Spirals dancing and the Spiral Integrated Learning Process: Promoting an embodied knowing

Abstract

This programme evaluation study of the Mentors in Violence Prevention (MVP) programme utilizes both quantitative and qualitative data. The findings suggest both student mentors as well as students participating in MVP activities enhance their ability to become active bystanders in the prevention of bullying, sexual harassment and teen dating abuse. Through the Spiral Integrated Learning Process (SILP) inherent in the author's wellness/prevention work in a public high school, the reader will be introduced to the theoretical models and expressive arts activities that promote an embodied knowing or integrated learning in addition to building community that acknowledges differences and supports understanding. Goleman's social and emotional learning theories, the Relational Cultural Theory, along with mindful exercises and recent neuroscience findings reinforce and help to make the SILP more explicit. In addition Laban's idea of 'movement thinking,' informs this work along with the creative use of expressive arts; each builds on the other and spirals forward and backwards helping the students create an embodied knowing, a theoretical and experiential framework for addressing bullying and its prevention.