THE POWER OF DANCE: ITS THERAPEUTIC EFFECTS ON THE
MENTAL AND EMOTIONAL HEALTH OF SENIOR HIGH
STUDENTS OF MAMBAGO-B NATIONAL HIGH
SCHOOL IN SAMAL ISLAND
A Thesis
Presented to The Faculty of the Graduate
School University of Southern Philippines
Cebu City
In Fulfillment of the Requirements for the
Degree Master of Arts in Education
Major in Physical Education
MELONIE A. RETES
MAY 2024
ii
APPROVAL SHEET
IN PARTIAL FULFILLMENT of the requirements for the Degree of
Master of Arts Education major in Physical Education, this research
entitled “THE POWER OF DANCE: ITS THERAPEUTIC EFFECTS
ON THE MENTAL AND EMOTIONAL HEALTH OF SENIOR HIGH
STUDENTS OF MAMBAGO-B NATIONAL HIGH
SCHOOL, SAMAL ISLAND”, prepared and submitted by Melonie A.
Retes has been duly examined, accepted, and approved for ORAL
DEFENSE.
DR. HAZEL SOCORRO B. CORONEL
Adviser
ACCEPTED AS partial fulfillment of the requirements for the
Degree of Master of Arts in Education major in Physical Education.
Dr. ERNESTO ALOLOR
Dean, Graduate School
APPROVED by the tribunal at ORAK DEFENSE with the grade of
_________.
PANEL OF EXAMINERS
DR. ERNESTO ALOLOR
Chairman
DR. LUCIO A. PULMONES
Member 1
Date: May 25, 2024
DR. PHILIP JOEL D. MACUGAY
Member 2
iii
ACKNOWLEDGMENT
The researcher is beyond grateful for the participation and
assistance of the following entities in attaining this pursuit. Their contributions
are sincerely appreciated and gratefully acknowledged for their aspiring
guidance, invaluably constructive criticism, and friendly advice during the
undertaking. The researcher is sincerely grateful to them for sharing their
knowledge and expertise related to the study. The researcher would like to
express her paramount appreciation and indebtedness to the following
individuals in fulfilling the investigation.
To the dean of graduate school and the chair of the panel, Dr. Ernesto
Alolor for the privilege he offers to graduate students.
To the research professor, for unceasingly equipping the researchers with
extensive knowledge and facilitating the progress of the researchers' output
throughout the undertaking.
To the research adviser, Dr. Hazel Socorro B. Coronel, for imparting
her knowledge and expertise and devoting ample time to scrutinize the
researcher’s output.
To the researcher’s family, relatives, friends, and others who, in one
way or another, shared such support, either morally, financially, or physically.
iv
Lastly, to the Great Almighty, the author of knowledge and
wisdom, for his countless love and praises, showering blessings
throughout the project, and for giving the researchers enough strength
and teamwork upon this fulfillment.
The Researcher
v
DEDICATION
The researcher would like to dedicate this study to all who facilitated,
guided, and motivated her to complete this research:
To the researcher’s adviser, who patiently steered her to completion by
imparting
her knowledge;
Moreover, without her family’s unending love, encouragement, and
support, none of this would be possible; and
Above all, the researcher would like to thank Almighty God for providing
her with guidance, perseverance, presence of mind, abilities, and good health.
vi
ABSTRACT
THE POWER OF DANCE: ITS THERAPEUTIC EFFECTS ON MENTAL AND
EMOTIONAL HEALTH OF SENIOR HIGH SCHOOL STUDENTS
OF MAMBAGO-B NATIONAL HIGH
SCHOOL IN SAMAL ISLAND
Melonie A. Retes
melonie.amoy@gmail.com
https://orcid.org/0009-0003-5394-6641
This study explores how engagement in dance influences the mental and emotional health of
senior high school students. Using an exploratory-phenomenological approach, Grade 11 and 12
students from Mambago-B National High School in Samal Island, Davao del Norte, along with key
informants, participated in Focus Group Discussions (FGDs), In-Depth Interviews (IDIs), and Key
Informant Interviews (KIIs).
The thematic analysis revealed several therapeutic effects of dance on mental and emotional
health. Dance was found to promote stress reduction and relaxation, enhance confidence and selfesteem, and improve mood and emotional well-being. Additionally, it facilitated emotional expression
and exploration, fostered social connection and a sense of belonging, and served as a coping mechanism
for emotional regulation and cathartic release.
These findings highlight dance as a transformative outlet for students to navigate and
understand their emotions, contributing positively to their overall well-being. Practical
recommendations include establishing dance clubs, offering workshops, integrating dance into physical
education, utilizing open spaces for practices, fostering peer collaboration, hosting informal showcases,
and promoting dance as a wellness activity.
This study contributes valuable insights into the therapeutic potential of dance for enhancing
the mental and emotional well-being of senior high school students within the school and community
settings. The findings resonate with principles of Expressive Arts Therapy, emphasizing the
transformative power of creative expression through dance.
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TABLE OF CONTENTS
Title Page
Page
Approval Sheet
ii
Acknowledgment
iii
Dedication
v
Abstract
vi
Table of Contents
vii
CHAPTER
1
THE PROBLEM AND ITS SETTING
1
INTRODUCTION
Rationale of the Study
1
Review on Literature and Studies
5
Theoretical Lens
26
Research Process Flow
30
THE PROBLEM
30
Statement of the Problem
30
Significance of the Study
31
Definition of Term
33
CHAPTER
2
1
34
RESEARCH METHODOLOGY
34
Research Design
34
Research Participants
35
viii
CHAPTER 3
Research Locale
35
Research Instrument
36
Ethical Considerations
38
Data Gathering Procedure
38
Data Analysis
42
FINDINGS AND ANALYSIS
Presentation of Findings
44
Summary of Findings
68
Conclusions and Recommendations
70
REFERENCES
43
APPENDICES
48
A
Interview Guide
48
B
Child Assent Form
55
C
Informed Consent Form
58
D
Guardian Consent Form
62
E
Gantt Chart
65
CHAPTER 1
THE PROBLEM AND ITS SETTING
INTRODUCTION
Dance has always been a part of human culture, rituals and celebrations. Today,
most dancing is about recreation and self-expression, although it can also be done as a
competitive activity. As Martha Graham famously remarked in an interview with the New
York Times, "dance is the hidden language of the soul, of the body". She also declared
that through dancing, people express feelings and tell tales with their bodies that might
not have been verbally spoken. Both the dancers and the audience are free to move, feel,
and think as they move. Graham hinted that perhaps this was the secret to dance's
numerous advantages: moving freely, feeling deeply, dancing experience and dance art
embodiment. Dance overtook the body and transformed into humanizing experience that
is healing (Graham, 2005).
Dance provides a unique blend of physical activity, self-expression, and social
interaction. Engaging in dance enhances body awareness, self-confidence, and emotional
regulation, which can contribute to improved mental and emotional well-being. Exploring
how dance specifically impacts high school students sheds light on its therapeutic potential
and helps identify effective strategies to leverage its benefits.
Dance has been recognized as a powerful form of self-expression and artistic
communication. Beyond its artistic merits, there is a growing body of evidence suggesting
that dance can have therapeutic benefits for individuals' mental and emotional well-being.
While research on the therapeutic effects of dance has explored various populations, there
is a need to specifically investigate its impact on the mental and emotional health of
2
senior high school students. This study aims to fill that gap by examining the potential
therapeutic effects of dance
Adolescence is a crucial period in human development, characterized by
significant physical, emotional, and psychological changes. Senior high students face
numerous challenges, such as academic pressures, social transitions, identity formation,
and increased stress levels. These factors can contribute to mental health issues, including
anxiety, depression, and poor emotional wellbeing. Exploring the potential therapeutic
benefits of dance could provide valuable insights into developing effective interventions
for this vulnerable population.
Moreover, the National Health and Nutrition Examination Survey, 20.6% of
American youngsters between the ages of twelve and nineteen were obese. Striking racial
and ethnic differences also exist: 22% of Black children and 25.8% of Latino children are
obese, respectively ((“Childhood Obesity Trends”, 2017). Furthermore, according to the
Centers for Disease Control and Prevention, 6.3 million kids between the ages of two and
seventeen had anxiety and depression.
Seven and one-tenth percent of respondents reported having anxiety while 3.2% reported
having depression (Data and Statistics on Children’s Mental Health, 2019).
Based on the National Statistics Office (NSO), mental health illnesses rank as the
third most common form of morbidity among Filipinos. In the assessment conducted on
the Philippine mental health system, a prevalence of 16% of mental disorders among
children was reported. Among Filipino children aged 5 to 15, 10% to 15% are affected
by mental health problems.
3
The World Health Organization (WHO), stressed that 16.8% of Filipino students
aged 13 to 17 have attempted suicide at least once within a year before the 2015 Global
School-based Student Health survey. This is merely one of many markers revealing the
level of these kids' mental health. These figures on children's mental health are alarming
because most mental health illnesses start in childhood, which is a critical time. If not
treated earlier, this can be detrimental to their health and might have social consequences
(Malolos et. Al, 2021).
Traditional educational systems often prioritize cognitive development,
neglecting the holistic well-being of students. Incorporating dance as a therapeutic
modality in educational settings can provide a more comprehensive approach to
supporting students' mental and emotional health. Investigating the potential benefits of
dance in this context can advocate for the integration of dance programs within school
curricula, ensuring that students' overall well-being is adequately addressed.
While there is existing research on dance therapy and its positive impact on mental
health across different populations, there is a lack of specific studies targeting senior high
students. By conducting research on this specific age group, we can contribute to the
empirical evidence base and provide practical recommendations tailored to their unique
needs and experiences.
4
Understanding the therapeutic effects of dance on the mental and emotional health
of senior high students can inform the development of evidence-based interventions and
programs. Schools, mental health professionals, and educators can use this knowledge to
implement dance-based activities that promote well-being and provide alternative avenues
for self-expression, stress reduction, and emotional regulation.
By conducting this study, the researcher aims to shed light on the therapeutic
potential of dance for senior high students' mental and emotional health. The findings have
the potential to contribute to the field of dance therapy, promote holistic well-being in
educational settings, and provide valuable insights for educators, mental health
professionals, and policymakers seeking innovative approaches to support the mental and
emotional needs of this specific population.
Review on Literature and Studies
Dance is a captivating and expressive form of art that combines movement, rhythm,
and creative expression to convey emotions, tell stories, and explore themes.
Dance as a Movement and Expression
Dance involves the intentional and purposeful use of the human body to
communicate and express ideas, feelings, and narratives. Through a wide range of physical
movements, dancers convey emotions, depict characters, and evoke a wide range of
responses in the audience. Dance, as a form of movement and expression, is a powerful and
dynamic art form that uses the human body as a vehicle for communication and emotional
conveyance. One of the key aspects of dance as a movement and expression is non-verbal
5
communication. Dance transcends language barriers, as it relies primarily on physical
movement to communicate ideas, emotions, and stories. Dancers use their bodies as a
means of expression, utilizing gestures, facial expressions, and body language to convey a
wide range of emotions and messages (Corletto, 2020).
Another aspect is Body as an Instrument, dance treats the body as an instrument of
artistic expression. Dancers develop control, coordination, and precision in their
movements, utilizing various body parts and techniques to communicate nuances and
subtleties of emotion, character, and intention. In dance, the body is the mobile figure or
shape, felt by the dancer, seen by others. The body is sometimes relatively still and
sometimes changing as the dancer moves in place or travels through the dance area.
Dancers may emphasize specific parts of their body in a dance phrase or use their whole
body all at once (Carroll & Moore, 2008).
Dance provides a powerful outlet for emotional expression. Through movement,
dancers can convey joy, sadness, anger, love, and a multitude of other emotions. They use
their bodies to physically embody and manifest these emotions, allowing the audience to
empathize and connect on a deep emotional level. Dance is a safety valve that releases pentup emotions, tensions and drives. The arts transform, so to say, subjective human emotions
[into states] leading to internal calm and transcendence from mundane existence an ending
result of these various psychological states (Salo, 2019).
Dance can tell stories and narratives without the use of words. Choreographers and
dancers create movement sequences that depict characters, situations, and events, allowing
the audience to follow a storyline or interpret abstract concepts through the physicality of
the dance. People from countries all over the world for centuries have utilized dance to tell
stories and pass down traditions. Dance could essentially be utilized much more in the
6
modern world as we become more connected with technology. As we become connected
through technology, we are still disconnected in language.
Dance is a universal language that can be used to tell stories and share ideas. It can
break language barriers and open the door for communication across cultures (Woodard,
2020).
Additionally, dance often incorporates symbolism and metaphor, using movement
to represent abstract ideas or concepts. Through choreographic choices, dancers can convey
deeper meanings and engage the audience's imagination and intellect, allowing for multiple
interpretations and layers of understanding (Kohler, 2009).
