Journal article
Educator perceptions of dance/movement therapy in the special education classroom
Body, movement and dance in psychotherapy, v 12(1), pp 50-65
02 Jan 2017
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
This qualitative study examined educator perspectives of the influence of group dance/movement therapy (DMT) sessions on their students' behaviours, symptoms, and academic engagement within their special education classroom. Audio-recorded and semi-structured interviews were conducted with 13 educators who had observed and/or participated in their students' group DMT sessions at one public school in an urban region in the United States. Results of the interviews revealed four overarching themes: (a) The process of a DMT session is perceived to improve regulatory behaviour; (b) DMT can meet individual needs as a part of a group experience; (c) DMT techniques and tools utilised can influence sensory systems (d) limitations in time, duration, and space may influence long-term benefits. While more research is necessary, results suggest that educators value the use of DMT within school settings to assist the children in gaining focus, modulating energy, and supporting healthy social engagement skills.
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Details
- Title
- Educator perceptions of dance/movement therapy in the special education classroom
- Creators
- Christina Devereaux - Antioch University New England
- Publication Details
- Body, movement and dance in psychotherapy, v 12(1), pp 50-65
- Publisher
- Routledge
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Creative Arts Therapies
- Web of Science ID
- WOS:000394433600005
- Scopus ID
- 2-s2.0-84989220582
- Other Identifier
- 991021886242604721
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InCites Highlights
Data related to this publication, from InCites Benchmarking & Analytics tool:
- Web of Science research areas
- Psychology, Clinical