Dance Movement Therapy in UK Education

Dance Movement Therapy (DMT) is a developing discipline in the UK, with some practitioners working in educational settings. Little is known, however, of their qualifications or backgrounds, their therapeutic aims, the criteria for selection of clients, the theories and principles which inform their work, and how these may differ from dance movement therapists working in other environments. This paper presents descriptive information gained from samples of therapists working in education and elsewhere, as part of a nation-wide survey of the practice of creative arts therapies. Results show that the majority of therapists in education are well qualified professionally and artistically, although a proportion have no formal DMT or artistic qualifications. For the most part, therapeutic aims and the criteria for their selection are shared with therapists working in other settings. DMT is considered to be particularly suitable for children with emotional and communication difficulties who appear responsive to dance/movement. DMT practice in education, however, has an eclectic character with no specially identifiable theoretical framework; although this permits flexibility of approach, it can also encourage criticisms relating to lack of definition. It is suggested that additional research is needed in order to clarify with greater precision the nature of DMT in education. With further research information, the practice of DMT may be accepted more widely at all educational levels.