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The Flex Dance Program - Exploring Pathways to Resilience: A Program Evaluation.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Flex Dance Program - Exploring Pathways to Resilience: A Program Evaluation./
作者:	Bruland, Ragnhild.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	165 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-02, Section: B.
Contained By:	Dissertations Abstracts International83-02B.
標題:	Dance. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28498578
ISBN:	9798516950742

The Flex Dance Program - Exploring Pathways to Resilience: A Program Evaluation.
Bruland, Ragnhild.

The Flex Dance Program - Exploring Pathways to Resilience: A Program Evaluation. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 165 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: B.

Thesis (Ph.D.)--The New School, 2021.

This item must not be sold to any third party vendors.

Background: There are few studies exploring the quality and efficacy of psychosocial interventions for juveniles in detention. The goal of dance/movement and mentorship resources, when made available to youth in detention, is to help them learn to connect with their bodies, build a sense of agency and self-confidence, enhance self-expression, acknowledge, address and regulate feelings, and to strengthen personal resources. This dissertation compares mentors in two interventions (one dance-based and one talk-based) in order to investigate possible differences, feasibility and benefits of each intervention.Objective: The specific aims of this study were (1) to identify what factors contribute to the most effective mentoring program by empirically considering the experience of the mentors/teaching artists via comparing Reflective Functioning Questionnaire (Q-RF) and Working Alliance Inventory (WAI) survey responses between two main mentorship modalities: dance and non-dance (counselling); (2) exploring the construct of 'reflective functioning' as measured by in-person brief interviews with teaching artists (I-RF), responses to an open ended survey with the same questions with teaching artists and mentors (N-RF), and their responses to the standardized questionnaire measure of RF, here called Q-RF; and (3) to present testimonial evidence from mentors in the two intervention groups (as well as from the youth themselves) concerning what aspects of the intervention they provided (or received) and their reflection on how dance and creativity influenced their life.Method: A total of 53 mentors/teaching artists participated in the study (35 in the dance-intervention and 18 talk-therapy counselors). Testimonials from students came exclusively from the dance-program. Questionnaires administered to the mentors/mentors included foci on widely used and previously validated measures of (i) therapeutic styles of relating to other assessed with the Working Alliance Inventory or WAI, and; (ii) reflective functioning or RF (the capacity "to hold others' minds in mind"), assessed via brief interview and independently by questionnaire (Q-RF). Finally, mentors/teaching artists were interviewed about their experiences with their program (talk-therapy or dance-therapy). In addition, I-RF was rated in responses to open-ended questions that were provided to 20 dance-mentors (via in-person interviews). Also, N-RF was rated in responses to the same questions put to 18 talk-therapy mentors, as one open-ended narrative response part to a questionnaire. The overall Q-RF scores from the two groups of mentors were then compared with I-RF scores from the interviews and N-RF scores from the self-report measure. In this way, the RF concept was interrogated.Results: The participants in the two groups differed from each other regarding education with non-dance mentors having significantly more schooling experience than dance mentors (Chi Sq= 7.98, p= .05). An additional analysis showed that scores on the WAI and education were found to be significantly and positively correlated, (r (37) = .47, p = .003). However, Q-RF and WAI scores did not correlate significantly with N-RF from open ended self- report responses and in-person interviews (I-RF). Participants in the two mentorship groups did not differ significantly in terms of WAI scores (t<1, NS), however non-dance mentors obtained significantly higher Q-RF cores compared to dance mentors (t (36) = 2.5, p = .02). An additional t-test, comparing Q-RF and WAI means grouped by less versus more time spent with mentees was not significant (t<1, NS). Further, no significant difference was found in N-RF scores from self-reported open-ended questions between the groups (t<1, NS). Interestingly, the single group t-test analysis of I-RF from in-person interviews with dance mentors versus N-RF scored on these self-reported questions with the same dance mentors showing themselves to have significantly higher I-RF scores than the N-RF scores (t(19) = 13.80, p = .00).In addition, main findings from Flex Dance Program internal program evaluation with students concluded that 95% students feel more focused, and 85% students feel less stressed, after a dance-mentoring session. Testimonials from mentors/teaching artists and students about their experience with programs and dance are included in the final section of the results.Discussion: The findings indicate that higher education and higher Q-RF levels among non-dance mentors, suggests the potential benefits that could come with more access to educational resources for dance-mentors delivering valuable interventions for vulnerable youth. Higher I-RF scores among dance mentors underscores their deep commitment to the intervention work they are involved in, and their capacity for autonomous and meaningful interactions with the youth they serve. A discussion of the contextual factors of constructs and assessments, background of RF interventions, benefits of dance mentoring and empirical evidence supporting interventions rooted in restorative justice is included in this study, as well as limitations and suggestions for future directions.

