Dance/Movement Therapy Approach to Emotion Regulation for College Students Exposed to Bullying: A Phenomenological Perspective
Open Access
- Author:
- Cambria, Nettie
- Graduate Program:
- Counselor Education
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- June 22, 2021
- Committee Members:
- Jolynn Carney, Chair & Dissertation Advisor
Jolynn Carney, Program Head/Chair
Elizabeth Prosek, Major Field Member
Mari Haneda, Outside Field Member
R J David Frego, Outside Unit Member - Keywords:
- Dance/Movement Therapy
DMT
Emotion Regulation
College Students
Bullying
Trauma
Phenomenology
Group Counseling - Abstract:
- This dissertation study examined the experiences of college students exposed to bullying before and after a Dance/Movement Therapy (DMT) group intervention. This phenomenological approach consisted of seven participants sharing their stories and how they make meaning of their bullying experiences, as well as their experiences participating in the DMT group. Journal data were collected to mediate the group experiences and acknowledge any external factors that could be impacting participants’ experiences. Semi-structured interviews were conducted pre- and post-intervention for all seven participants. Interpretative phenomenological analyses were completed to make sense of the participants’ experiences. Several themes emerged from the data sets. Two groups were formed: one based on the participants’ experiences with bullying and its impacts, and another based on the participants’ experience of the DMT intervention process. For bullying experiences, four themes emerged: Emotion Regulation (ER), Personality and Self-Worth Changes, Mental Health Diagnoses, and Coping Alone. DMT experiences elicited five themes: Universality and Safety, ER, Bodily Awareness and Anchors, Emotional and Personal Changes, and Internal Dialogues. Quotes from participants were used to highlight the importance of each theme. This is the first IPA study of a DMT intervention design. This study highlights the importance of using a body-based intervention to address unresolved trauma, such as bullying. Implications for counselors, counselor educators, and supervisors, as well as suggestions for future research, are provided.