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ERIC Number: EJ799411
Record Type: Journal
Publication Date: 2008-Jun
Pages: 16
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-1363-2752
Developing Emotional Literacy through Individual Dance Movement Therapy: A Pilot Study
Meekums, Bonnie
Emotional & Behavioural Difficulties, v13 n2 p95-110 Jun 2008
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.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)