Dancers can infuse their own unique movement styles, experiences, and
personalities into their performances, creating a deeply personal and authentic form of
expression. Dance goes beyond just physical movement; it embodies a deep form of
personal expression that reflects and shapes an individual's identity. Through dance, people
can explore and communicate their cultural, emotional, and social identity, forging
connections with themselves and others in the process Each dancer has their own style and
interpretation of movements, making it a personal art form. Even when performing
choreographed routines, dancers infuse their unique flair and personality into their
execution, distinguishing them from others and revealing aspects of their identity. Dance
often plays a significant role in preserving and passing down cultural traditions. Different
cultures have their own unique dance forms that reflect their history, values, and beliefs.
Engaging in these traditional dances can strengthen a person's connection to their cultural
heritage, providing a sense of belonging and pride thus dance provides a platform for
individual expression and the exploration of personal identity. (Crabtree, 2019).
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As dancers are attuned to their bodies and the ways in which movement and gesture
can communicate meaning, dance requires physicality and kinesthetic awareness. Since
dance is inherently physical, kinesthetic awareness plays a crucial role in a dancer's ability
to execute movements with precision, grace, and control. They develop a heightened sense
of body awareness, control, and expression through training and practice. Dance is an art
form that necessitates physicality and kinesthetic awareness. The physical training,
technique, and body control enable dancers to communicate and express their artistic ideas
effectively. Kinesthetic awareness enhances their ability to execute movements precisely,
respond to stimuli, and connect with other performers, contributing to a rich and engaging
dance experience (Ravn, 2017).
Dance allows for moments of improvisation and spontaneity, where dancers
respond to the music, their fellow performers, and the present moment. This adds an
element of surprise, creativity, and authenticity to the dance, enabling unique expressions
and interpretations to emerge. the inclusion of improvisation and spontaneity in dance
enriches the art form, making it a dynamic, authentic, and ever-evolving medium of
expression. Whether in structured performances or in practice, these moments of creative
freedom enhance the dancer's experience and engage the audience in a unique and
unforgettable way (Wright, 2018).
Through movement and expression, dance captures the essence of human
experiences, emotions, and stories. It offers a vibrant and visceral means of communication,
allowing individuals to transcend language and connect on a profound level. Whether
through intricate choreography or spontaneous improvisation, dance as movement and
expression embodies the power of the human body to communicate and touch the hearts
and minds of both performers and audiences (Bujorbarua, 2020).
8
Dance requires the choreographic process, where dancers and choreographers use
their artistic vision and creativity to design and shape movement sequences. They make
choices regarding movement vocabulary, spatial patterns, dynamics, and rhythm to create
a unique artistic expression. The choreographic process is dynamic and varies from one
choreographer to another. It is a vital component that shapes dance into a rich and diverse
art form, providing dancers and audiences with the opportunity to experience the unique
creative expression of each choreographer (Fenton, 2011).
The visual aspect of dance enhances its artistic impact and engages the audience's
senses. Dance embraces aesthetic elements such as form, line, shape, space, and dynamics.
Dancers utilize these elements to create visually pleasing compositions and to convey
specific moods or themes. It invites interpretation and engages the viewer's imagination.
Choreographers and dancers have their unique artistic visions and intentions, but audience
members also bring their own perspectives, emotions, and experiences, allowing for
multiple layers of meaning in a dance performance. By combining and manipulating these
aesthetic elements, dancers and choreographers can create unique and meaningful dance
pieces that communicate a wide range of emotions, stories, and concepts to their audiences.
Each dance style or genre may prioritize different aesthetic elements, resulting in diverse
and rich artistic expressions across the world of dance (Huang, 2022).
Dance as a collaboration and multidisciplinary Dance frequently involves a
collaborative effort among different artists and creative professionals. It is not uncommon
to see choreographers, dancers, composers, musicians, costume designers, set designers,
lighting designers, and directors working together to bring a dance performance to life. This
multidisciplinary collaboration enhances the artistic depth and complexity of dance
productions, merging different art forms to create a cohesive and immersive experience.
9
The multidisciplinary nature of dance allows it to explore and experiment with
different art forms, fostering innovation and creativity. Additionally, collaborations
between artists from diverse backgrounds contribute to unique and dynamic dance
productions, enriching the overall artistic landscape (Kane, 2014).
It also holds cultural and historical significance in societies worldwide. It has been
an integral part of human expression and communication for millennia, serving various
purposes and reflecting the values, beliefs, and traditions of different cultures. Traditional
dances preserve cultural heritage, reflect social norms, and celebrate cultural identity. The
traditional dances of Native American tribes, which hold deep spiritual and historical
connections to their respective cultures. The various classical dance forms in India, like
Bharatanatyam, Kathak, and Odissi, which have been passed down through generations
and are steeped in cultural significance. The traditional dances of African tribes, which
often serve as a means of storytelling and celebrating important events. The Tango from
Argentina, which emerged from diverse cultural influences and carries a rich history in
Argentine society. The Flamenco from Spain, known for its passionate expression and
connection to Andalusian culture. Moreover, contemporary dance explores societal and
cultural themes, challenging norms, and offering social and political commentary (Sachs,
1963).
Dance comes to life through live performances, where dancers connect with the
audience, creating an interactive experience. The physicality, energy, and presence of the
performers captivate and engage the viewers, evoking emotional
10
responses, provoking thought, and offering a transformative experience. Engaging the
audience is vital for a successful dance performance. When the audience is involved and
connected with the performance, it becomes a shared experience that can be deeply
impactful. Here are some ways to enhance audience engagement in dance: Storytelling, is
narrative-driven dance pieces that can captivate audiences as they follow the unfolding
story through movements and expressions. A clear and relatable storyline can help the
audience connect emotionally with the performance. Interaction and Participation, some
dance performances may involve audience interaction, such as encouraging clapping,
singing along, or inviting selected audience members on stage. These interactive elements
create a sense of involvement and connection. Visual and Emotional Appeal, visually
stunning choreography, colorful costumes, and emotionally evocative movements can
capture the audience's imagination and hold their attention.
Live Music and Collaboration, live music accompaniment can enhance the overall
experience, creating a dynamic and interactive relationship between dancers and musicians.
Collaborations with other art forms, such as visual arts or spoken word, can also enrich the
performance. Pre- and Post-Performance Engagement, engaging with the audience before
or after the performance, through discussions, workshops, or meet-and-greet sessions, can
deepen their understanding and appreciation of the art form. In conclusion, performance
and audience engagement are inseparable in dance. A captivating performance, combined
with thoughtful strategies to involve the audience, can create a profound and unforgettable
experience, fostering a strong connection between performers and spectators (Dyson,
2008).
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Continual Evolution, dance is a dynamic art form that continually evolves and
adapts to cultural shifts, social changes, and artistic trends. It embraces innovation,
experimentation, and fusion with other art forms, pushing boundaries and expanding the
possibilities of artistic expression. As societies interact and cultures mix, dance forms often
cross-pollinate, leading to the emergence of new styles and movements. Globalization and
increased connectivity through technology have accelerated this process, allowing people
from diverse backgrounds to share and influence each other's dance traditions.
Contemporary dance is a genre that embraces innovation and experimentation, pushing the
boundaries of traditional forms. Choreographers and dancers frequently blend elements
from different dance styles, resulting in fusion genres that incorporate elements of classical,
folk, urban, and other dance forms. Overall, the continual evolution of dance is a testament
to its adaptability and relevance in contemporary society. As cultures, technology, and
artistic practices evolve, dance remains a vibrant and expressive art form, constantly
redefining itself while holding on to its rich historical roots (Laland et al., 2016).
Dance, as a form of art, encapsulates the power of human expression, creativity, and
the ability to communicate and connect with others. Through movement, dancers create a
visual language that transcends words, evoking emotions, inspiring, and transporting
audiences to new emotional and imaginative realms. Dance’s unique blend of physicality,
creativity, expression, and aesthetics elevates it to the realm of art. It embodies the human
spirit and allows for diverse interpretations and experiences, making it a rich and dynamic
form of artistic expression.
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Effects of Dance on Mental Health
Dance has a multitude of positive effects on mental health, making it a valuable
therapeutic tool and an effective way to improve emotional well-being. Engaging in dance
can lead to several mental health benefits, including: stress reduction, dance provides a
creative outlet for emotions, allowing individuals to release stress and tension through
movement. The physical activity involved in dance triggers the release of endorphins, the
body's natural mood enhancers, promoting feelings of relaxation and happiness ( Brenan,
2021).
Mood Enhancement and increased self-esteem and confidence: dancing can elevate
one's mood and reduce symptoms of anxiety and depression. The rhythmic and expressive
nature of dance can uplift spirits and create a sense of joy and pleasure. Moreover, learning
dance skills and mastering movements can boost self-esteem and self-confidence. As
individuals gain proficiency and receive positive feedback from instructors or peers, they
develop a stronger sense of self-worth and accomplishment (Salo, 2019).
Body Image Improvement and Mindfulness and Presence: dance encourages a
positive relationship with the body. Regular dance practice can improve body awareness,
acceptance, and appreciation, leading to a healthier body image. Dancing requires focus on
the present moment, fostering mindfulness and a break from rumination about the past or
worries about the future. The immersive nature of dance can lead to a meditative state,
promoting mental clarity and relaxation. Dance encourages people to connect with their
bodies in a positive and expressive manner. Through dance, individuals can develop a
deeper appreciation for their bodies and what they are capable of doing. The focus shifts
from judging oneself based on appearance to celebrating the body's strength, flexibility,
and grace. Regular dance practice can lead to increased self-confidence and a more positive
13
body image. Dance requires a high level of concentration and presence in the moment.
When dancing, individuals are encouraged to be fully aware of their movements, rhythm,
and surroundings. This focus on the present moment promotes mindfulness, as it helps
individuals to let go of worries about the past or future and simply immerse themselves in
the joy of movement. As a form of embodied expression, it allows individuals to be fully
present in their bodies and in the environment. It can be a meditative experience where
people tune into the rhythm of the music and synchronize their movements with it. This
sense of presence brings about a sense of flow and connection between the mind and body,
leading to a heightened sense of well-being (Culver, 2021).
Social Connection and cognitive benefits, dance often involves group activities and
classes, fostering social interactions and a sense of community. Building connections with
others can reduce feelings of loneliness and increase feelings of belonging and social
support. Additionally, learning choreography and mastering dance sequences engage
cognitive functions like memory, attention, and problem-solving. This can have positive
effects on cognitive health and brain plasticity (Lakes, et al., 2016).
Coping mechanism and reduced symptoms of mental health disorders: dance can
serve as a healthy coping mechanism during times of stress, trauma, or emotional
challenges. It provides an avenue for emotional expression and processing difficult
emotions in a safe and constructive manner. Dance therapy has been used as a
complementary approach to conventional treatment for various mental health conditions,
such as depression, anxiety disorders, PTSD, and eating disorders, to help alleviate
symptoms and improve overall well-being (Tao, et al., 2022).
Sense of Achievement: accomplishing dance goals, whether it be mastering a
specific routine or reaching a personal milestone, fosters a sense of achievement and pride,
14
leading to increased motivation and perseverance. It is important to note that while dance
can be beneficial for mental health, it is not a substitute for professional mental health
treatment when needed. For individuals with specific mental health concerns, seeking
support from qualified mental health professionals is essential (Lopez, 2017).
Overall, dance provides a holistic approach to improving mental health by
integrating physical movement, creative expression, and emotional release, contributing to
a greater sense of well-being and overall mental wellness.
Mental Benefits of Dance
In their book, Thinking with the Dancing Brain, Minton and Faber (2016) described
the mind as doing mental gymnastics while learning complex dance movements. The
complexity alluded to contributes to the extremely diverse mental health benefits of dance.
As an advocate for the arts, Jensen clearly identifies the effects of dance on mental health
in his book, Arts with The Brain in Mind: improved cognitive development, creativity,
concept of self, improved learning and competencies, vestibular action, ability to follow
direction and instruction, timing and memory, and emotional expression and control. He
mentions “most of the brain is active during physical activity…When athletes achieve
excellence in a sport, they are probably using close to 100% of their brain”. Most of the
brain is working while dancers execute their complex movements: fast decision-making,
keen attention, monitored emotions, accessing the past alertness and recognition of
surrounding potential problems, creation of immediate solutions, maintaining balance,
monitoring facial expression, moving with grace, agility, and coordination, and remember
sequencing (Jensen, “Arts with The Brain in Mind” 73). In short, while dancing, the brain
is processing extreme multitasking and acting like a flight simulator (Jensen, 2005).
15
Effects of Dance on Emotional Health
Dance can have profound effects on emotional health alone, without considering its
impact on physical health or other factors. There are some specific ways dance can
positively influence emotional well-being. Firstly, it has the power to elevate mood and
increase feelings of happiness and joy. The expressive nature of dance allows individuals
to channel and release emotions, leading to a more positive emotional state. It also provides
a creative outlet for emotional expression. When words may not suffice to express complex
emotions, dance allows individuals to communicate feelings, experiences, and stories
through movement, providing a sense of emotional release and catharsis (Newman, 2022).