ISBN: 9798516950742Subjects--Topical Terms:

610547
Dance.
Subjects--Index Terms:

Credible messenger mentoring

The Flex Dance Program - Exploring Pathways to Resilience: A Program Evaluation.
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520 $a Background: There are few studies exploring the quality and efficacy of psychosocial interventions for juveniles in detention. The goal of dance/movement and mentorship resources, when made available to youth in detention, is to help them learn to connect with their bodies, build a sense of agency and self-confidence, enhance self-expression, acknowledge, address and regulate feelings, and to strengthen personal resources. This dissertation compares mentors in two interventions (one dance-based and one talk-based) in order to investigate possible differences, feasibility and benefits of each intervention.Objective: The specific aims of this study were (1) to identify what factors contribute to the most effective mentoring program by empirically considering the experience of the mentors/teaching artists via comparing Reflective Functioning Questionnaire (Q-RF) and Working Alliance Inventory (WAI) survey responses between two main mentorship modalities: dance and non-dance (counselling); (2) exploring the construct of 'reflective functioning' as measured by in-person brief interviews with teaching artists (I-RF), responses to an open ended survey with the same questions with teaching artists and mentors (N-RF), and their responses to the standardized questionnaire measure of RF, here called Q-RF; and (3) to present testimonial evidence from mentors in the two intervention groups (as well as from the youth themselves) concerning what aspects of the intervention they provided (or received) and their reflection on how dance and creativity influenced their life.Method: A total of 53 mentors/teaching artists participated in the study (35 in the dance-intervention and 18 talk-therapy counselors). Testimonials from students came exclusively from the dance-program. Questionnaires administered to the mentors/mentors included foci on widely used and previously validated measures of (i) therapeutic styles of relating to other assessed with the Working Alliance Inventory or WAI, and; (ii) reflective functioning or RF (the capacity "to hold others' minds in mind"), assessed via brief interview and independently by questionnaire (Q-RF). Finally, mentors/teaching artists were interviewed about their experiences with their program (talk-therapy or dance-therapy). In addition, I-RF was rated in responses to open-ended questions that were provided to 20 dance-mentors (via in-person interviews). Also, N-RF was rated in responses to the same questions put to 18 talk-therapy mentors, as one open-ended narrative response part to a questionnaire. The overall Q-RF scores from the two groups of mentors were then compared with I-RF scores from the interviews and N-RF scores from the self-report measure. In this way, the RF concept was interrogated.Results: The participants in the two groups differed from each other regarding education with non-dance mentors having significantly more schooling experience than dance mentors (Chi Sq= 7.98, p= .05). An additional analysis showed that scores on the WAI and education were found to be significantly and positively correlated, (r (37) = .47, p = .003). However, Q-RF and WAI scores did not correlate significantly with N-RF from open ended self- report responses and in-person interviews (I-RF). Participants in the two mentorship groups did not differ significantly in terms of WAI scores (t<1, NS), however non-dance mentors obtained significantly higher Q-RF cores compared to dance mentors (t (36) = 2.5, p = .02). An additional t-test, comparing Q-RF and WAI means grouped by less versus more time spent with mentees was not significant (t<1, NS). Further, no significant difference was found in N-RF scores from self-reported open-ended questions between the groups (t<1, NS). Interestingly, the single group t-test analysis of I-RF from in-person interviews with dance mentors versus N-RF scored on these self-reported questions with the same dance mentors showing themselves to have significantly higher I-RF scores than the N-RF scores (t(19) = 13.80, p = .00).In addition, main findings from Flex Dance Program internal program evaluation with students concluded that 95% students feel more focused, and 85% students feel less stressed, after a dance-mentoring session. Testimonials from mentors/teaching artists and students about their experience with programs and dance are included in the final section of the results.Discussion: The findings indicate that higher education and higher Q-RF levels among non-dance mentors, suggests the potential benefits that could come with more access to educational resources for dance-mentors delivering valuable interventions for vulnerable youth. Higher I-RF scores among dance mentors underscores their deep commitment to the intervention work they are involved in, and their capacity for autonomous and meaningful interactions with the youth they serve. A discussion of the contextual factors of constructs and assessments, background of RF interventions, benefits of dance mentoring and empirical evidence supporting interventions rooted in restorative justice is included in this study, as well as limitations and suggestions for future directions.
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