- The Oxford Handbook of Dance and Wellbeing
- About the Companion Website
- Part I Dance and the Body
- The Dancing Queen: Explanatory Mechanisms of the ‘Feel-Good Effect’ in Dance
- Dance in the Body, the Mind, and the Brain: Neurocognitive Research Inspired by Dancers and their Audience
- Subjective and Neurophysiological Perspectives on Emotion Perception from Dance
- Evidence-Based BIODANZA Programmes for Children (TANZPRO-Biodanza) in Schools and Kindergartens: Some Effects on Psychology, Physiology, Hormones, and the Immune System
- Dancing to Resist, Reduce, and Escape Stress
- Body Memory and its Recuperation through Movement
- Listening to the Moving Body: Movement Approaches in Body Psychotherapy
- Authentic Movement as a Practice for Wellbeing
- Authentic Movement and the Relationship of Embodied Spirituality to Health and Wellbeing
- Reimagining Our Relationship to the Dancing Body
- Part II Dance within Performative Contexts
- A Greater Fullness of Life: Wellbeing in Early Modern Dance
- Therapeutic Performance: When Private Moves into Public
- Portals of Conscious Transformation: From Authentic Movement to Performance
- Butoh Dance, Noguchi Taiso, and Healing
- Flow in the Dancing Body: An Intersubjective Experience
- Common Embrace: Wellbeing in Rosemary Lee’s Choreography of Inclusive Dancing Communities
- Wellbeing and the Ageing Dancer
- Being in Pieces: Integrating Dance, Identity, and Mental Health
- Writing Body Stories
- (Im)possible Performatives: A Feminist Corporeal Account of Loss
- Part III Dance in Education
- Provoking Change: Dance Pedagogy and Curriculum Design
- Pedagogies of Dance Teaching and Dance Leading
- Creative Dance in Schools: A Snapshot of Two European Contexts
- Moving Systems: A Multidisciplinary Approach to Enhance Learning and Avoid Dropping Out
- Dance/Movement and Embodied Knowing with Adolescents
- Movement Therapy Programme with Children with Mild Learning Difficulties in Primary Schools in Saudi Arabia: Links between Motion and Emotion
- Dance Movement Therapy, Student Learning, and Wellbeing in Special Education
- The Wellbeing of Students in Dance Movement Therapy Masters Programmes
- Cultivating the Felt Sense of Wellbeing: How We Know We Are Well
- Part IV Dance in the Community
- Free To Dance: Community Dance with Adolescent Girls in Scotland
- Methods of Promoting Gender Development in Young Children Through Developmental Dance Rhythms: A Kestenberg Movement Profile (KMP) Dance/Movement Therapy Approach
- Together We Move: Creating a Laban-Style Movement Choir
- Touching Disability Culture: Dancing Tiresias
- Building Relations: A Methodological Consideration of Dance and Wellbeing in Psychosocial Work with War-Affected Refugee Children and Their Families
- Reconstructing the World of Survivors of Torture for Political Reasons through Dance/Movement Therapy
- Haunted by Meaning: Dance as Aesthetic Activism
- Cultural Adaptations of Dance Movement Psychotherapy Experiences: From a UK Higher Education Context to a Transdisciplinary Water Resource Management Research Practice
- Capoeira in the Community: The Social Arena for the Development of Wellbeing
- The 5Rhythms® Movement Practice: Journey to Wellbeing, Empowerment, and Transformation
- Part V Dance in Healthcare Contexts
- Dance Movement Therapy in Healthcare: Should We Dance Across the Floor of the Ward?
- Dance as Art in Hospitals
- The BodyMind Approach: Supporting the Wellbeing of Patients with Chronic Medically Unexplained Symptoms in Primary Healthcare in England
- Dance Therapy: Primitive Expression Contributes to Wellbeing
- Dance Movement Therapy: An Aesthetic Experience to Foster Wellbeing for Vulnerable Mothers and Infants
- Dance Movement Therapy and the Possibility of Wellbeing for People with Dementia
- Emotions in Motion: Depression in Dance-Movement and Dance-Movement in Treatment of Depression
- (Dis-)Embodiment in Schizophrenia: Effects of Mirroring on Self-Experience, Empathy, and Wellbeing
- Dance/Movement Therapy and Breast Cancer Care: A Wellbeing Approach
- Attending to the Heartbeat in Dance Movement Psychotherapy: Improvements in Mood and Quality of Life for Patients with Coronary Heart Disease
Abstract and Keywords
Movement therapy, as a body–mind intervention, aims to enable emotional and social changes in children and adults, based on the premise that physical and behavioural changes also facilitate psychological changes and that ultimately further integration is achieved which is the basis of one’s wellbeing. The existence of comorbid difficulties and cognitive delays in children with learning difficulties heighten the need to investigate whether movement therapy can indeed enable physical and emotional integration, as relevant literature suggests. This chapter reports on such an investigation involving children with mild learning difficulties in primary schools in Saudi Arabia. A randomized controlled trial was conducted with a sample of sixty (N = 60) primary school male pupils aged 6–9 years with mild learning difficulties. Although the sample was small, findings suggest that group movement therapy may be a useful intervention in enabling integration between observed emotional/social and physical/behavioural markers in children with mild learning difficulties.
Abdulazeem Alotaibi, PhD (Queen Margaret University, Edinburgh), is head of physical education and kinaesiology at Qassim University, Alqassim, Saudia Arabia, and has an MSc in kinaesiology. His special interest is in movement therapy with children who have mild learning difficulties.
Vassilki Karkou, Senior Lecturer, Division of Nursing, Occupational Therapy and Arts Therapies, Queen Margaret University.
Marietta L. van der Linden PhD (Bioengineering, Strathclyde University, Glasgow) is a senior research fellow at the School of Health Sciences, Queen Margaret University, Edinburgh, and has an MSc in Human Movement Sciences (VU Amsterdam). She has a special interest in exercise and assistive technology interventions for people with long-term neurological conditions such as cerebral palsy and multiple sclerosis.
Lindesay M. C. Irvine, PhD, MSc, BA, FHEA, RNT, RGN, is a senior lecturer in nursing at Queen Margaret University, Edinburgh. Her main academic interests are in how and why people learn and change through education, along with a continuing enthusiasm for helping people achieve the best they can by facilitating their learning. She supervises and facilitates students at all levels of study, and is particularly interested in using person-centred approaches as a means of engaging students in developing their own learning with relevance to their professional practice or learning contexts.
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