Psychomotor therapy definition
Psychomotor therapy was defined as a method or treatment that uses corporality and movement as a driver of its approach and in which the clinician tries—after having performed a methodical psychomotor examination and in consultation with the patient—to realize clearly formulated goals that are relevant to the patient’s problems. This definition refers more to the structure than the content of the psychomotor therapy. Psychomotor therapy in mental health is person-centred and aimed at children, adolescents, adults and elderly individuals with common and severe, acute and chronic mental health problems. Psychomotor therapists provide health promotion, preventive health care, treatment and rehabilitation for individuals and groups. They create a therapeutic relationship to provide assessment and services specifically to the complexity of mental health within a supportive environment, applying a bio-psychosocial model. The core of psychomotor therapy is to optimize well-being and empower the individual by promoting physical activity, exercise, movement awareness and functional movement, bringing together physical and mental aspects. Psychomotor therapists play a key role in an integrated multidisciplinary team and in interprofessional care.
The different dimensions in psychomotor therapy
Psychomotor therapy is more than just movement and sensory intervention. In psychomotor therapy, physical activities are used in relation to psychological dimensions. This table provides an overview of the different dimensions and the more concrete action points and clarifications used during the sessions.
| Dimension | Feature |
| Psychomotor dimension | Physical sensations (heart rate, sweating, dizziness, shortness of breath, blushing, stomach distress, muscle tension, trembling, headaches, restlessness, fatigue irritability, pain, energy and fatigue). Body, movement and sensory awareness; physical fitness; psychomotor skills (manual skills, eye hand coordination, balance, posture, lateralization, time place orientation…). |
| Cognitive dimension | Including communication aspects. Issues: What are the person’s thoughts and beliefs before, during and after the activity? Are the thoughts accurate? Is the person worried about what might occur? Does the person ruminate about the past? Does the person show thoughts of being in danger, narrow attention, and impulsivity? How are the person’s planning and organizational skills? How does the person communicate verbally and non-verbally? |
| Affective dimension | Including the relational dimension and the emotional distress. What are the person’s feelings before, during and after the situation? How are the person’s relationships with peers and the therapist? How does the person cope with feelings such as sadness, anger, surprise, disgust, shame, hopelessness, being overwhelmed, numbness …? How is the person’s self-esteem, self-image, and attitude? How is his/her level of tolerance or frustration? Who takes the lead? Who follows? Who dares to voice his own opinions? |
| Behavioural dimension | What is the behaviour of the subject in the given situation? What does the person choose to do or not to do? How does the person overcome the problem; what are his/her problem-solving skills? What type of strategy is used in the given situation? Does the patient use avoidance or checking behaviours, rituals, repetitive behaviour or specific habits (for instance tapping feet, biting fingernails)? Does the patient want to escape the exercise? What is his/her social behaviour like? How does the person function in team efforts? Is he able to achieve the task? |
| Symbolic dimension | There is a link between the proposed exercise within the therapy and with the outside world (outside the therapy, within society). The proposed exercise contains a life message. The exercise evokes conscious or unconscious events from the past. |
Michel Probst on intechopen.com
A story of thoughts 