NDLI: Cultural Competency Education in Approved Dance/Movement Therapy Graduate Programs

Content Provider	Springer Nature Link
Author	Hervey, Lere Stuart, Lindsay
Copyright Year	2012
Abstract	“What is the state of cultural competency education in the American Dance Therapy Association approved dance/movement therapy (DMT) graduate training programs in the United States?” This question was answered through 10 interviews with educators and administrators at six programs, as well as an examination of their course syllabi. Five of six schools have discrete dedicated courses and all claim to have some features within the curriculum that integrate multicultural and diversity education. Findings indicate that these educators are enthusiastically committed to diversity and multicultural education, and in most cases find their schools supportive as well. Pedagogical challenges include the relative homogeneity of their student and faculty body resulting in minimum contact with diverse role models and peers. Educators meet this and other challenges with a breadth of innovative experiential instructional methods. A compilation of educator-identified competencies unique to DMT is proposed.
Starting Page	85
Ending Page	98
Page Count	14
File Format	PDF
ISSN	01463721
Journal	American Journal of Dance Therapy
Volume Number	34
Issue Number	2
e-ISSN	15733262
Language	English
Publisher	Springer US
Publisher Date	2012-10-13
Publisher Place	Boston
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Dance/movement therapy Cultural competencies Multicultural Diversity Education Pedagogy Evaluation Clinical Psychology Health Psychology Personality and Social Psychology Education (general)
Content Type	Text
Resource Type	Article
Subject	Psychiatry and Mental Health

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