La didáctica de la relajación con personas adultas con discapacidad intelectual en un taller de cantoterapia

  1. CASAL DE LA FUENTE, Lucía 1
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

Revista:
Siglo Cero: Revista Española sobre Discapacidad Intelectual

ISSN: 2530-0350

Año de publicación: 2018

Volumen: 49

Número: 4

Páginas: 89-109

Tipo: Artículo

DOI: 10.14201/SCERO201849489109 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Siglo Cero: Revista Española sobre Discapacidad Intelectual

Objetivos de desarrollo sostenible

Resumen

Confidence in arts, and particularly in music, is becoming more prominent in the Spanish therapeutic field, being users more and more diverse. Although multiple international reports, especially those coming from the field of neurosciences, have proved the effectiveness of singing as a therapy in very different groups, in Spain it is understudied. The vocal technique indicates that the first step to control our voice is the good use of the body, and relaxation facilitates it. Relaxation techniques are increasingly divergent and requested, but few guidelines have been set to work them with vulnerable groups. This paper offers an example on how to work them with young adults with intellectual disabilities. Through a case study and within a singing therapy workshop, which goal was channeled to the improvement of participation processes with vulnerable groups, some relaxation activities were validated. Our study shows that, generally, the approaching times with the sample before the intervention, and the fact that a team of professionals was present in the sessions, are the factors that facilitated the good development of the program. Specifically, working in front of a mirror reinforced kinesthetic understanding when segmented relaxation was practiced Progressive muscle relaxation seems to be the most arduous, being autogenous relaxation the most difficult to guide, but the one whose results are more remarkable.