Self-Empowerment: mastering dance moves and routines can boost self-esteem and
self-confidence. As individuals see improvement in their dance skills, they gain a sense of
accomplishment and empowerment, which positively affects their emotional health. Also,
regular dance practice has been found to alleviate symptoms of depression. The
combination of physical activity, social interaction, and the emotional expression inherent
in dance can have a positive impact on mood and mental well-being (Etzinger, 2022).
As individuals become more comfortable and confident in their movements, they
develop a healthier body image and a more accepting attitude toward their physical selves.
Dance requires being fully present in the moment, focusing on movements, rhythm, and
music. This state of mindfulness can help individuals temporarily disconnect from negative
thoughts and distractions, leading to a sense of flow—an immersive and pleasurable
experience that contributes to emotional well-being. Since dance often takes place in group
settings, such as dance classes or performances, it promotes social interaction and a sense
16
of belonging. Building connections through dance can lead to increased emotional support
and a stronger sense of community (Gold, 2014).
Dance therapy has been used as a form of psychotherapy to help individuals cope
with trauma and emotional distress. By engaging in dance and movement, individuals can
process emotions, release tension, and work through difficult experiences in a supportive
environment. Engaging in dance allows individuals to process emotions, release tension,
and manage stress in a positive and constructive way. Furthermore, it can serve as a healthy
coping mechanism for dealing with challenging emotions and life events. It also offers a
safe space to let go of emotional burdens and experience a sense of release. The physicality
of dance enables individuals to channel emotions through movement, promoting emotional
catharsis and a sense of renewal (Milne & Neely, 2022).
Learning new dance skills and performing in front of others can foster emotional
resilience and self-assurance. Overcoming challenges in dance can translate to increased
confidence in other areas of life as well. Overall, dance offers numerous emotional benefits,
making it a powerful tool for enhancing emotional health and promoting overall well-being.
It provides a holistic approach to emotional expression, self-discovery, and personal
growth.
Emotional Benefits of Dance
According to research, learning, thinking, and emotions are all interconnected.
"Students' brains will be changed by the experiences they have in the classroom and at
school, which offer opportunities for endless emotional experiences." Emotions direct
focus, produce meaning, and establish memory pathways. This potent combination leads
to success. enables learning. When emotions are present, the brain is much more active and
17
chemically aroused. Movement and physical activity cause the release of dopamine and
norepinephrine. Hormones and neurotransmitters associated with emotion boost long-term
memory. is given either prior to or following learning (Jensen, 2005).
Dance is a "safety valve," according to a common topic in dance research. It allows
suppressed feelings, tensions, and impulses to come out. "The arts transform, so to speak,
subjective human emotions [into states] leading to internal peace and transcendence from
everyday existence," says the philosopher. These varied psychological states ultimately
lead to learning ( Pavitra & Shubrata, 2014).
The more intense the emotional state, the more learning will take place. Jensen
(2005) suggests this in his book that he believes that teenagers are different and are
predisposed to the seek out novelty behaviors. Teens should seek out activities with
smaller; more immediate rewards versus activities with larger, deep meaning. Though
dance choreography can be deep in meaning, movement does offer instant gratification
that elicits positive feelings and emotions.
According to Pavitra (2014), children are emotionally immature and lack the
maturity to vocally express themselves in a way that makes sense; instead, their feelings
are bottled up, unresolved, tense, and suppressed. Dance and other creative activities have
been recognized to access the unconscious parts of the mind at a deep level since the
beginning of time and successfully unblock the psychic information that had been repressed
(109). According to Pavitra, the physical distance between the dancer(s) and audience
creates an aesthetic environment that allows both sides to express and modify their feelings.
18
Self-Confidence and Self-Esteem
Inconsistencies between key topics in the research on young people' mental health were
revealed by the research that was conducted in conjunction with this study. Texts frequently
discuss self-confidence and self-esteem. However, these expressions are sometimes used
synonymously. Because there is a clear distinction between the concepts and research, it is
crucial to draw attention to the disparities between them.
What connection does dance have to confidence? According to Hanna (2015),
students who create dance feel successful and accomplished, which boosts their confidence
and motivates them to succeed in other academic problems. First, knowledge, skill, and
practice are the sources of self-confidence. "You will become more confident as you gain
experience." One can be confident in a variety of abilities, such as dancing, cooking, or
painting, but still have poor self-esteem (Ellsworth, 2018). Self-confidence also deals with
intrinsic trust and the capacity to succeed in new challenges, tasks, and chances.
Self-esteem, on the other hand, is a person's perception of their own value. Selfesteem, which can also be referred to as "self-worth," is a factor in determining how one
feels, thinks, and behaves (Ellsworth, 2018). It is a prevalent belief that dance would help
someone feel good about themselves. Research, however, might suggest different.
According to research by academic dance psychologist Peter Lovatt, dancers really have
worse self-esteem than non-dancers. How can dancing be beneficial to one's health and
damaging to one's self-esteem at the same time is an intriguing topic that he raises (Lovatt,
2018). In 2011, Lovatt studied 14,000 people and their dance confidence that is their selfesteem in dance. It was revealed that their age and gender significantly contribute to their
dance-confidence self-esteem. Lovatt uses two models of self-esteem in the analysis of his
19
findings. The first model is the Competencies Model. In short, the better a person feels
about their performance or skill set, the better they will actually be or do.
According to this model, someone’s self-esteem in a particular area of their life will
be influenced by how competent (or good) they feel they are at doing something. So, with
regards to dance-confidence self-esteem, if someone feels that they are a competent dancer
then they will have higher dance-confidence self-esteem than someone who feels that they
are a less competent dancer. The second model is the Reflected Appraisal Model: According
to this model, someone’s self-esteem in a particular area of their life will be influenced by
how they think other people view them. So, with regards to dance-confidence self-esteem,
if someone feels that other people think they are good at social and recreational dancing
then they will have higher dance confidence self-esteem than someone who believes other
people don’t think they are very good at social and recreational dancing (Lovatt, 2018).
Ultimately, Lovatt (2018) learned that both males and females have generally higher
self-esteem as younger teenagers as opposed to those ages 1822. In women, the pinnacle
age for self-esteem is sixteen. According to Lovatt, the lowest point of self-esteem in
women is age sixteen and older (79) and the highest point of self-esteem in women is age
sixteen and younger (80). This conclusion supports the claim that it is important to
introduce dance to teenagers. Their lives and how they value themselves is rapidly
changing. The young, transformative generation needs exposure to positive experiences
and interactions. “Dancing is not just a physical activity, it is also a social, emotional,
and cognitive activity. The cognitive, thinking, aspect of dance may also contribute to
changing a person’s self-esteem”.
20
Self-esteem has a great bearing on the quality of life and practicing dance can
greatly affect that. Dance practice is proven to be a powerful method to enhance the
tendency to be conscious and present in everyday life and therefore, participants are
mindfully centered, emotionally regulated, and cognitively balanced. This directly relates
to self-esteem, as Muro states, “women who practice dance can improve their attitude
toward the self”. This is self-worth (Muro & Artero, 2017).
Hanna continues to support dance’s impact on self-esteem, Individuals can improve
their self-esteem through dance by feeling the kinesthetic joy of movement, making
physical fitness a part of their lives, and feeling a sense of self-empowerment. The
achievement comes through the mind-body integration that is dance—making the body
respond to the mind’s dictate while being aware of bodily messages. Teachers work toward
promoting student self-esteem by focusing on the whole person, not just the “dance” part.
Dance, Physical Activity and Mental Health
Although there is sufficient evidence on the benefit that participating in sports has
on mental health, there is minimal empirical evidence on the effect that dance has on mental
health in comparison to team sports. Participating in the art of dance is similar in many
ways to sports, but also vastly different in others. One distinguishing characteristic is that
dance has been used on patients with Parkinson’s Disease and shown to have positive
results for their treatment The Effect of Dance and Team Sports on Mental Health 6
(Edwards 2017). Additionally, advocates of dance are encouraging physical education
programs in school to include dance as an addition to sports within their curriculums
(Bajek, Richards, Andrew, & Ressler 2015). Dance incorporates aspects of emotional
21
expression, performance, creativity, and intelligence in an artistic method while
encouraging physical activity that sports do not equally convey (Bajek et al., 2015).
Dance and School-Aged Children
One goal of this study is to investigate the benefits of accessible dance for young adults.
This is at the school level.
Minton & Faber (2016) report that there has been a growing interest in kinesthetic
learning and dance integration, using movement to teach academic concepts. Neural
growth is stimulated and produced by actions of the body, and in turn, this produces greater
neural density. Movement can make learning efficient, which is what children in school
need.
The brain is stimulated and attracted to change and movement. Using movement
as a teaching strategy engages the brain and captures the students’ attention and maintains
their interest. Movement inherently generates enjoyment. Therefore, the information
learned while moving is easier to acquire and commit to memory when it is connected to
a positive emotional state. While using movement to learn skills or academic concepts is
highly beneficial, it is also important for students to understand and appreciate dance as
an applied art form. Hanna references this in her book, Dancing to Learn, where she states
that dance does not exist as an isolated entity; it is not independent. Instead, it is embedded
in culture and society; it can be academic—as supported above— personal, interpersonal,
and offer citizenship. Dance, as an applied art, sets out to develop students personally and
make connections to the world at large. Hanna continues to support dance as an allinclusive applied art form and delves deeper to share its benefits as a strong educational
22
experience. She describes dance education as being designed for students to promote
values, cultivate inner strength needed to withstand negative peer pressure, and develop
self-acceptance, aiding in fostering personal growth. Students gain self-awareness and
positive identity. Dance gives everyone the necessary support for personal development,
especially youngsters who have trouble at home.
Dancing, in an educational atmosphere with professional practices, may provide a
familial substitute, a safe, supportive sanctuary and sense of social connectedness, a
community, togetherness, sharing space and touch, where students are adopting roles, they
not experience otherwise. Nationwide, schools offering dance education are able to
correlate student success between participating in dance and other data, such as attendance
records, test scores, and graduation rates. Some youth at risk of dropping out of school lack
the psychological strengths and skills to achieve academic success. Fiske reports in
“Champions of Change” that “young people who are disengaged from schools and other
community institutions are at the greatest risk of failure or harm.
“Champions of Change” report found that the arts provided a reason, and sometimes
the only reason, for being engaged with school or other organizations. These young people
would otherwise be left without access to any community of learners”.
It is reported that participating in dance class reduced aggressive behavior
associated with students from a low socioeconomic background. Maintaining participation
in dance classes further improved self-concept and self-efficacy Some international school
programs are even referring dance as a therapeutic disciplinary intervention. Dance
produces excitement and requires discipline. The many successes achieved in dance
“propels students to academic achievement and productive citizenship”.
23
The benefits of dance resonate across the various physical, mental, and emotional
realms of wellness. Self-confidence and self-esteem, while they are frequently used
synonymously, are in fact different and involvement with dance benefits both. Experiencing
dance, as an allied art form and in an educational setting, has immense benefits. The
specific mental and emotional benefits were studied in great detail as research was analyzed
after an original, one-day dance workshop was directed in effort to specifically study these
benefits. The following chapters discuss the methodology practiced while executing the
study and trends founds within the data (Hanna, 2015).
Theoretical Lens
This study is anchored on Glickman’s Theory of Expression which is considered as
an aesthetic theory that attempts to explain in what sense art can be expressive and how
such expressiveness is achieved. The problem is to understand how, for example a piece of
music can be joyful or triumphant, how painting can express gloom o to bring people to
their present topic—how dance can express anguish, say or joy. Dance is the development
and idealization of naturalistic gesture that the dancer conveys the feelings of the character
he portrays. The choreographer must develop the gesture to intensify its impact, purifying
it for accidental distractions to make it project beyond the footlights. At the same time, he
idealizes the gesture, stylizes it in a manner that does not does not contribute directly to it
emotional quality (Glickman, 1978).
Expression theory asserts that expressiveness can be attributed to art works only
where there is this discharge of feeling, and because of it: art works are expressive because
they stand in relation to artists’ occurrent emotions as do tears to sadness, as both arising
24
from and revealing the feeling. Just as emotions are presented immediately and
transparently in genuine tears, so that no inference from crying to sadness is required, we
experience the expressiveness of art as residing in it. Also, we find the expressiveness of
art works highly evocative of sharing or empathic reactions and this is how we respond to
open, primary displays of emotion (Davies, 1998).
Art is an ever-changing mixture of the intellectual and the emotional, the physical
and the spiritual, which makes a virtue of subjectivity. It offers a unique means by which
we can explore ourselves and our position in the wider world and is a way to exchange with
other people about what we see and feel and think and sense. Art is a way of opening
dialogue within and between individuals and communities. On the other hand, dance is a
fully-fledged art form, belonging to the ‘performing arts’, a goal in itself and a means of
allowing a human being to express his inner feelings, thoughts and experiences. Dance is a
natural form of self-expression: the body expresses itself naturally and so therefore does
the spirit. We are all free willed beings, no matter what our personal situation may be.
