, and
adults with Autism and other communication-related
disabilities, and was developed at the University of North
Carolina in the U.S. in 1996.
 Objectives of the Program:

 Improve basic difficulties in communication


 Develop levels of basic abilities
 Offer tools for parents work work with their child at home to
aid in improving social interactions and avoid
institutionalization of the child.
“The Magic Years” Center of
Psychoballet, Nicaragua
 Is a Psychotherapeutic Center and contributes to the
application of psychotherapeutic methods, therapies, and
education to people with mental, sensory, and physical
disabilities, in addition to Autism.

 Opened in October, 2008 to begin attending one group of


children, and another of youth. Each group meets once a
week, and each hour and a half session integrates
Psychoballet and the TEACCH Method.
Aspects of the
TEACCH Program

Phase 1: One-on-One Work


(teacher-student)

Seated position, which


combines supervised work and
eye-contact with the teacher.

The development of each


phase depends on the
needs of each students
after psychological
evaluation.
Phase 2: INDEPENDENT WORK (the student works with materials
without the help of the teacher)
Phase 3: MUSIC (students utilize musical instruments such as
maracas, flue, xylophone, etc.)
Phase 4: HAND WASHING
In this way, the students conclude the
activities of the day in TEACCH and prepare
for the next activities.
PSYCHOBALLET SESSION
 The sessions of Psychoballet consist
of three components:
 Warm-up
 Technical exercises of Psychoballet
 Creative expression
Warm-up: Entrance to the space and warm-
up exercises

Students enter with a march, initiating the general warm-up


During the warm-up, stuents do different exercises that focus
on coordination, muscular toning, and flexibility.
Arm Coordination
Raising Shoulders
Bending Necks
Rotating Hips
Moving Shoulders
Breating and Arm Coordination
Technical Psychoballet Exercises
Floorwork Strengthens:

 Muscular Toning
 Elasticity
 Correct spine alignment
 Basic locamotive movements on the floor
 Especially for students with cerebral palsy,
floorwork permits them to relax and have
greater freedom of movement
Rounding and Stretching of the Spine
Therapists aid students to find the correct positions
Adjustment of student in the seated position
Flexing and Extending Legs
Raising Legs and Doing Abdominal Work
Work Strengthening the Back
Sitting Down with a group of youth with cerebral
paralysis
Technical Psychoballet Movements
Uses:

 To achieve correct placement of the body


and to help correct posture problems.
 To achieve general elasticity in the body.
 To enable students to have harmonious
movements and learn ballet positions (arm
and leg positions, demiplié, y relevé
among others)
Breathing and lifting arms
Arms in Fifth Position of Ballet
CREATIVE EXPRESSION
Enables Students to:

 Express themselves freely with creativity,


spontaneity, and imagination.
 Release physical and psychological
tensions.
 Receive therapeutic messages
 Be creative in free or directed activities, as
individuals or in a collective way.
 Use rounds, games, traditional dances,
dramatizations, body language, and other
activities.
Public Presentation: The performance of “Ropa
de Teatro” by Dos Generaciones in an art therapy
event at the National Theater of Nicaragua, the
Ruben Dario. December 2008.
Presentation in “Hogar de Protección Pajarito Azul,” home for
disabled children in Managua, Nicaragua
-Yamileth
-David Psychology Team:
-Rudy
-Luisa María Isabel González
-Chepito Ryo Japanese Assistant
-Lenín Bárbara (German
-Ana volunteer)
-Candida
-Javier
-Leonora
-María Antonia
-Normán
-Grace
-Gladys y otros.

The presentation includes groups with Mental Retardation, Downs Syndrome,


Autism, and other disabilities.
“The Magic Years” Center

-Georgina
-Aymeé
-Carlos
-Dorián Obed
-Gloria
-Elías
-Juan
-Pablo
-Alondra

At “The Magic Years,” we work with two groups divided by age with disabilities
such as Mental Retardation, Autism, Blindness, Learning disabilities, and
hyperactivity.
Work Team of “The Magic Years” Center:

 María Isabel González, Educational


Psychologist.
 Luz Patricia López, Psychoballet Therapist.
 Conny Meneses.
 Guissella Martínez
 Karla Zuñiga
 Dulce María Alvarez
 Abril García, Psychology Student