Establishing Therapeutic Relationships
Working with each class between 3 and 5 days a week facilitating the BrainDance supported the establishment of therapeutic relationships with most of the children. I continue to gain an understanding of children by: 1) observing the way they move, 2) connecting it to their learning styles (Gardiner, ), 3) drawing upon this information to pinpoint specific supports to the development of their social and emotional needs.
Receiving the opportunity to begin work right away with children through the BrainDance and then participate in team meetings where my observations had a different context, was enriching and exciting for me. There were many ah-ha moments where I related the way I had seen someone moving to inquiries the team was making about that child.
Facilitating the BrainDance provided a lens able to capture children’s strengths in utilizing movement to self – regulate. The kindergarten and grade 1 class offered many points of connection between my colleagues and I to better understand individual children. I practiced physical activity to support the development of individual children’s social and emotional development through experiences of creative expression, expansion of ideas (scaffolding), and empowerment (choice making and feeling connected to one’s physicality).
Working Collaboratively With A Supervisor
I co-facilitated Social Skills training for one of the grade 4/5 class with Lisa Gunderson through discussion of lesson plans and articulation of more appropriate and relevant material to the children. We brainstormed ideas on what approach would more effectively reach the children with ideas presented in the Superflex curriculum (Garcia,).
I led the social skills training class and Nichola Watson assisted. Lisa observed some of the classes. The opportunity to receive her critical feedback was powerful. Her observations of when I connected with the children and when I ‘lost’ them gave me a deeper understanding of my fear of communicating in a classroom setting with older children. I embraced her feedback by gathering more information about the children’s interests, and incorporated them into the class.
I shared some of my knowledge from a dance perspective, and incorporated goals and suggestions from Lisa in that work. An incredible learning opportunity took place when one of the 4/5 classes was uninterested in the BrainDance – Lisa’s guidance supported me in reshaping the experience to be empowering to the class where I expressed appreciation of their agency, and asked for suggestions on what could have made it more interesting to them.
Observing And Recording
I observed some children in classrooms and described their actions through written documentation being mindful of an unbiased perspective. Fellow interns encouraged me to find my own comfort level with taking notes while observing, and my initial observation used this method. I felt uncomfortable because: 1) the community uses primarily oral communication with one another, 2) I was challenged to remain present while observing 3) my intentions did not feel transparent, creating a power imbalance. All other observations were done through memory after being present in the class.
I worked one on one with two grade 2 boys, focusing on physiotherapy strategies in their school file. I quickly adapted strategies such as hopping on one foot, balancing on one foot, and locomoting on one leg to be a part of exploring movement to music, poetry and stories.
Applying Normative Development Theory
The BrainDance was utilized with an understanding of developmental theory, where use of body coordination was adapted to differing developmental stages.
Contributing to team discussions where understanding developmental locations of children required sharing of information.
Dance classes approached social awareness from a developmental perspective, often questioning how children were relating to one another physically – who do they see? What does it mean?
Applying Ecological/Systems Perspectives
Talking to children, consulting with teachers and exchanging ideas with learning support teachers helped to build an understanding of each child from multiple perspectives.
Team meetings contributed to the emergence of more holistic images of the children, and led to discussions connecting children’s current social locations to their behaviour.
Use of the Superflex Social Skills Training program required some modification to decolonize the learning and apply to children’s current experiences and preferences.
Planning And Implementing Therapeutic Interventions
engaged with system of reading files, speaking with teachers and staff, observing, and reporting to team lead to develop appropriate intervention strategies
could have kept better notes based on BrainDance and dance class observations
worked to mindfully keep objective notes and respect the oral style of working in the school – chose to write observations outside of the classroom
Developing Professionalism
I clearly defined the attributes and expected outcomes of engaging in the BrainDance with the principal. We successfully engaged all classrooms in single to quadruple practice of the BrainDance per week.
An awareness of my beliefs was demonstrated through sensitive advocacy with teachers to support children moving throughout their day.
I focused on working in a calm and gentle manner demonstrated my values in behaviour with the children.
I developed and maintained strong relationships with my cohorts and staff of ȽÁU, WELṈEW through observation of and appropriate communication.
I learned a great deal from Nichola in the handling of notes outside of observations and assessments. Meeting notes, reminders, and anything that reflected people at the school were to be handled sensitively, both within the office (stored in filing cabinet), and my time away from the school (locked in the filing cabinet).
LORI HAMAR 