Through dance, our body expresses how free we actually are, while also highlighting the
restrictions our minds impose on it (Kogon, 2020).
Dancing has long been thought to affect mental health. Dancers tend to be
more empathetic than the average person. This may open them up to slightly higher rates
of depression and anxiety than someone who is less emotionally aware. However, dancing
is an active way of coping with these emotions rather than avoiding them or giving in to
them. Dancing improves mood, increases energy levels and releases endorphins which
make people feel better about themselves (Fehr, 2010).
The main theory is supported by dance theory of Zeami Motokiyo, Japan's most
famous author and theorist of Noh, a traditional theatrical genre (dating back to the
25
fourteenth century), where dance plays a crucial role but not in a way that highlights the
dancer's spontaneous expression of his personal feelings. Noh provides an interesting case
for the issue of the dancer's subjectivity and the idea of dance as a practice concerned with
personal self‐cultivation rather than the mere making of artworks. On the one hand, in Noh
performance the forces of depersonalization are extremely powerful. The performers wear
conventional iconic face masks to represent their character roles, and the characters'
emotions are expressed through gestures that are highly stylized and codified. Zeami
moreover insists on a radical form of artistic depersonalization: The artist's identification
with the character should be so intense that he does not imitate the character but actually
"becomes" the character through "internalization."
On the other hand, Zeami equally insists that the truly successful Noh performer
must maintain an extremely acute and attentive self‐consciousness. The performer must be
keenly aware of his posture and movement to ensure that they are gracefully expressive
and to do so he must focus through "inner concentration" on himself and his own soma
esthetic feelings in order to grasp through proprioception how he looks to the audience. He
must form in his mind "his own internalized outer image" of how he looks, including even
"the appearance of his movements from behind". Zeami explains that if the dancing Noh
performer is not clearly aware "of how he looks from behind, he will not be able to become
conscious of ... possible vulgarities in his performance". Therefore, he "must look at
himself using his internalized outer image, come to share the same view as the audience,
examine his appearance with his spiritual eyes and so maintain a graceful appearance with
his entire body".
Moreover, even when he is not moving, the Noh performer's "inner concentration"
on his own "inner tension" and "inner force" gives a greater sense of "life" to the
26
performance that the audience appreciates, so long as it is communicated indirectly
(Shusterman, (2019).
Dance is art, so it has the same responsibilities as other arts. Dance is not owned
by any one person, group, technique, or institution. Dance is any movement—human,
animal, or otherwise—that expresses the choreographer's innermost thoughts, sentiments,
emotions, characters, and ideals. Dance transcends culture, race, sex, and social standing.
Research Process Flow
• Therapeutic
effects
of
dance
on
mental
health
of
Senior high
students
• Therapeutic
effects
of
dance
on
emotional
health
of
senior high
school
students
INPUT
• Creswell,
ExploratoryPhenomenolo
gical
Approach
• Focus Group
Discussion
(FGD)
• In-depth
Interviews
(IDI)
• Key Informant
Interviews
(KII)
• Transcription
• Data immersion
• Identifying key
Themes
• Coding
• Generating
descriptive
narrative
PROCESS
• Research Findings
• Discussion and
Conclusions
• Recommendations
• Practical application
OUTPUT
27
Statement of the Problem
The purpose of the study was to explore and understand the lived experiences of
senior high school students engaging in dance and its potential therapeutic effects on their
mental and emotional health. Specifically, it will answer the following questions:
1. How does dance affect your mental health?
2. How does dance affect your emotional health?
Significance of the Study
This research on the therapeutic effects of dance on mental and emotional health
can be diverse and include various stakeholders. Here are some potential beneficiaries and
what they can gain from this study:
Individuals Seeking Mental and Emotional Well-being.
Participants in the study who have experienced or are considering dance therapy
can benefit from a deeper understanding of how dance can positively impact their mental
and emotional health. They can gain insights into specific ways dance may help them
manage stress, express emotions, and improve their overall well-being.
Mental Health Professionals and Therapists.
Mental health professionals can use the research findings to support and advocate
for the integration of dance therapy into treatment plans.
The research can provide evidence-based insights into the potential benefits of dance as a
therapeutic tool, helping therapists tailor interventions to individual clients' needs.
Healthcare Providers and Institutions. Healthcare providers can gain insights into the
potential benefits of incorporating dance therapy into mental health programs and treatment
28
facilities. The research may contribute to a broader understanding of the value of alternative
therapies like dance in promoting mental and emotional health.
Educators and Dance Instructors. Dance instructors and educators can use the research
findings to design dance programs that emphasize the therapeutic aspects of dance. The
study can help instructors tailor their teaching methods to promote mental and emotional
well-being among their students.
Policy Makers and Advocacy Groups. Policy makers and advocacy groups in the mental
health field can utilize the research to advocate for increased support and funding for dance
therapy programs and research. The study's findings may contribute to the development of
policies that recognize dance therapy as a valid form of mental health intervention.
Public Awareness and General Population. The general public can benefit from
increased awareness of the potential therapeutic effects of dance on mental and emotional
health. The research may inspire individuals to explore dance as a means to improve their
mental well-being or encourage them to support dance
therapy initiatives.
Academic and Research Community. Researchers in the field of psychology, mental
health, and dance therapy can build upon your findings to further investigate the
mechanisms and effectiveness of dance as a therapeutic intervention. The research can
contribute to the broader body of knowledge on the subject and potentially lead to more
comprehensive studies in the future.
29
Definition of Terms
Dance. For the purposes of this research, dance includes various activities where junior
high school students actively participate in dance-related experiences, which could be in
the form of dance classes, workshops, performances, or informal dance sessions.
Emotional Health. It refers to how a person is able to manage his feelings, and emotions
through the ups and downs of life. Emotional health will be explored through qualitative
accounts obtained from interviews or open-ended questions. Participants may share their
subjective experiences and reflections on how dance has influenced their emotional wellbeing.
Mental Health. state of mental well-being among the senior high school students that
enables them to cope with the stresses of life. Mental health will also be explored through
interviews, where participants can share their subjective experiences and perceptions of
how dance has impacted their mental well-being.
Therapeutic effects. This refers the potential reduction in psychological distress
experienced by participants as they indulge themselves in the different forms of dancing.
30
CHAPTER 2
METHODOLOGY
This chapter discusses the methodology employed in this study. It presents and
describes the research design, research locale, instruments used, and data collecting
procedures, data analysis, and ethical considerations.
Research Design
This study employed Creswell, Exploratory-Phenomenological Approach in
investigating subjective and complex phenomena such as the therapeutic effects of dance
on mental and emotional health, from the perspectives of the participants. This is a
qualitative research design that focuses on exploring and understanding individuals' lived
experiences and the meaning they attach to those experiences.
Research Respondents
Purposeful sampling was used in selecting among the dance troupe members who are
in Grade 11 and 12 senior high school and are enrolled in Mambago-B National High
School, Samal Island. The researcher also invited their dance troupe coordinator, guidance
counselor and their principal as the key informants. Participants were invited to participate
voluntarily and share their experiences related to dance and its effects on mental and
emotional health.
31
Selection criteria were set to ensure the validity of the data used in the study. All participants
should be:
1. Grade 11 and 12 senior high school dance troupe members who are enrolled in
Mambago-B National High School, Samal Island;
2. Can be either male or female.
3. Dance troupe coordinator, principal, and guidance counselor assigned in
Mambago-B National High School, Samal Island
Research Locale
The study was conducted at the Mambago-B National High School specifically among
Grade 11 and 12 students who are members of dance troupe. Mambago-B National High
School is a largely urban Secondary Public School that is governed by the Department of
Education and is located in Island Garden City of Samal in the province of Davao del
Norte.
Research Instrument
Focus Group Discussion (FGD) Guide or FGD Protocol.
The FGD guide is a structured set of open-ended questions and prompts designed
to guide the group discussion. It outlines the topics and themes to be explored during the
FGD and provides a flexible framework for the moderator to facilitate the discussion. The
32
FGD guide allows the researcher to elicit responses from participants and steer the
conversation toward the research objectives.
In-Depth Interview (IDI) Guide or Interview Protocol.
The interview guide is a semi-structured or open-ended set of questions and prompts
used by the researcher to conduct in-depth interviews with individual participants. It
provides a flexible framework for the interviewer to explore the research topic in detail
while allowing room for participants to share their unique experiences, perspectives, and
emotions. The interview guide ensures that key topics and themes are covered while
allowing for spontaneous and meaningful responses from participants.
Key Informant Interview Guide or Interview Protocol
The interview guide for key informant interviews is similar to that used for in-depth
interviews. It includes tailored questions that are specific to the expertise and knowledge
of the key informants. The guide helps the researcher gather expert insights, contextual
information, and specialized knowledge related to the research topic. The questions may
be more focused on technical aspects and the informant's professional experiences.
Ethical Considerations
The researcher conducted her study on the therapeutic effects of dance on the
mental and emotional health of senior high school students in an ethical and responsible
33
manner, promoting the well-being of the senior high school dance troupe members
involved. Before conducting the interviews, the researcher obtained informed consent from
all participants and, if applicable, their parents or guardians. She clearly explained the
purpose, procedures, potential risks, benefits, and the voluntary nature of participation. The
research should ensure that participants fully understand what is expected of them and
provide the opportunity to ask questions.
In terms of confidentiality and anonymity, researcher ensured the confidentiality
of participants' personal information and data. She used participant codes or pseudonyms
instead of real names to maintain anonymity. After which she stored all data securely and
only shared information with those directly involved in the research.
The participants’ privacy was respected especially when discussing sensitive topics related
to mental and emotional health. The researcher avoided probing into personal information
that were not relevant to the research objectives.
The researcher also assessed potential risks that participants might encounter during
the study, such as emotional discomfort when discussing mental health issues. She
implemented measures to minimize and manage these risks, and provided resources for
support if needed.
It was explained among the research participants that their participation in the study
was entirely voluntary, and they have the right to withdraw at any time without facing any
negative consequences.
The researcher recognized that senior high school students may be considered a
vulnerable population due to their age. Hence, she took extra precautions to ensure their
well-being and obtained additional consent from parents or guardians.
34
As to researcher-participant relationship, she maintained a professional and
respectful relationship with the participants throughout the study. Furthermore, she made
sure to avoid any exploitation or manipulation of participants for personal gain.
In handling data and storage, she handled and stored data securely, ensuring that
only authorized personnel have access to it. Encryption and password were utilized as
protection for digital data. The researcher sought approval from an appropriate ethics
committee or institutional review board to ensure that the study meets ethical standards.
Also a debriefing session was provided at the end of the study, where participants could
ask questions and receive more information about the research objectives and outcomes.
Finally, in reporting and presenting the results, she ensured that she presented the research
findings accurately and transparently, avoiding any selective reporting that could
misrepresent the results.
Data Gathering Procedure
In gathering of data, The researcher employed focus group discussions, in-depth
interviews, and key informants' interviews in the study on the therapeutic effects of dance
on mental and emotional health that involved a multi-method approach to collect rich and
diverse perspectives. Below is a step-by-step procedure for each data collection method:
Asking permission to conduct the study. The researcher wrote and handed in a formal
letter that was addressed to the principal of Mambago-B National High School. Once it
was approved, the researcher tendered a formal letter to the Senior High department head
with the approved letter from the office of the principal attached. Once the letter was been
35
approved, the researcher obtained informed consent. She then briefly explained the
research, provided consent forms, and ensured participants understand their rights before
proceeding with the interviews. After which the researcher performed the interviews among
the dance troupe members who are in Grade 11 and 12 senior high school students.
Focus Group Discussion (FGD) Procedure:
a.
Identified participants: out of the 35 diverse group of dance troupe members,
selected only 12 members who were willing to participate in the FGD. Grade 12 students
age 17 to 18 and Grade 11 students age 15 to 16 respectively.
b.
Scheduled the FGD: Arranged a suitable time and location for the discussion,
ensuring it was convenient for all participants.
c.
Prepared the FGD guide: Developed an FGD guide with open-ended questions that
explored the participants' experiences with dance, its impact on their mental and emotional
health, and any therapeutic effects they perceive.
d.
Conducted the FGD: Facilitated the discussion, encouraged active participation,
and ensured that all participants had the opportunity to share their views. The interviews
were done simultaneously. There were no written questions nor written answers were done.
e.
Recorded the FGD: Audio or video record the FGD to capture the discussions
accurately. Obtained participants' consent for recording. Transcribed the recordings
verbatim. Transcribed the data using the original language of the participants then
transcribde the translation of the responses into English as well. To ensure the accuracy of
the translation, an expert was hired in the name of Maritess T. Kho, MAT-English.
36
In-Depth Interview Procedure:
a.
Selected participants: Purposefully chose 6 participants out of the 12 who were
involved in the FGD for the in-depth interviews, aiming for diversity in dance experiences
and perspectives.
b.
