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Developing Emotional Literacy through Individual Dance Movement Therapy: A Pilot Study
- Source :
-
Emotional & Behavioural Difficulties . Jun 2008 13(2):95-110. - Publication Year :
- 2008
-
Abstract
- This paper reports a pragmatic mixed methods pilot study of teacher perceptions regarding a school-based Dance Movement therapy (DMT) service for six children aged four to seven in a North of England primary school. No previous studies have systematically evaluated DMT in terms of the development of Emotional Literacy (EL), though theoretical support exists in the formation of a non-verbally mediated empathic, attuned therapeutic relationship, and there is limited evidence linking arts education with EL. Data were collected on teacher perceptions relating to teacher-identified goals, and on movement metaphors reported in therapist notes. Results suggest a link between metaphors identified and positive teacher-rated outcomes in the following areas relating to EL: self-esteem; emotional expression and regulation; and social function. Causal links cannot be identified with certainty due to the pragmatic uncontrolled design, but are inferred through qualitative teacher feedback. Recommendations for further research are made. (Contains 4 figures, 2 tables and 1 note.)
Details
- Language :
- English
- ISSN :
- 1363-2752
- Volume :
- 13
- Issue :
- 2
- Database :
- ERIC
- Journal :
- Emotional & Behavioural Difficulties
- Publication Type :
- Academic Journal
- Accession number :
- EJ799411
- Document Type :
- Journal Articles<br />Reports - Evaluative
- Full Text :
- https://doi.org/10.1080/13632750802027614