Beruflich Dokumente
Kultur Dokumente
A Japanese Psycho-rehabilitative
program for individuals with motor
disorders and other disabilities
Asghar Dadkhah and Susumu Harizuka
What is Dohsa-hou ?
In 1967, G. Naruse gave a new view point to the disabilities of motor action in
cerebral palsy children. He made his notion on the basis of the fact that
although the disabilities in cerebral palsy are resulted from physiological
dysfunction, these may be influenced by their psychological activities. He made
his view point based on the following three observations: subjects with cerebral
palsy (a) move their body parts during sleep but not when awake, (b) move
their body parts somewhat better during hypnosis, and (c) find difficulty in
speaking infront of unfamiliar persons. Naruse therefore devised a psycho-
rehabilitative technique for these subjects, called Dohsa-hou.
Dohsa means a holistic process of motor action which consists of the inner
psychic activities of a bodily movement and Hou means method. "When we
intend to move some parts of our body, we make striving to realize the bodily
movement according to our own intention. If the striving is appropriate to the
movement, the intended movement can be realized" (Naruse, 1973). The
method of Dohsa-hou is based upon such concept.
The process of Dohsa can be divided into two: one is psychological, (for
example, intention and striving), and the other is physiological (for example,
body movement, body posture). It is schematized as a process of "intention-
striving-body movement" (Naruse, 1973). In the process of client's goal-
directed striving, 'the trainer is able to activate the client's mind and facilitate
the activity of his self through his experiencing of goal
directed Dohsa' (Naruse, 1985, 1992).
Ono (1983) and Konno (1978, 1993) applied Dohsa-hou to autistic and
hyperactive children. The method improved their personal interaction, and eye
contact with others. Kamohara (1980) and Tsuru (1982, 1985) applied Dohsa-
hou to schizophrenic patients and found that their consciousness improved and
their body pisture changed. Konno, Ohno, and Hoshino (1990) found that
perception of self and others improved through muscular relaxation and
postural training by Dohsa-hou. Harizuka (1988, 1992) applied the method to
cerebral palsy children, the treatment was effective and it was important for the
subjects who had disability, to keep their sitting-posture by themselves as a
result of the technique. Others indicated that as the sense of muscular relaxation
and the sense of stability in standing posture increased, positive changes in
external perception occurred (Hatakeyama, Etoh, & Konno 1994).
In these studies, the suitability of Dohsa hou method was examined. The
method has been practiced on different kinds of disability and the efficacy of it
has been established in general.
Many kinds of clinical trial have been reported in the field of body movement
or motor action useful for physical and mental health. Some of them mainly
aim to ask client to perform a Dohsa as an imposed task, and some do not
include this performance. The former is named as one of Dohsa- hou, while the
latter one is not. For instance, in Dohsa-hou, the therapist asks the client to
strive to relax his/her muscle, or move body by himself, and in other therapy,
they expect to be brought a state of body relaxation as a secondary effect of
some other motor behavior such as dancing, running and so on. The latter case
is not counted as Dohsa-hou because it aims body relaxation as a physiological
phenomenon . On the contrary, Dohsa-hou treats client's striving to relax his
own body by himself as psychological phenomenon through body work.
At the beginning, Dohsa-hou had the aim of improving the motor difficulty of
cerebral palsied children (Naruse, 1967). Later it applied to autistic and
hyperactive children (Harizuka, 1986). It stabilized their emotion, changed their
daily life pattern of behavior, and also improved their postures. Schizophrenic
patients can benefit from Dohsa-hou, their actions become vitalized to walk
and in constant movement (tsuru, 1982).
Because of the Dohsa training, in case of cerebral palsied (C.P.) children, who
can not sit properly will sit ,who can not stand up will stand up, who can not
walk will walk. In case of autistic children, their eye-contact to others will
improve and their emotion become stable. In case of mental retarded children
(M.R.), their communication with others improve and they will find their
position in each task properly. In case of down syndrome children, their body
posture change and their emotion will be controlled. In the case of aged persons
they become more socialized and bright and their state of communication will
improve. And in case of counseling the emotion control has a great role.
Body parts - In this method, different parts of body called 'Ban' and expressed
by numbers. As are shown in the figure the parts are as follow:
Ban 1 : neck
Ban 7 : knees
Ban 8 : ankles.