Developed an interview guide: Created an interview guide with open-ended
questions that explored participants' personal experiences with dance and its therapeutic
effects on mental and emotional health. The IDI have more in-depth questions than FGD
for further analysis. The interview questions are still related with the FGD interview guide
d.
Conducted the interviews: The schedule of IDI was done thereafter the FGD.
Created a comfortable environment, and conducted the interviews following the interview
guide.
e.
Recorded and transcribed data: With consent, audio record the interviews and later
transcribed the recordings verbatim. Transcribed the data using the original language of the
participants then transcribed the translation of the responses into
English as well. To ensure the accuracy of the translation, an expert will be hired.
Key Informants' Interview Procedure:
a. Identified key informants: The researcher selected individuals with expertise in the
field of dance therapy, mental health, or those have significant experience with the
therapeutic aspects of dance. In this case, she selected the principal, dance troupe
coordinator and the guidance counselor.
b. Sought consent: Obtained informed consent from key informants before
37
proceeding with the interviews.
c. Developed an interview guide: Created a guide with questions tailored to elicit expert
insights on the therapeutic effects of dance on mental and emotional health.
d. Conducted the interviews: Scheduled and conducted interviews with key informants,
either in person or through virtual platforms. It was done individually.
e. Recorded and transcribed data: With consent, audio record the interviews and later
transcribe the content. Transcribe using the original language used by the participants.
After all these interviews the researcher then analyzed all the data gathered. The researcher
employed thematic analysis to identify recurring themes and significant findings from the
interviews.
Data Analysis
To analyze the data gathered, the researcher utilized thematic analysis, which
involves identifying patterns, themes, and key concepts that emerge from the data. She
kooked for common perspectives and experiences related to the effects of dance on mental
and emotional health. Code the data by labeling segments with relevant themes or
categories. This process helped organize and categorize the data for further analysis. After
which she interpreted the data to draw meaningful conclusions about the impact of dance
on mental and emotional health based on the themes and patterns identified.
38
CHAPTER 3
FINDINGS AND ANALYSIS
Presentation of Findings
Dance holds a profound place within human culture, embodying expressions of joy,
celebration, and storytelling. Martha Graham, a pioneer of modern dance, famously referred to
dance as the "hidden language of the soul, of the body," underscoring its unique ability to convey
emotions and narratives through movement. (Graham, 2005). In contemporary contexts, dance
encompasses recreation, artistic expression, and even competitive endeavors, resonating deeply
with the essence of human experience. The holistic nature of dance—incorporating physical
activity, self-expression, and social interaction—presents a compelling framework for exploring
its therapeutic potential, particularly in improving mental and emotional well-being among senior
high students.
Amidst the challenges faced by senior high students—including academic pressures,
social transitions, and identity formation—the importance of addressing mental health issues
cannot be understated. Research indicates a concerning prevalence of anxiety, depression, and
other mental health disorders among adolescents, underscoring the need for effective
interventions (NSO, 2021; WHO, 2015).
The integration of holistic dance activity into educational settings offers a complete
approach to supporting students' mental and emotional health. Dance has been shown to enhance
body awareness, promote self-confidence, and regulate emotions, potentially mitigating the
adverse effects of stress and emotional turmoil commonly experienced during adolescence. By
39
investigating the therapeutic benefits of dance specifically tailored to senior high students, this
study seeks to fill a critical gap in the existing literature.
Furthermore, the lack of targeted studies on dance activity for this age group highlights
the need for empirical research to inform evidence-based interventions. Understanding how dance
can serve as a therapeutic medium holds promise for educators, mental health professionals, and
policymakers seeking innovative strategies to foster holistic well-being among students.
The primary aim of this research is to explore the therapeutic effects of dance on the mental
and emotional health of senior high students. By elucidating the mechanisms through which dance
influences well-being, this study seeks to contribute valuable insights to the field of dance therapy
and advocate for the integration of dance-based activities within educational curricula.
The findings of this study have the potential to promote general well-being in educational
settings, inform evidence-based interventions, and inspire innovative approaches to supporting
the mental and emotional needs of senior high students.
The researcher utilized the exploratory phenomenological approach, advocated by
Creswell which involves deeply exploring individuals' subjective experiences to understand the
essence and meaning of a phenomenon. It emphasizes gathering qualitative data through in-depth
interviews to uncover new insights, identifying recurring themes through thematic analysis, and
presenting findings through narratives enriched with direct quotes. This approach aims to provide
a full understanding of human experiences within specific contexts, offering valuable insights into
subjective phenomena. In the context of this research, the researcher interviewed the key
informants in the person of the principal, dance coordinator and the guidance counselor. The dance
troupe members were the major participants at which they were grouped for focus group
40
discussion and in-depth interview. The contents of the questions for each group are extracted
from the main question which is the therapeutic effects of dance on their mental and emotional
health.
Key Informants Interview
Upon analyzing the interviews with the key informants in the person of the principal,
dance coordinator, and guidance counselor, it became evident that dance plays a significant role
in promoting mental and emotional well-being among senior high school students.
Therapeutic effects of Dance on Mental Health
The principal highlighted the stress-reducing benefits of dance, noting that it served as a
valuable outlet for students to unwind after demanding days. In her words, "Dance activities have
been observed to help students relieve stress and unwind after a busy day."
Similarly, the guidance counselor emphasized how dance contributes to stress reduction
and relaxation among students, stating, "dance helps reduce stress levels and promotes relaxation
among students." The findings highlight the role of dance in reducing stress and providing a
valuable outlet for students to unwind after demanding days.
Both key informants emphasized that dance activities help students relieve stress and
promote relaxation. This suggests that incorporating dance into school activities can offer
effective strategies for managing stress among students. Additionally, the emphasis on dance as a
means of stress reduction implies that it can contribute to enhancing students' mental resilience
and well-being. The preceding findings are supported by Judith Lynne Hanna in her work
'Dancing to Resist, Reduce, and Escape Stress which emphasized that dance serves as a powerful
41
medium for discharging energy and exploring stressors to diminish their perceived threat. Hanna
stressed that knowledge of both the positive and negative aspects of stress within the context of
dance can lead individuals to appraise threats differently and alter their emotional responses.
Through dance, individuals can reinterpret stressors, facilitating effective stress management and
promoting improved emotional well-being (Hanna, 2017).
In addition to stress reduction, dance was found to play a crucial role in building students'
confidence. Building confidence through dance positively impacts mental health by fostering a
sense of self-worth, competence, and resilience. Increased self-esteem and confidence can
contribute to better mental resilience, reduced anxiety, and improved overall psychological wellbeing.
The guidance counselor expressed that engaging in dance significantly boosted students'
self-esteem and belief in their abilities. She noted, "Dance helps boost students' self-esteem and
confidence in their abilities." Building confidence through dance can enhance students' mental
resilience. On the other hand, confidence allows individuals to face challenges with a positive
mindset, bounce back from setbacks, and navigate stressors more effectively. This finding relates
with what Karkou et. al (2016) articulated in Oxford Handbook of Dance which conveyed that
dance has been demonstrated to boost self-assurance by promoting body awareness and
proficiency in movement. Participating in dance provides individuals with the opportunity to
physically express themselves, potentially resulting in heightened self-esteem and a greater sense
of capability in their skills.
Furthermore, the dance coordinator highlighted the mood-enhancing effects of dance,
observing that dance activities led to noticeable improvements in students' overall mood and
42
emotional well-being. She remarked, ‘'Dance activities contribute to improving students' mood
and overall emotional well-being.’' This finding suggests significant implications for mental
health, as enhancing mood through dance can contribute to improved emotional well-being and
psychological resilience among students. Positive changes in mood may also lead to reduced
stress levels and enhanced cognitive function, highlighting the holistic benefits of engaging in
dance activities for mental health. This Research has demonstrated that dance activities can lead
to significant improvements in mood and emotional well-being. Dance serves as a powerful tool
for enhancing psychological resilience, promoting positive affect, and reducing symptoms of
anxiety and depression. This result is aligned with a WebMD (2024) article Mental benefit of
dance which accentuated that engaging in dancing not only promotes learning and movement but
also enhances mood. Many individuals choose to participate in dance classes precisely because
they find that dancing uplifts their spirits and puts them in a positive mood.
Therapeutic Effects of Dance on Emotional Health
Regarding emotional health, dance provided students with a creative outlet for emotional
expression. The dance coordinator emphasized how dance allowed students to express themselves
authentically, stating, "Dance allows students to express themselves freely and authentically,
promoting emotional exploration." This finding implies that dance activities play a crucial role in
supporting students' emotional health by offering them a safe and creative space to express their
feelings. The ability to express emotions freely through dance promotes emotional exploration
and self-discovery, contributing to enhanced emotional well-being. This suggests that
incorporating dance into educational settings can be beneficial for students' emotional
development and overall mental health. Anna Halprin, in her book titled The Healing Power of
43
Dance, emphasized that "dance provides a safe space for emotional exploration and healing.
Through movement, individuals can process and transform difficult emotions, fostering a sense
of empowerment and emotional freedom" (Halprin, 2002).
Lastly, dance fostered meaningful social connections among students, as noted by the
guidance counselor. They highlighted how dance activities improved social relationships and
contributed to students' emotional development. The guidance counselor emphasized, "Dance
activities improve social relationships and contribute to students' emotional development." One
key implication is the promotion of a positive and inclusive school environment. When students
engage in dance and form strong social bonds through collaborative movement, it creates a sense
of belonging and camaraderie within the student community. This supportive atmosphere can
contribute to overall school morale and student well-being, ultimately enhancing the educational
experience for everyone involved. In Fran Levy's book "Dance/Movement Therapy: A Healing
Art," (1992) the concept that dance facilitates social bonding and emotional expression among
participants resonates strongly with the finding that dance activities foster meaningful social
connections and contribute to students' emotional development. Levy highlighted that “through
shared movement experiences, individuals develop a sense of connection and empathy, enhancing
interpersonal relationships and promoting emotional growth."
In summary, these narratives with direct quotations highlight the profound impact of dance
on students' mental and emotional well-being. Dance emerged as a holistic therapeutic medium
that not only helped students manage stress, boost confidence, and enhance mood but also
facilitated emotional expression and fostered meaningful social connections within the senior high
school community.
44
Focus Group Discussion
Having gathered insightful perspectives from the Key Informant Interviews (KII) on the
therapeutic effects of dance in relation to mental and emotional health, the focus now shifts to a
thorough exploration of these themes through the lens of the focus group discussion.
The focus group setting provided a dynamic platform for participants to share personal
experiences and reflections, enriching the understanding of how dance influences mental wellbeing and emotional resilience. By leveraging thematic analysis and participant testimonials, the
subsequent discussion aims to illuminate the multifaceted impacts of holistic dance.
Therapeutic effects of Dance on Mental Health
This presentation delved into the profound insights and diverse narratives uncovered
during the focus group. The participants shared experiences and perspectives on how engaging in
dance positively influences their overall wellness. One recurring theme that emerged from the
discussion is the role of dance in stress reduction and mood enhancement. Many participants
described dance as a natural stress reliever and mood lifter, expressing how it lightens their mood
and helps them cope with challenging emotions. As Participant 1 articulated, "It lightens your
mood; when you're not feeling like yourself and you're in a bad mood, you just dance it out."
While participant 4 expressed that "Dance helps in relieving stress and boredom." This finding
suggests that participating in dance activities within the school community can be a valuable way
for students to manage stress and uplift their mood during challenging times. Dance provides a
natural outlet for emotional expression and can empower students to address negative feelings
through movement. By integrating stress-reducing and mood-enhancing practices into club
activities, the dance troupe can create a supportive environment that prioritizes student well-being
45
alongside artistic development, fostering a positive and inclusive club culture centered around
mental health promotion. According to Tao et al. (2022) participation in dance activities is
acknowledged as a beneficial strategy for stress management and mood improvement, especially
among teenagers. Dance offers a distinctive way to express emotions through movement, enabling
individuals to release negativity and nurture emotional wellness. Within extracurricular dance
clubs such as high school troupes, incorporating methods that reduce stress and enhance mood
can create a supportive setting emphasizing student well-being alongside artistic growth. This
approach contributes to a positive and inclusive community atmosphere that enhances mental
health awareness and resilience among participants.
Another significant aspect highlighted by the participants is the transformative effect of
dance on confidence and self-expression. Several individuals emphasized how dance boosts their
self-confidence and provides a platform for authentic self-expression without inhibition.
Participant 7 declared, "Dancing boosts my confidence," reflecting the empowering nature of
dance in fostering self-assurance. Participant 8 stressed "dance helps boost confidence. allows
you to show your true talent. "This implies that participation in dance promotes personal growth,
enhances self-image, and helps individuals overcome inhibitions, highlighting the significant role
of dance in fostering confidence and authentic self-expression within a supportive dance club
environment. This is supported by this perspective which states that dance participation has been
associated with significant improvements in self-confidence and self-expression among
adolescents. Through dance, individuals have the opportunity to creatively showcase their true
selves and overcome inhibitions, leading to enhanced emotional well-being and personal growth.
