Date Approved

9-11-2014

Document Type

Thesis

Degree Name

M.A. School Psychology-Professional School Psychology

Department

Psychology

College

College of Education

First Advisor

Dihoff, Roberta

Subject(s)

Dance;Education, Urban;Adolescent Behavior

Disciplines

Child Psychology | Student Counseling and Personnel Services

Abstract

The inclusion of the arts in education has been undervalued and overlooked by many public school districts throughout the country. As a result of cutbacks, dance programs in educational settings have become an afterthought. In this study the relationship between dance/movement classes and disruptive behavior was analyzed in a sample of 45 at risk students in an urban high school setting. The findings supported the hypothesis that a) dance classes can be utilized as an intervention to reduce stress and b) students who participate in dance programs in public school settings will develop self-control, self-regulation and exhibit less disruptive behavior. Implications for further research and arts programming are discussed.

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