Ban 11 : elbows.
Ban 12 : wrists.
Tan-i Dohsa - The aim of 'tan-i Dohsa' training is to help the child to learn the
Tate method - In Dohsa training the idea of 'Tate' and 'Tate method' is very
important. 'Tate' means making straight or putting in one line vertically. In this
case it means by making the vertical body axis, putting different parts of body
straight and vertical against the ground. The detail of the method will be
explained in its sections. Beside the "Tate method" task, there are many other
tasks related to the case disability and other problems. The therapist in this
method is called as "trainer" and client is refereed to as "trainee" rather than
patient. This reinforces the view of work primarily beings as an educational
process.
Main tasks of training
Most of the trainees who can not make a proper sitting, standing on knees, and
standing posture have either bending forward posture, or bending backward
posture. In these postures, the trainees have a tendency of strengthening
themselves by putting their effort in the wrong parts which causes bending
forward or backward. The inappropriate bending forces should be changed to a
straight direction (Tate).
The training aim is supporting the trainee to strengthen his/her body in vertical
position towards the floor and make him/her able to take the proper posture of
sitting, standing on knees and standing on feet. In the Dohsa training session,
the training range varies from laying to walking. The children who are not able
to stand and walk, are trained by the sequence of sitting, standing on knees,
standing on feet and walking. There are 5 main tasks in Dohsa training:
Zai training - Sitting posture on the floor is the primary posture for human
being to keep his body vertical against gravitation. In child development, it is
the first posture when an infant makes his body vertical by himself. The sitting
posture has quite different physiological and psychological meaning other than
a state in which the body is lying on the floor. The posture is one of active
motor actions that a person operates for his own body to be vertical against
gravitation. To make the upper part of the body to stand vertical is not only to
set it on the lower parts, but to operate the whole of body (neck, shoulders,
waist, hips and legs) in order to keep the upper parts vertical. So the main task
in this position is making 1,3,4,5 "Ban" straight in one line towards the ground
and to enable trainees to support themselves on their buttocks.
Hizatachi training - The importance of the kneeling posture has not been
emphasized in rehabilitation medicine and developmental psychology. In the
techniques of neuro developmental treatments (Bobath 1966), this posture has
not usually been used. The only exemption is an unimportant technique in
which a child maintains a kneeling position by holding onto some stable object.
In the Dohsa-hou, however, kneeling has always been a very important posture.
The term "kneeling" generally includes all the positions in which a person's
knees touch the floor. The kneeling posture used in the Dohsa-hou means the
position in which a child is supporting himself/herself upright on his/her knees
with a trunk and the thighs erect. So the aim of Hizatachi training is to enable
them to support themselves on their knees. As in Zai (sitting) training the main
task was working on 1,3,4,5 "ban", in Hizatachi training 6 "ban" will be added
to the task.
Hoko training - Hoko (Gait) training is the last stage of "Dohsa training".
Before starting this training, the trainee should be able to stand on his/her feet.
After standing by himself and standing firm to the ground (fumishime), the
trainee takes a step forward and balance himself on the forwarded leg, then
alternately takes a step forward. In this training the trainee finds his/her feet and
can put his/her foot forward while pushing firmly toward the ground. They will
learn how to shift their body weight from one foot to other.
Tel: +81-92-642-3158
Fax: +81-92-642-3588
E-mail: harizedu@mbox.nc.kyushu-u.ac.jp and asgaredu@ mbox.nc.kyushu-
u.ac.jp
Web (Homepage):
http://www.rc.kyushu-u.ac.jp/~nagano/
http://www.rc.kyushu-u.ac.jp/~nagano/dohsa3.htm
References
Bobath, K. (1966). The motor deficit in patients with cerebral palsy. Surrey:
Medical Books Ltd.
Hatakeyama, K., Etoh, H., & Konno, Y. (1994). The change of external
perception through the experience of body relaxation. Proceedings of the 20th
Congress of the Japanese Association of Behavior Therapy, 138-139.
Konno, Y. (1978). Motor control method by lifting up arm for action change on
a hyperactive child. Bulletin of Clinical and Consulting Psychology, 24, 187-
195.
Konno, Y., Ohno, K., & Hoshino, K. (1990). The process of changes of self
image through relaxation training. Japanese Journal of Hypnosis, 34, 17-19.