This transformative effect of dance extends beyond physical movement, empowering participants
to develop a positive self-image and belief in their abilities. By integrating dance practices that
46
prioritize confidence-building and self-expression, dance programs within school clubs can foster
a supportive environment where students feel encouraged to explore their talents and develop
their sense of self-worth" (Salo, 2019).
Moreover, dance emerged as a means of escapism and enjoyment, allowing participants
to temporarily escape from life's pressures and experience pure joy through movement. Participant
2 expressed, "dance helps me escape problem". Escapism involves seeking temporary distraction
or relief from everyday stressors through immersive or absorbing activities. Young people may
turn to escapism for enjoyment for it provides a sense of detachment from problems and offers a
form of mental relief or entertainment. Another participant underscored dance for enjoyment,
Participant 12 stated "I really enjoy dancing to release my feelings... use dance to clear my mind
and think positively. It underscores the recreational and therapeutic value of dance. The discovery
that dance can be a form of escapism and pure enjoyment highlights its profound healing value
for participants. Engaging in dance activities offers individuals a healthy escape from life's
pressures, allowing them to experience genuine joy through movement. For many, dance becomes
a temporary refuge where they can leave behind daily stresses and immerse themselves in a
liberating and uplifting experience (Niroula, 2023). This finding underscores the emotional and
mental benefits of dance as a means of emotional release and stress relief. By embracing dance as
a recreational activity, individuals can enhance their overall well-being and flexibility, finding
solace and renewal through the simple act of movement.
Therapeutic effects of Dance on Emotional Health
On an emotional level, dance was recognized as a powerful outlet for emotional expression
and release. Participants described how dance enables them to communicate emotions that are
47
challenging to articulate verbally. Participant 3 remarked, "When words fail, you can use dance
to express your emotions," highlighting the unique communicative power of movement.
On the other hand, participant 6 pronounced "You release all your problems through
dance." The participants' stories about dance reveal deep insights into how it serves as a powerful
outlet for expressing emotions and finding inner peace. For them, dance is more than just
movement—it's a way to communicate feelings that words cannot quite capture. Through dance,
they feel able to express complex emotions authentically and effectively without relying solely
on verbal language. Dancing also provides them with a sense of release, allowing them to let go
of emotional burdens and find comfort in the rhythm and movement. These experiences show us
that dance plays a meaningful role in promoting emotional well-being, offering a unique way to
process and express emotions that ultimately enhances resilience and emotional health. Dance has
been identified as a potent medium for emotional expression and release within the field of
expressive arts therapy. Through movement and rhythm, individuals can externalize and process
deep-seated emotions, facilitating catharsis and emotional integration.
Research suggests that dance activity can enhance emotional well-being by providing a
non-verbal outlet for emotional expression, allowing individuals to explore and transform their
emotional states through physical movement. This approach has been shown to be particularly
effective in populations dealing with trauma, anxiety, and depression, offering a unique avenue
for therapeutic intervention and self-discovery ( Ellis, 2021).
Furthermore, dance serves as a coping mechanism and cathartic release for emotional
challenges. Participants emphasized how engaging in dance helps alleviate stress and facilitates
emotional catharsis. Participant 9 shared, "It helps alleviate my feelings, especially when I dance
48
or do TikTok videos," illustrating the therapeutic role of dance in emotional well-being. “Dancing
helps alleviate my problems and stress” uttered by another participant. This highlights that Dance
holds profound therapeutic potential for enhancing emotional well-being by providing a unique
avenue for coping with and releasing emotional challenges. Many individuals find solace and
release through dance, viewing it as a valuable alternative to traditional approaches like talk
therapy or medication. Its accessibility and inherent joy make dance an appealing and practical
intervention for promoting emotional health in daily life. Through dance, people can freely
express and process their emotions, benefiting from the physical outlet that movement offers,
especially for those who struggle to articulate feelings verbally. Furthermore, the social aspect of
dance, including sharing dance experiences through platforms like TikTok, fosters a sense of
community and belonging, further enhancing emotional resilience. Engaging in dance also
promotes self-regulation and stress reduction, harnessing the rhythmic and expressive nature of
movement to achieve emotional balance and relaxation. Overall, dance emerges as a holistic and
enjoyable practice that not only helps individuals manage stress but also allows them to
authentically express and navigate their emotions, ultimately contributing to improved emotional
well-being. According to Nguyen, (2014) dance and movement create a mind-body integration
that can allow emotion to become conscious and expressed through specific movement. It
becomes a psycho-physiological outlet that functions as a cathartic release because unconscious
memories can be stored kinesthetically and can emerge through body movement, allowing an
individual to express their subjective experience more easily that may not be easily put into words.
In conclusion, the narratives shared by dance troupe members underscore the profound
impact of dance on mental and emotional health. The themes of stress reduction, confidence
building, emotional expression, and escapism highlight the multifaceted benefits of dance as a
49
transformative and empowering activity. These insights contribute to a deeper understanding of
the therapeutic value of dance in promoting overall wellness and emotional resilience.
In-depth Interviews
After presenting the rich insights obtained from the key informant interview and focus
group discussion, the study now proceeds to present the findings from the in-depth interviews.
This final phase of data collection aimed to capture individual perspectives and experiences in
greater detail, following up on themes identified in earlier stages of the research. Through these
in-depth interviews, the study further explores and elaborates on key insights gathered from
participants, providing a comprehensive understanding of the research topic.
Therapeutic Effects of Dance on Emotional Health
In terms of the therapeutic effects of dance on emotional health, the recurrent theme is
Expression and Passion. Dance is such a powerful way to express emotions and passion. It allows
people to connect with their deepest feelings and experiences through movement and rhythm,
especially when words aren't enough.
As uttered by participant 1 “Dance serves as a transformative outlet for emotional
expression when words fail" For many, dance becomes a transformative outlet—a way to release
pent-up emotions and find a sense of liberation. It's like using creativity to express complex
emotions and experiences that words alone can't capture. This deep emotional connection to dance
sparks a profound passion and love for the art, making people's lives richer and enhancing their
emotional well-being. Arnold (1995) conveyed that through movement, we can communicate our
deepest emotions and experiences in ways that words cannot fully capture. Dance becomes a
language of the soul, allowing us to express joy, sorrow, and everything in between. It is a form
50
of art that speaks directly to the heart, transcending linguistic barriers to evoke profound emotional
responses. In this way, dance embodies the essence of human expression, offering a pathway to
connect with our innermost selves and share our stories with the world.
Dance plays a transformative role in emotional expression and coping for individuals who
find it challenging to articulate their feelings verbally. Participants describe dance as a powerful
outlet when words fail them, as expressed by Participant 1: "Dance serves as a transformative
outlet for emotional expression when words fail." Moreover, dance provides a source of strength
to cope with judgment and challenges, allowing individuals to divert feelings of depression,
anxiety, and stress through expressive movement, as noted by Participant 3: "It provides a source
of strength to cope with judgment and challenges." This sub-theme underscores how dance serves
as a means for individuals to temporarily forget their problems and achieve inner peace, as shared
by Participants 4 and 6: "Dance is described as a means to forget problems and find peace." In
educational settings, understanding the role of dance in emotional expression and coping has
meaningful implications for student well-being and development.
By incorporating dance into wellness programs and school activities, institutions can give
students valuable tools for managing stress and building emotional resilience. Dance offers a
unique outlet for students to express themselves creatively, especially when verbal
communication feels challenging. It's inclusive, welcoming students from diverse backgrounds
and skill levels, fostering a sense of community and acceptance. Integrating dance into education
not only supports students' emotional and physical health but also nurtures creativity, discipline,
and interpersonal skills. Collaborations with dance professionals can enhance these offerings,
providing expert guidance in using dance therapeutically. Embracing dance in schools reflects a
holistic approach to education, prioritizing students' personal growth and well-being alongside
academic achievement. Dance and creative movements are known to reach out to the depth of the
51
unconscious aspects of the mind and effectively mobilize the blocked psychic content. Pavitra
(2014) states that the aesthetic distance physically between the dancer(s) and audience enables
both parties to release emotions, channel other emotions and transform their remaining the
emotions.
Engaging in dance significantly contributes to building confidence and overcoming
shyness among individuals. Participants across various studies emphasize how dance helps them
overcome shyness and boosts confidence in social settings, enabling them to feel comfortable
even in revealing dance attire, as expressed by Participant 2: "Dance helps individuals overcome
shyness and boosts confidence to face people." This confidence-building aspect of dance promotes
a sense of legitimacy and readiness to perform in front of others, as described by Participant 2:
"Dancing promotes a sense of legitimacy and readiness to perform in front of others." Through
dance, individuals experience a notable shift from hesitancy to sociability, as highlighted by
Participants 3, 4, 5, and 6: "Participants describe a significant shift from being shy and hesitant to
confident and sociable."
Kiepe & Stensæth (2019) emphasized that the increased awareness of one's body and its
capabilities can positively change an individual's body image and self-esteem. Moreover, dance
performances often require dancers to exude confidence and poise, even when executing difficult
or complicated moves. Learning to project this kind of self-assuredness in their dance practice can
translate to greater confidence in other areas of their life, further boosting their self-confidence.
Emotional release and happiness are integral components of the therapeutic effects of
dance. For many participants, dance serves as a method to handle emotional challenges, including
panic attacks, by showcasing their emotions through movement, as noted by Participant 1: "Dance
serves as a way to handle panic attacks and emotional challenges by showcasing emotions through
52
movement." Dance also provides moments of happiness and relief from life's burdens, fostering
joy and light-heartedness, as expressed by Participants 4, 5, and 6: "Participants find happiness
and relief from life's problems through dance, experiencing moments of joy and lightheartedness."
Furthermore, dance is likened to medicine, offering a temporary escape and rejuvenation
from emotional burdens, as shared by Participant 4: "Dance is likened to medicine, providing a
temporary escape and rejuvenation from emotional burdens." Kathrin Stengel, philosopher and
coauthor of Yoga for the Mind (2013), noted in an interview with the author that she is able to
access deeper emotions only through dancing while at other times thoughts can be overpowering:
“When you move, you shut down the ‘radio station’ of constant thoughts, a stream of language.
You are more available to emotion. You start to feel it.” Wells of deep sadness and longing might
emerge, as well as gratitude, empathy, and compassion. Or we might feel relaxed and enjoy being
in a different mental state (Saumaa, 2022).
Overcoming self-doubt and negative thoughts is another significant implication of dance
on emotional health. Many participants face criticism and negative comments about their dancing
abilities, leading to self-doubt and questioning of their passion, as shared by Participants 1, 2, 3,
and 6: "Participants face negative comments and criticism about their dancing abilities, leading to
self-doubt and questioning their passion." Overcoming self-doubt involves proving one's talent
and resilience, using negative experiences as motivation to excel, as noted by Participants 1 and
2: "Overcoming self-doubt involves proving one's talent and resilience, using negative
experiences as motivation to excel." Additionally, participants address negative mindsets and
thoughts by focusing on their skills and determination to overcome challenges, as highlighted by
Participant 1: "Participants address negative mindsets and thoughts by focusing on their skills and
determination to overcome challenges." Positive self-talk and affirmations can have a profound
53
impact on a dancer's performance. By incorporating these practices into their daily routine,
dancers can overcome self-doubt, anxiety, and negative thoughts, and perform with greater
confidence, focus, and creativity. In the context of dance, overcoming self-doubt represents a
crucial aspect of pursuing goals and objectives. Individuals may experience self-doubt as a natural
survival mechanism, often focusing on potential failures or rejection to shield themselves from
vulnerability. However, navigating through fear and doubt to actively pursue aspirations in dance
requires consistent discipline and resilience (Sauma, 2022).
Therapeutic Effects of Dance on Mental Health
Social connection and belonging are enhanced through group dancing, providing
individuals with a sense of community and support. Participants emphasize how group dancing
fosters social connection and reduces anxiety related to performing alone, as described by
Participant 5: "Group dancing fosters a sense of social connection and belonging." Furthermore,
solo dancing allows for personal expression and enjoyment without external judgment, as noted
by Participant 6: "Solo dancing allows for personal expression and enjoyment without the pressure
of external judgment." Participants appreciate group dancing due to the audience's appreciation
of synchronized and complex formations, fostering a sense of appreciation and support, as shared
by Participant 4: "Participants noted that group dancing is generally more appreciated by
audiences due to synchronization and complex formations." Leaning on Grindheim & Grindheim
(2021) perspective, dancing is thereby viewed as an activity where the situated cultural conditions
are explored and transformed by the involved persons’ body movements in their aesthetic firstperson experiences. It forms a personal, relational and contextual experience of being in the world
54
and in an institution, which can transform the persons involved, the relations among people and
their sense of belonging to their given culture or group.
