Show Summary Details

Page of

PRINTED FROM OXFORD HANDBOOKS ONLINE ( © Oxford University Press, 2018. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a title in Oxford Handbooks Online for personal use (for details see Privacy Policy and Legal Notice).

date: 27 June 2019

Abstract and Keywords

This inquiry looks at the impact that studies in dance movement therapy (DMT) at university level have on the wellbeing of students, according to their teachers’ perception. The answers received from an international survey suggest that there might be differences between how DMT trainers evaluate the impact on these students’ wellbeing and the appreciation of their peers who teach students in other helping professions (social work, psychology, medicine, and counselling). These differences might be attributed to the following factors. First, the positive effect of dance itself on wellbeing and on stress reduction may play a unique and buffering role on the challenges that students face in their specific training; and second, students as well as trainers might have some distinctive personality characteristics which make them prone to experiential/embodied teaching/learning.

Keywords: experiential/embodied learning, trainee therapists, student therapists, dance and movement, stress, personality characteristics, trainers, trainees

Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.

Please subscribe or login to access full text content.

If you have purchased a print title that contains an access token, please see the token for information about how to register your code.

For questions on access or troubleshooting, please check our FAQs, and if you can''t find the answer there, please contact us.