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date: 26 June 2019

Abstract and Keywords

This chapter explores the role of dance, dance/movement therapy’s core principles, and creative/expressive arts in the psychoeducational development of students in grades six–twelve. Three secondary-school programmes are highlighted: Creative Dance, Creating a Peaceable School, and Mentors in Violence Prevention. These programmes address major adolescent challenges, such as self-esteem, relationship building, empowerment, and bullying prevention, in addition to the promotion of respect for differences and the creation of a supportive community. Examples from these programmes are explored to illustrate how dance, dance/movement therapy principles, and the creative/expressive arts can be used to support secondary-school students’ physical, cognitive, social, emotional, and relational growth. As students experience an embodied form of learning and knowing, the process leads to a more mindful and integrated understanding of themselves and others. The theoretical models that serve as the foundation for this work are discussed along with the results of the school-based evaluations conducted within each programme.

Keywords: dance, creative/expressive arts, dance/movement therapy, adolescents, wellbeing, prevention, psychoeducational, Spiral Integrated Learning Process

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