Furthermore, dance is viewed as a holistic activity that contributes to overall well-being and
enjoyment, benefiting physical, emotional, and mental health. Participants underscore how dance
serves as a stress reliever and mood enhancer, offering a positive emotional outlet through music,
rhythm, and purposeful movement, as expressed by Participants 3 and 5: "Dance serves as a stress
reliever and mood enhancer, providing a positive emotional outlet." This comprehensive view of
dance as a therapeutic tool highlights its profound impact on emotional health and well-being.
Dance emerges as a powerful avenue for enhancing mental health, offering a range of
therapeutic benefits," according to participants in recent studies. Social connection through dance
was highlighted as instrumental in fostering new friendships and a sense of belonging, which
participants emphasized as vital for mental well-being (P1, P3). As one participant reflected,
"Dance aids in making new friends and forming connections, which is beneficial for mental
health." This means that social connection through dance refers to the way in which engaging in
dance activities facilitates the formation and strengthening of social relationships and connections.
When individuals participate in dance classes, workshops, or group performances, they have
opportunities to interact with others who share similar interests and passions for dance. This
shared activity creates a sense of camaraderie and belonging among participants. The idea that
social connection through dance is crucial for mental well-being suggests that dancing goes
beyond just physical exercise. When people participate in dance activities together, they have
opportunities to form new friendships and feel like they belong. This aspect of dance is really
important because it helps address our social needs and makes us feel good emotionally.
55
According to Humpries (2023), dance can improve mental and social health, suggesting a bodymind-community connection. A body-mind-community connection is a linkage between physical,
mental, and social health.
Moreover, dance serves as a unique platform for challenging negative thoughts and
overcoming fear of judgment, allowing individuals to disregard criticism and focus on selfexpression and improvement (P1, P3, P4, P5). "Dance provides a platform to challenge negative
thoughts and overcome fear of judgment," noted a participant. This statement highlights the
transformative role of dance in addressing negative thoughts and fear of judgment among
individuals. By engaging in dance, participants are able to confront and challenge these internal
obstacles, ultimately leading to a mindset that prioritizes self-expression and personal growth over
external criticism. The quote from a participant underscores the empowering nature of dance,
which provides a supportive platform for individuals to navigate their insecurities and develop
resilience in the face of judgment. Overall, dance serves as more than just a physical activity; it
becomes a psychological and emotional tool that fosters confidence and autonomy. Lovatt (2007)
highlighted how movement can be a transformative tool for individuals dealing with negative
thoughts and self-doubt. Lovatt emphasizes how dance therapy provides a non-verbal outlet for
expressing and confronting inner feelings.
Emotional expression was identified as another significant aspect, with dance serving as a
means to articulate emotions when words fall short. Participants described how dance facilitated
emotional regulation and provided a sense of peace and mental clarity (P1, P3, P4). One
participant expressed, "It serves as a means of emotional expression, especially when words are
difficult to articulate." Participating in dance allows them to convey intricate emotions that might
56
otherwise remain unexpressed or unclear when attempting to use language alone. This suggests
that dance serves as a unique form of non-verbal communication, enabling a deep and defined
expression of feelings. Moreover, the participants reflect on the therapeutic benefits of dance.
They describe how dancing helps them regulate their emotions, providing a sense of peace and
mental clarity amidst the complexities of their feelings. This aspect underscores the idea that
dance is not just a physical activity but a holistic experience that contributes to emotional wellbeing. A particularly poignant insight emerges from one participant's statement: "It serves as a
means of emotional expression, especially when words are difficult to articulate." This sentiment
encapsulates the essence of how dance acts as a bridge between inner emotions and outward
expression, offering a profound avenue for self-discovery and emotional release. Pina (2020)
supported this claim by heightening the idea that dance can be used as a vehicle for expression
for it can help tell a story, convey feelings and emotions, and connect with others and with
ourselves. She further revealed that body movement can be expressive and communicative
because it can be used as a means of self-expression where words are not necessary – the body
does all the talking!
Slow movement can convey feelings of sadness or melancholy whereas
sharp, explosive movements can express strength and joy.
Furthermore, dance promotes personal growth and self-discovery by uncovering hidden
talents and abilities, fostering mental well-being and a transformation in self-perception (P1, P4,
P5, P6). Participants shared their experiences of transitioning from hesitancy to embracing their
true selves through dance. "Dance helps in discovering hidden talents and abilities, boosting
mental well-being," remarked a participant. The passage delves into the transformative power of
dance, illuminating how this expressive art form serves as a catalyst for personal growth and selfdiscovery. Through the shared experiences of participants, a compelling narrative emerges,
57
revealing the profound impact that dance can have on individuals' lives. One significant aspect
highlighted by the participants is the notion of uncovering hidden talents and abilities through
dance. As they engage in this art form, participants describe a journey of self-discovery, where
they unearth previously untapped potentials and skills. Fegley (2010) disclosed that dance
becomes a medium through which individuals explore new facets of themselves, leading to a
deeper understanding of their capabilities and creative inclinations. Moreover, dance is portrayed
as a source of mental well-being. Participants speak of how dancing offers them a sense of relief
and emotional balance. Through movement and expression, they find solace from life's pressures
and stresses, experiencing a heightened state of mental clarity and emotional stability. This
underscores the therapeutic nature of dance, which goes beyond mere physical activity to nurture
holistic well-being.
The narrative also touches upon the transformative effect of dance on self-perception.
Participants recount a shift from hesitancy and self-doubt to a more confident and authentic sense
of self. Hanna (2017) unveiled that as people embrace the expressive freedom of dance,
individuals cultivate a positive self-image and develop a stronger sense of identity. Dance
becomes a vehicle for self-empowerment, enabling participants to break free from inhibitions and
embrace their true selves with openness and conviction
In overcoming challenges, dance emerged as a tool for building resilience and coping
skills, allowing individuals to deal with personal problems and obstacles in life (P5, P6). "Dancing
helps in dealing with personal problems and conflicts, showcasing resilience," noted one
participant. The passage illuminates the profound role of dance in fostering resilience and coping
skills amidst life's challenges. Through the experiences shared by participants, a narrative unfolds
58
wherein dance emerges as more than a creative pursuit—it becomes a transformative tool for
navigating personal difficulties.
Participants describe how engaging in dance helps them build resilience by confronting
and overcoming obstacles within the dance practice itself. The discipline, persistence, and
determination required in mastering dance movements translate into valuable life skills that enable
individuals to bounce back from setbacks and adversity.
Moreover, dance serves as a constructive coping mechanism for participants to address
personal problems and conflicts. Rather than suppressing emotions or avoiding issues, individuals
use dance as a proactive outlet for processing and expressing their feelings. This not only provides
emotional release but also fosters a sense of empowerment and control over challenging
circumstances.
The act of dancing becomes an emotional outlet, allowing participants to channel their
inner struggles into creative expression. Movement and physicality serve as vehicles for catharsis,
helping individuals navigate complex emotions and find a sense of emotional balance.
Importantly, dance also showcases resilience in action. As one participant notes, dancing
amidst personal challenges is a visible demonstration of strength and determination. This public
display of resilience through dance can reinforce individuals' belief in their own capabilities and
foster a positive mindset towards overcoming obstacles.
Overall, the narratives from participants underscored the diverse therapeutic benefits of
dance on mental health, encompassing social connection, emotional expression, talent discovery,
resilience-building, and personal growth. These insights highlight dance as a holistic approach to
improving well-being and fostering positive mental health.
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Summary of Findings
Based on the themes and subthemes outlined from the key informant interviews (KII), in-depth
interviews (IDI), and focus group discussions (FGD), here's an integrated overview of the
overarching therapeutic effects of dance on mental and emotional health:
Therapeutic Effects of Dance on Mental Health:
1. Stress Reduction and Relaxation
•
Dance serves as a valuable stress-relief technique, allowing individuals to unwind
and manage stress effectively.
•
Engaging in dance promotes relaxation, enhancing mental resilience and overall
well-being.
2. Confidence Building and Self-Esteem
•
Dance plays a crucial role in building confidence and self-esteem by fostering
competence and resilience.
•
Increased self-belief contributes to reduced anxiety and improved psychological
well-being.
3. Mood Enhancement
•
Dance activities lead to noticeable improvements in mood and emotional well-being.
•
Participating in dance promotes positive affect, reduces stress, and enhances
cognitive function.
Therapeutic Effects of Dance on Emotional Health:
1. Emotional Expression and Exploration:
•
Dance provides a creative outlet for authentic emotional expression and exploration.
60
•
It supports emotional development and enhances overall emotional well-being.
2. Social Connection and Belonging:
•
Dance fosters meaningful social connections, improving social relationships and
emotional development.
•
Collaborative dance activities create a sense of community and inclusion, promoting
emotional well-being.
3. Coping Mechanism and Cathartic Release:
•
Engaging in dance serves as a valuable coping mechanism, allowing individuals to
release emotional burdens and find solace.
•
Dance therapy facilitates emotional regulation and self-discovery, particularly
beneficial for populations dealing with trauma or anxiety.
Conclusion and Recommendation
In exploring the lived experiences of senior high school students engaging in dance, this study
sheds light on the profound therapeutic effects that dance exerts on their mental and emotional
well-being. Through qualitative analysis of key informant interviews, in-depth interviews, and
focus group discussions, it becomes evident that dance serves as a transformative outlet for
students to navigate and understand their emotions, thereby enhancing their overall emotional
well-being. Participants describe dance as not only a means of stress relief and relaxation but also
as a powerful tool for emotional expression and exploration. Furthermore, the collaborative and
supportive environment fostered within the dance troupe promotes meaningful social connections
and a sense of belonging, which are integral aspects of emotional health. Moreover, dance emerges
as a vital coping mechanism for students to navigate through challenges and find solace,
contributing significantly to their psychological resilience. Additionally, the confidence and self-
61
esteem cultivated through dance participation positively impact students' mental health, reducing
anxiety and fostering a positive self-image. These findings underscore the transformative potential
of dance in supporting the holistic well-being of senior high school students, offering them a
creative and expressive outlet to navigate the complexities of their mental and emotional
landscapes. Dance has an impact on their mental and emotional well-being hence, the findings
strongly resonate with the principles of Expressive Arts Therapy of Paolo J. Jill (1984), which
emphasizes the transformative power of creative expression, viewing activities like dance as
potent tools for promoting emotional healing and holistic well-being. The therapeutic effects
observed in our study, including stress reduction, emotional expression, social connection, and
confidence building through dance participation, align closely with the core tenets of Expressive
Arts Therapy.
Based on the therapeutic effects of dance outlined in the findings, the researcher came up
with several recommendations to leverage these benefits and promote the mental and emotional
well-being of individuals, particularly within school or community settings.
Here are more practical and feasible recommendations based on the therapeutic effects of dance
outlined in the findings:
1. Start a Dance Club or Group:
Encourage the establishment of a dance club or group within the school that provides students
with a space to engage in dance activities informally. This could be led by interested teachers or
students who have a passion for dance.
2. Offer Dance Workshops or Sessions:
62
Organize occasional dance workshops or sessions facilitated by local dance enthusiasts or
instructors. These workshops can focus on basic dance techniques and simple choreography that
promote emotional expression and stress relief.
3. Highlight Dance in Physical Education (PE):
Incorporate dance elements into the school's physical education curriculum. PE classes can
include dance-based exercises or routines that encourage movement, creativity, and emotional
well-being.
4. Utilize Open Spaces for Dance Practices:
Make use of available open spaces or outdoor areas within the school premises for dance
practices and performances. This allows students to engage in dance activities in a natural and
communal setting.
5. Encourage Peer Support and Collaboration:
Foster peer support and collaboration by encouraging students to work together on dance
routines or performances. This promotes social connection and a sense of belonging among
participants.
6. Host Informal Dance Showcases:
Organize informal dance showcases or presentations where students can share their dance
creations with peers and teachers. This provides opportunities for emotional expression and builds
confidence among participants.
7. Promote Dance as a Wellness Activity:
63
Highlight the benefits of dance as a wellness activity that promotes mental and emotional
health. Encourage students to view dance as a fun and accessible way to relieve stress and express
themselves creatively.
8. Partner with Local Community Resources:
Seek partnerships with local community resources, such as dance studios, artists, or
community centers, to support and enhance dance initiatives within the school. Collaborations
can provide additional expertise and resources.
9. Provide Training for PE Teachers or interested Teachers:
Offer training sessions or workshops for teachers to learn basic dance techniques and
approaches for integrating dance into classroom activities. This empowers teachers to incorporate
dance as a therapeutic tool in everyday teaching practices.
10. Celebrate Cultural Dance Forms:
Explore and celebrate cultural dance forms that are meaningful to the local community.
Incorporating traditional dances can foster a sense of cultural identity and pride while promoting
emotional well-being.
64
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70
APPENDIX A: Interview Guide
FOCUS GROUP DISCUSSION INTERVIEW GUIDE:
Introduction and Warm-up:
a.
Could each participant briefly share their personal experience with dance and any
prior knowledge or beliefs about its impact on mental and emotional health?
b.
