Developing emotional literacy through individual Dance Movement Therapy: a pilot study

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...

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Bibliographic Details
Published in:Emotional and behavioural difficulties 2008-06, Vol.13 (2), p.95-110
Main Author: Meekums, Bonnie
Format: Article
Language:English
Subjects:
Biological and medical sciences
Case Studies
Dance
dance movement therapy
Elementary School Students
Elementary School Teachers
Emotional Intelligence
emotional literacy
Emotions
England
Foreign Countries
Literacy
Medical sciences
Miscellaneous
Movement therapy
Perceptions
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Teacher Attitudes
teacher perceptions
Teachers
Therapy
Treatments
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Summary: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.
ISSN:1363-2752
1741-2692
DOI:10.1080/13632750802027614