Exploring the Respective Relationships Between Applied Dance Movement Therapy and Aerobic Dance for Development of Bodily-kinesthetic and Emotional Intelligence Amongst Elementary StudentsChyong-Mei Chang

This experimental study explored the relationships of dance/movement therapy (DMT) and Aerobic Dance (AD) interventions and differences in Bodily-Kinesthetic Intelligence (BKI) on Emotional Intelligence (EQ) amongst a group of 28 fifth and sixth grade elementary school students in Taiwan. Participants in respective groups (DMT n = 13; AD n = 15) participated in eight weekly, 40-minute sessions and completed the Bodily-Kinesthetic Intelligence Assessment Scale (Chinese version) and the Inventory of Adolescent Emotional Intelligence (Chinese version) before and after interventions. Descriptive statistics and Chi-squared and t-test outcomes were performed to analyze the data. This data was supplemented with qualitative data obtained from students’ written feedback, classroom teachers’ feedback, and the researcher as instructors’ written reflections.

Analysis revealed no significant gender differences between groups, X 2 (1, N = 28) = 0.74, p = .39, Φ = 0.16. Fisher’s Exact test revealed the higher level of identified emotional difficulties between groups (DMT = 92.3%, AD = 40%) as significant (p = .006). Participants in the DMT group showed improvement in the self-motivation dimension of EQ, t(12) = 2.24, p = .045, and in overall EQ, t(12) = 2.71, p = .019. Participants in the AD group demonstrated increases in self-understanding, t(14) = 2.45, p = .028, self-motivation, t(14) = 2.16, p = .048, and empathy, t(14) = 5.49, p = .000, dimensions of EQ, as well as overall increases in EQ, t(14) = 3.51, p = .003. The two groups demonstrated a marginally significant difference, t(26) = -1.93, p = .065, in the ability to manage emotions, with the DMT group reflecting higher ratings. Further, when considering differences in BKI, students with higher BKI had significantly higher ability to recognize the emotions of others than those with lower BKI, t(26)= -2.22, p = .035.

This study provides empirical evidence for the potential of the designed interventions to foster learning in a range of the emotional, physical, and interpersonal aspects emphasized by emotional intelligence theory. Results of this study emphasize the benefit of embodied learning methods for school children in general, while also providing empirical support for application of DMT interventions in a novel socio-cultural context: Taiwan. The study concludes with suggestions for future research and practice.

Keywords

Dance Movement Therapy; Dance Therapy; Aerobic Dance; Emotional Intelligence; Affect Education; Bodily-Kinesthetic Intelligence.

Chyong-Mei Chang

holds an M.A. in psychology, B.A. in nursing, and a registered China-Germany dance/movement therapist. She is co-founder of the award-winning Taiwan Creative Body-Mind Development Association and has years of experience working with diverse at-risk groups, children and parents, as well as in organizational and team development.

The Care and Keeping of Therapeutic Connection in Telehealth: An Embodied InquiryCaitlyn Holly Gilmore

This qualitative embodied artistic inquiry self-study explored the effects of using telehealth for therapy due to the COVID-19 pandemic. The available literature discussed throughout this paper suggests that the adaptations made to therapy as a result of the pandemic affected the practices associated with dance/movement therapy’s theoretical principles of embodiment, attunement, and somatic countertransference. Because of the unknowns of COVID-19, research on mitigating the negative aspects of telehealth is still emerging, thus increasing the anxiety of the subject as an emerging professional. In order to address the anxiety and mitigate telehealth’s effects on embodiment, attunement, and somatic countertransference, a personal Authentic Movement practice was developed and followed. This practice was followed each day prior to all telehealth therapy sessions, for a total of eighteen Authentic Movement sessions. Analysis, which took the form of a writing synthesis in a journal immediately following each practice session, was a built-in part of the practice. Results included an increased ability to attune to my body, which correlated with feeling a stronger therapeutic relationship in sessions with participants and taking more therapeutic risks with them. Topics for further discussion and future research include how therapists can engage in regular self-care that incorporates their whole selves and the importance of future research on finding embodiment and relationship in telehealth.

Caitlyn Holly Gilmore

(MA, LMHCA, R-DMT) is a recent graduate of Lesley University’s graduate program in clinical mental health counseling and dance/movement therapy. She has recently launched her dance/movement therapy private practice, Generations Dance Psychotherapy, in Seattle, WA, where she lives with her husband and family.

Co-leadership in Dance/Movement Therapy: A Mixed-Method Literature ReviewSiyao “Violet” Li

The co-leadership model is an under-examined subject in the current picture of the field of dance/movement therapy (DMT). Although deeply rooted in the development of the field, its significance for the current context of culturally-informed and evidence-based practice is still under-investigated (Hudson, 1995). This thesis sheds light on the importance of co-leadership in DMT through a historical review of the development of the field, the rationale of using co-leadership in DMT from neuroscientific, psychological, and practical perspectives, and a synthesis of empirical studies on the effectiveness of co-leadership in DMT. Co-leadership is a tradition in the field of DMT which prospered when apprentice therapists inherited the work from founders of the field. However, the tradition is vanishing as a single narrative unconsciously dominated the field. Historically the use of co-leadership is a method to honor the tradition and embrace multiculturalism in the field. Studies in neuroscience and psychology provide theoretical frameworks for how co-leadership strengthens the healing factors in DMT. The literature search process follows the protocol of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA; Moher et al., 2009; Moher et al., 2015). A qualitative data synthesis was then performed on the studies to generate the therapeutic themes on effectiveness based on the three-step model suggested by Thomas & Harden (2008), with the art-based initial coding to generate narratives that bridge tacit knowledge of the researcher to inform explicit expression (Linde, 2001; Nonaka & Konno, 1998). The mixed-method synthesis of empirical studies showed that the co-leadership model enhances the effectiveness of DMT in terms of providing a holding environment, developing meaningful interventions, and facilitating shared insights. This paper serves to advocate for more studies on the usage of co-leadership in the field of DMT.

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Siyao “Violet” Li

is a registered dance/movement therapist. She received her M.A. in clinical mental health counseling from Lesley University. She received her B.A in psychology and PhD in cognitive neuroscience from Beijing Normal University. She currently works with BIPOC and immigrant families in greater Boston Area as an in-home therapist.