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

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.

Keywords:

• dance movement therapy
• emotional literacy
• teacher perceptions

Acknowledgements

On Track/Children's Fund funded the fieldwork for this study. I am grateful to Sue Seager, SRAT (DTh) for her contribution to the development of the behaviour scoring sheet.

Notes

1. Carl is a pseudonym. Carl's mother has given permission for the use of this case material in research.