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Experiential learning and competency development in dance/movement therapy graduate education: early practitioner perspectives
Dissertation   Open access

Experiential learning and competency development in dance/movement therapy graduate education: early practitioner perspectives

Eri Millrod
Doctor of Philosophy (Ph.D.), Drexel University
Sep 2019
DOI:
https://doi.org/10.17918/00000962
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Abstract

Counseling psychology Dance therapy Movement therapy Experiential learning
Experiential learning that uses dance and movement in the classroom as the primary means of learning in dance/movement therapy (DMT) education is universal in DMT graduate education programs. Yet, published studies on movement based experiential learning (MBEL) in DMT education is limited and studies on the competencies that develop in MBEL have not been conducted. This was a qualitative study that sought to fill this gap and interviewed 15 recent graduates of DMT education programs in the United States. The goal was to identify competencies that develop in MBEL from the students' perspective, compare the findings to American Dance Therapy Association (ADTA)'s new standards, and to identify factors that facilitate or hinder learning in MBEL. Thematic analysis of the interview transcripts inductively identified four groups of competencies: Clinical Practice, Self of the Therapist, Theoretical Knowledge, and Professional Orientation. When compared to ADTA's new standards, all but six out of the 27 competency categories were addressed in MBEL. Development of competencies around multiculturalism and theoretical knowledge in MBEL was weak. A set of competencies identified in the analysis but not reflected in ADTA's standards were competencies for emotional intelligence. Learning in MBEL was facilitated when students and faculty took responsibility for their roles in creating a safe learning environment and formed a learning community. Factors that hindered learning ranged from those that were internal to the students, such as their emotional, psychological, and physical states, to those that were outside of their control, such as the lack of clear purposes and structure in MBEL. The findings from the study confirmed that students in MBEL develop a broad range of DMT competencies and that students highly value its place in DMT education, despite the challenges they faced in MBEL. Identifying competencies would allow educators to be more explicit with their intentions in MBEL and to structure MBEL exercises so that students experience less confusion and anxiety. Students would also be able to know what is expected of them and perhaps be more consistent in taking an active role in creating a safe learning environment for themselves. Further research and discussion are needed to identify better ways to develop multicultural competencies and theoretical knowledge in MBEL. There is also a need to examine the implications of adopting a competency based education model in a profession that values creativity and spontaneity.

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