Dance and Dance/Movement Therapy to Support Social-Emotional Learning in the Boston Public Schools

Author

Bethany LynchFollow

Date of Award

Summer 9-15-2022

Document Type

Thesis

Degree Name

MCM - MA Clinical Mental Health Counseling

Department

Expressive Therapies

Advisor

Nancy Beardall

Abstract

A presentation of findings and perspectives into the function and impact of dance and dance/movement therapy (DMT) on social and emotional skill development for students in the Boston public schools (BPS). Literature supports the discussion of incorporating DMT principals into instructional settings for advanced development and mastery of social-emotional competencies as defined by the district, such as self-awareness and management, relationship and social skills, and decision-making. A specific consideration of the arts as a catalyst for rendering increased mental health for the youth in BPS is supports the application of DMT theories and practices and the development of competencies within the various domains of social-emotional skill development.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Lynch, Bethany, "Dance and Dance/Movement Therapy to Support Social-Emotional Learning in the Boston Public Schools" (2022). Expressive Therapies Capstone Theses. 662.
https://digitalcommons.lesley.edu/expressive_theses/662