Referencias bibliográficas

  • AMTA, American Music Therapy Association (2017). What is Music Therapy? Recuperado de https://www.musictherapy.org/about/quotes/.
  • Badia, M. y Longo Araújo de Melo, E. (2009). El ocio en las personas con discapacidad intelectual: participación y calidad de vida a través de las actividades de ocio. Siglo Cero, 40 (231), 30-44.
  • Baker, F. A. (2015). Evidence-based practice in Music Therapy. En B. L. Wheeler (Ed.), Music Therapy Handbook (pp. 103-115). New York-London: The Guildford Press.
  • Bence, L. y Méreaux, M. (1988). Guía muy práctica de musicoterapia. Cómo utilizar uno mismo las propiedades terapéuticas de la música. México: Gedisa Editorial.
  • BERA –British Educational Research Association– (2011). Ethical Guidelines for Educational Research. London: British Educational Research Association. Recuperado de https://www.bera.ac.uk/researchers-resources/publications/ethical-guidelines-for-educational-research-2011.
  • Bouvet, C. y Coulet, A. (2016). Relaxation therapy and anxiety, self-esteem, and emotional regulation among adults with intellectual disabilities: A randomized controlled trial. Journal of Intellectual Disabilities, 20 (3), 228-240.
  • Camic, P. M., Williams, C. M. y Meeten, F. (2013). Does a ‘Singing Together Group’ improve the quality of life of people with a dementia and their carers? A pilot evaluation study. Dementia, 12 (2), 157-176.
  • Carlson, L. (2015). Music, intellectual disability, and human flourishing. En B. Howe, N. Jensen-Moultron, N. Lerner y J. Straus (Eds.), The Oxford Handbook of Music and Disabilitiy Studies (pp. 37-53). USA: Oxford University Press.
  • Casal de la Fuente, L. (2015). Trabajar la respiración con personas con discapacidad intelectual. Revista de Investigaciones en Técnica Vocal, 3 (2), 5-36.
  • Chapman, M. J., Hare, D. J., Caton, S., Donalds, D., McInnis, E. y Mitchell, D. (2013). The use of mindfulness with people with intellectual disabilities: a systematic review and narrative analysis. Mindfulness, 4, 179-189.
  • Clift, S. M., Manship, S. y Stephens, L. (2015). Singing for mental health and wellbeing: findings from West Kent and Medway. Research Report. Canterbury: Canterbury Christ Church University.
  • Down Compostela (2017). Actividades: Logopedia y lenguaje. Recuperado de http://www.downcompostela.org/index.php?idMenu=3&idIdioma=1&pag0=2&int1=14.
  • Down España (2008). II Plan de Acción para las personas con Síndrome de Down en España 2009-2013. Recuperado de http://www.sindromedown.net/adjuntos/cPublicaciones/56L_iiplande.pdf.
  • Down España (2016). III Plan de Acción para las personas con Síndrome de Down y sus familias en España. Retos y apoyos. Recuperado de http://www.sindromedown.net/wp-content/uploads/2016/07/III-Plan-de-Accion-1.pdf.
  • González-Pérez, J. (2003). Discapacidad intelectual: concepto, evaluación e intervención psicopedagógica. Madrid: CCS.
  • Idusohan-Moizer, H., Sawicka, A., Dendle, J. y Albany, M. (2015). Mindfulness based cognitive therapy for adults with intellectual disabilities: an evaluation of the effectiveness of mindfulness in reducing symptons of depression and anxiety. Journal of Intellectual Disability Research, 59 (Part 2), 93-104. doi: 10.1111/jir.12082.
  • Jacobson, E. (1938). Progressive relaxation. Chicago: University of Chicago Press.
  • Linares, P. L. y Sánchez, M. J. (2010). Psicopedagogía de la relajación en el ámbito de la discapacidad intelectual (I). Polibea, 97, 4-9.
  • Lindsay, W. R. y Morrison, F. M. (1996). The effects of behavioural relaxation on cognitive performance in adults with several intellectual disabilities. Journal of Intellectual Disability Research, 4 (Part 4), 285-290. doi: 10.1046/j.1365-2788.1996.770770.x.
  • Miller, M. L. (2008). Teaching Relaxation Skills to Adults with Intellectual Disability and Generalized Anxiety Disorder. Ann Arbor: ProQuest Information and Learning Company.
  • ONU (s. f.). Convención sobre los derechos de las personas con discapacidad. Recuperado de http://www.un.org/spanish/disabilities/default.asp?id=497.
  • Pallisera, M., Fullana, J. y Vila, M. (2005). La inserción laboral de personas con discapacidad. Desarrollo de tres investigaciones acerca de los factores favorecedores de los procesos de inserción. Revista de Investigación Educativa, 23 (2), 295-313.
  • Pascual-García, D. M., Garrido-Fernández, M. y Antequera-Jurado, R. (2014). Autodeterminación y calidad de vida: un programa para la mejora de personas adultas con discapacidad intelectual. Psicología Educativa, 20 (1), 33-38.
  • Pizarro, V., Yebra, L. y Fernández, J. F. (2017). Musicoterapia y Discapacidad: una apertura emocional hacia una mejor calidad de vida. Revista de Investigación en Musicoterapia, 1, 106-126.
  • Quiñones Etxebarría, C. (1997). El cuidado de la voz. Ejercicios prácticos. Madrid: Escuela Española.
  • Robertson, J., Hatton, C., Baines, S. y Emerson, E. (2015). Systematic Reviews of the Health or Health care of People with Intellectual Disabilities: A Systematic Review to Identify Gaps in the Evidence Base. Journal of Applied Research in Intellectual Disabilities, 28, 455-523.
  • Sanjosé Gil, A. (2010). ¿El valor de la vida se debe medir en función de las capacidades de cada persona?: Reflexiones en torno al aborto eugenésico a la luz del Derecho Internacional y la Constitución Española. En S. Sanz Caballero (Ed.), Colectivos vulnerables y derechos humanos. Perspectiva internacional (pp. 113-149). Valencia: Tirant lo Blanch.
  • Sanz Caballero, S. (Ed.) (2010). Colectivos vulnerables y derechos humanos. Perspectiva internacional. Valencia: Tirant lo Blanch.
  • Schultz, J. H. y Luthe, W. (1969). Autogenic therapy. New York: Grune and Stratton.
  • Sturmey, P. (2004). Cognitive Therapy with People with Intellectual Disabilities: A Selective Review and Critique. Clinical Psychology and Psychotherapy, 11, 222-232.
  • Williams, J. (2013). Teaching Singing to Children and Young Adults. London: Comptom.
  • Wright, K. P. (2013). Cognitive behavioral therapy for anxiety in a man with autism spectrum disorder, intellectual disability and social phobia. Advances in Mental Health and Intellectual Disabilities, 7 (5), 284-292.
  • Yin, R. K. (2013). Case Study Research: Design and Methods. USA: Sage.
Fuente de los datos: Dialnet