Movement Based Experiential Learning and Competency Development in Dance/Movement Therapy Graduate Education: Early Practitioner Perspectives

Abstract

Experiential classes that use dance/movement as the primary means of learning are universal in dance/movement therapy (DMT) graduate education programs in the United States. Yet, there have been no studies to determine what competencies develop in movement based experiential classes in DMT education. This is a report of a qualitative study that used thematic analysis to identify competencies that DMT students develop from movement based experiential learning (MBEL). Competencies identified in this study were compared to the education standards set by the American Dance Therapy Association (ADTA). As expected, MBEL was most instrumental in developing competencies for clinical practice and professional development. MBEL was less effective in developing competencies for multiculturalism and theoretical knowledge. The study identified a set of new competencies related to emotional intelligence that is not in the ADTA’s standards and is unique to student experiences in MBEL. This study focused on the student perspective, which can help address some of the weaknesses of current education practices. The article ends with the benefits and limitations of a competence based education for DMT.