Including educational dance in an after-school socio-emotional learning program significantly improves pupils' self-management and relationship skills? A quasi experimental study. (April 2017)

• Record Type: Journal Article
• Authors: Pereira, Nádia Salgado; Marques-Pinto, Alexandra
• Is Part Of: Arts in psychotherapy. Volume 53(2017)
• Page Start: 36
• Page End: 43
• Publication Date: 2017-04
• Subjects: School engagement -- Educational dance -- Socio-emotional learning; Art therapy -- Periodicals; Dance therapy -- Periodicals; Music therapy -- Periodicals; Poetry -- Therapeutic use -- Periodicals; 616.891656
• DOI: 10.1016/j.aip.2017.01.004
• Languages: English
• ISSNs: 0197-4556

Abstract

Highlights: Pupils' self-management skills increased after their participation in the program. The program showed a positive effect on pupils' relationship skills. No significant effects were found on pupils' well-being and school engagement. Abstract: The present study sets out to assess the efficacy of a socio-emotional learning after-school program, Experiencing Emotions, on the socio-emotional skills of middle school pupils, as well as on their well-being and school engagement. The program provides educational dance within the curriculum. The sample included 83 middle school pupils from three portuguese state schools, aged between 9 and 13 years, 45 of the pupils participated in the program and 38 of the pupils participated in individual after-school control activities. Self-report questionnaires were filled in by the pupils and questionnaires were completed by the teachers at the beginning and the end of the program. Results revealed a significant increase in the socio-emotional skills of the pupils who participated in the program in the domains of self-management and relationship skills, comparing with the pupils who participated in the control condition. No significant differences were found between the intervention and the control groups in emotional, psychological and social well-being, or in the behavioral dimension of school engagement. Implications for research and practice are discussed.