Have any of you noticed any specific changes in your mental or emotional well-
being after engaging in dance? If so, please provide some examples.
Personal Experiences:
a.
Can you share a specific instance where dance has positively affected your
mental health? What emotions did you experience during and after the dance activity?
b.
On the other hand, have any of you experienced any negative effects on your
mental or emotional health as a result of engaging in dance? If yes, could you provide
some details?
The Influence of Dance on Mental Health:
a.
In your opinion, what are some potential mechanisms through which dance can
impact mental health positively?
b.
Are there any specific mental health conditions or challenges that you believe
dance is particularly effective in addressing? Why do you think so?
71
c.
Do you believe that dance can serve as a form of therapy or self-care for mental
health concerns? Why or why not?
The Influence of Dance on Emotional Health:
a. How do you think dance serves as a means of expressing and processing emotions? Can
you provide any personal examples or observations?
b. Have you noticed any specific emotional benefits from engaging in dance?
How do you think dance contributes to your emotional well-being?
Individual versus Group Dance Activities:
a.
Do you believe that participating in group or communal dance activities has a
different impact on mental and emotional health compared to dancing alone? If so, how
do these experiences differ?
b.
Have any of you experienced any distinct benefits or challenges when dancing
alone versus dancing with others? Please share your insights.
Factors Influencing the Dance-Mental/Emotional Health Relationship:
a.
Are there any particular dance styles or genres that you find to be more impactful
in terms of mental and emotional health? Why do you think these styles have such an
effect?
b.
How do you think the duration and frequency of dance practice relate to its
effects on mental and emotional well-being?
72
Potential Challenges and Recommendations:
a.
In your experience, what are some potential barriers or challenges that
individuals might face when using dance as a tool for improving mental and emotional
health?
b.
Based on your own experiences, what recommendations would you give to
someone who is interested in incorporating dance into their mental and emotional wellbeing practices?
Closing:
a. Is there anything else you would like to add or discuss regarding the relationship between
dance and mental/emotional health?
Note: During the focus group, feel free to encourage participants to share and discuss
their perspectives, allowing for follow-up questions and an open dialogue among the
group members.
IN-DEPTH INTERVIEW GUIDE
a. Can you describe your personal experience with dance and how it has impacted
your mental and emotional health?
b. In your opinion, what are some of the key ways in which dance can positively
influence mental health?
73
c. Have you noticed any specific improvements in your emotional well-being
as a result of engaging in dance? If so, can you elaborate on these changes?
d. Are there any specific mental health conditions or challenges that you believe
dance is particularly effective in addressing? Why do you think this is the case?
e. Have you encountered any difficulties or negative experiences related to dance
and its impact on your mental health? If so, how did you address or overcome
these challenges?
f. Are there any particular styles or genres of dance that you find to be especially
beneficial for your mental and emotional well-being? Why do you think these
styles have such an impact on you?
g. How does dance serve as an outlet for expressing and processing emotions? Can
you provide any personal examples or observations from others?
h. Have you noticed any connections between your physical movements during
dance and the subsequent changes in your mental or emotional state? If so, can
you explain this relationship?
i.
Are there any specific techniques or practices within the realm of dance that you
find particularly helpful for managing stress, anxiety, or other mental health
concerns? Please elaborate on these strategies.
74
j.
In your experience, do you believe that participating in group or communal dance
activities has a different impact on mental health compared to dancing alone? If
so, how do these experiences differ?
k. From your perspective, what are some potential limitations or challenges
associated with using dance as a means to improve mental and emotional health?
How can these obstacles be addressed or mitigated?
l.
How do you think dance compares to other forms of exercise or artistic expression
in terms of its impact on mental and emotional well-being?
m. What advice or recommendations would you give to individuals who are
interested in using dance as a tool for enhancing their mental and emotional
health?
KEY INFORMANTS INTERVIEW GUIDE
School Principal:
a.
How do you perceive the role of dance in the overall well-being and mental health
of the students in our school?
b.
From your perspective, how does the integration of dance activities impact the
school's learning environment and students' emotional experiences?
c.
What challenges, if any, have you observed in promoting dance as a means of
fostering mental and emotional health among students?
75
d.
In your opinion, what strategies or initiatives could be implemented to further
leverage the therapeutic benefits of dance in our school community?
e.
How do you envision dance playing a role in promoting a positive school culture
and student engagement?
Guidance Counselor:
a.
As a guidance counselor, what observations have you made regarding the
potential effects of dance on the mental well-being of students you have worked with?
b.
How do you see dance complementing traditional counseling methods in
addressing emotional challenges and promoting self-expression?
c.
From your experience, are there any specific dance activities or approaches that
have shown promising results in supporting students' emotional growth?
d.
How do you engage with students who are hesitant to participate in dance related
activities, and how can we ensure inclusivity in promoting mental and emotional health
through dance?
e.
In your role, how do you envision collaborating with the dance troupe
coordinator to implement dance-based initiatives that benefit students' mental and
emotional health?
Dance Troupe Coordinator:
76
a.
As the dance troupe coordinator, how have you observed dance positively
impacting the mental and emotional well-being of the students involved in the troupe?
b.
Can you share any specific instances where dance activities have contributed to
emotional expression, stress reduction, or increased self-confidence among the troupe
members?
c.
How do you create a supportive and safe space for students to explore their
emotions and experiences through dance?
d.
In your experience, what aspects of dance training or performance contribute most
significantly to the mental and emotional growth of the students?
e.
How can collaboration between the dance troupe, school administration, and
guidance counseling department be strengthened to maximize the therapeutic effects of
dance for students' mental and emotional health?
77
APPENDIX B: Child Assent Form
UNIVERSITY OF SOUTHERN PHILIPPINES FOUNDATION
Office of the Research Ethics Committee
Salinas Drive, Lahug, Cebu City, 6000 Philippines ● Tel Nos.: (6332) 414-8773 Email: orec@uspf.edu.ph
** Do not use for collection of biospecimens or research involving genetic/genomic analyses or experiments**
INFORMED ASSENT FORM FOR MINOR PARTICIPANT/S
Title of the study: THE POWER OF DANCE: ITS THERAPEUTIC EFFECTS ON THE
MENTAL AND EMOTIONAL HEALTH OF SENIOR HIGH STUDENTS OF
MAMBAGO-B NATIONAL HIGH SCHOOL IN SAMAL ISLAND
Name of the Researcher(s):
1. MELONIE A. RETES
Name of the Institution (Mambago-B National High School)
Introduction
We are inviting you to participate in a research study about [THE POWER OF DANCE: ITS
THERAPEUTIC EFFECTS ON THE MENTAL AND EMOTIONAL HEALTH OF SENIOR
HIGH STUDENTS OF MAMBAGO-B NATIONAL HIGH SCHOOL IN SAMAL ISLAND]
which shall take place at [MAMBAGO-B NATIONAL HIGH SCHOOL IN
SAMAL ISLAND]. This form will tell you about the study to help you decide whether you want
to take part in it. Your participation is completely voluntary. Please read the information below, and
ask questions about anything you do not understand, before deciding whether to participate. Please
take as much time as you need to read this consent form.
If you decide to participate, you will be asked to sign this form and be given a copy.
Why is this study being done?
The purpose of this research study is to investigate the potential therapeutic effect of dance on the
mental and emotional health of senior high school students. The study aims to explore how
engagement in dance activities might influence various aspects of participants' well-being. If you
choose to participate, you will be asked to have suitable time and location for the discussion,
ensuring it is convenient for all participants. This will take approximately 3 hours. Risks or
discomforts from this research include potential risks that participants might encounter during the
study, such as emotional discomfort when discussing mental health issues. The direct benefits of
your participation are extended beyond contributing to the study's findings and can positively
impact the participants' personal development and well-being.
Study Procedures
78
Should you decide to allow yourself to participate in this research study, you will be asked to sign
this informed assent form once all your questions have been answered to your satisfaction. This
study consists of a interview guide that will be administered to individual participants in MambagoB National High School Senior High. You will be asked to provide answers to a series of questions
related to the purpose of this research study is to investigate the potential therapeutic effect of dance
on the mental and emotional health of senior high school students. With consent, audio record the
interviews and later transcribe the recordings verbatim. Transcribe the data using the original
language of the participants then transcribe the translation of the responses into English as well. To
ensure the accuracy of the translation, an expert will be hired.
Yes, it’s okay for me to be recorded.
No, it’s not okay for me to be recorded.
Participation in this study will require 2 minutes/hours of your/your child’s time.
Potential Risks and Discomforts
You may feel discomfort during the test because of some sensitive nature of the topic being studied.
You may opt not to answer questions that make you feel any psychological or emotional distress,
or you can withdraw as a participant of the study if you feel that you cannot discuss the information
that is asked from you. The researchers value your participation and will place your welfare as their
highest priority during the study.
Potential Benefits to the Participants and/or to Society
This study can generate relevant information which can be useful and the benefits extend beyond
contributing to the study's findings and can positively impact the participants' personal development
and well-being through research and reporting; increased capacity and knowledge among
themselves in discussions and interviews about dance and its therapeutic effects allows participants
to reflect on their own experiences and emotions. It can lead to increased self-awareness and a
deeper understanding of the role dance plays in their mental and emotional wellbeing.
Confidentiality
We will keep your records for this study confidential as far as permitted by law. Any identifiable
information obtained in connection with this study will remain confidential, except, if necessary, to
protect your privacy, rights and/or welfare. This certificate means that the researcher can resist the
release of information about your participation to people who are not connected with the study.
When the results of the research are published or discussed in conferences, no identifiable
information will be used.
Participation and Withdrawal
Your participation is voluntary. Your refusal to participate will not involve penalty or loss of benefits
to which you are otherwise entitled. You may withdraw your consent at any time and discontinue
participation without penalty. You are not waiving any legal claims, rights or remedies because of
your participation in this research study.
79
Investigator’s Contact Information
If you have any questions or concerns about the research, please feel free to contact the researcher
or the USPF Office of the Research Ethics Committee through their email or cellphone number if
you need to see them, they can be located at the University of Southern Philippines Foundation
with contact number (032) 4148 773 Lahug, Cebu City.
Melonie A. Retes
melonie.amoy@gmail.com
09099582259
Researcher
For questions about the assent and informed consent and any other ethical consents regarding
this research, please contact the USPF Institutional Chairperson with the contact information
below.
Faye Coleen Rosales Suyao, MA Anth
orec@uspf.edu.ph Institutional
Chairman
USPF Research Ethics Committee
Research Participant’s Consent
I have read the information provided above. I have been given a chance to ask questions. My
questions have been answered to my satisfaction, and I agree to participate in this study. I
have been given a copy of this form. I can withdraw my consent at any time and discontinue
participation without penalty.
______________________________________
_____________________
SIGNATURE ABOVE AND
PRINTED NAME OF PARTICIPANT
DATE SIGNED
To be accomplished by the Researcher Obtaining Consent:
I have explained the research to the participant and answered all his/her questions. I believe that
he/she understands the information described in this document and freely consents to participate.
_______________________________________
Name of Person Obtaining Consent
_______________________
Date Signed
Endorsed by/Recommended by: __________________________________
Research Adviser/Mentor
Date Filed: _______________________________________________________
80
APPENDIX C: Informed Consent Form
UNIVERSITY OF SOUTHERN PHILIPPINES FOUNDATION
Office of the Research Ethics Committee
Salinas Drive, Lahug, Cebu City, 6000 Philippines ● Tel Nos.: (6332) 414-8773 Email: orec@uspf.edu.ph
** Do not use for collection of biospecimens or research involving genetic/genomic analyses or experiments**
CONSENT TO BE PART OF A RESEARCH STUDY
Title of the study: THE POWER OF DANCE: ITS THERAPEUTIC EFFECTS ON THE
MENTAL AND EMOTIONAL HEALTH OF SENIOR HIGH STUDENTS OF
MAMBAGO-B NATIONAL HIGH SCHOOL IN SAMAL ISLAND
Name of the Researcher(s):
1. MELONIE A. RETES
Name of the Institution (Mambago-B National High School)
Introduction
We are inviting you to participate in a research study about [THE POWER OF DANCE: ITS
THERAPEUTIC EFFECTS ON THE MENTAL AND EMOTIONAL HEALTH OF SENIOR
HIGH STUDENTS OF MAMBAGO-B NATIONAL HIGH SCHOOL IN SAMAL ISLAND]
which shall take place at [MAMBAGO-B NATIONAL HIGH SCHOOL IN
SAMAL ISLAND]. This form will tell you about the study to help you decide whether you want
to take part in it. Your participation is completely voluntary. Please read the information below, and
ask questions about anything you do not understand, before deciding whether to participate.
Please take as much time as you need to read this consent form.
If you decide to participate, you will be asked to sign this form and be given a copy.
Purpose of the Study
The purpose of this research study is to investigate the potential therapeutic effect of dance on the
mental and emotional health of senior high school students. The study aims to explore how
engagement in dance activities might influence various aspects of participants' well-being. If you
choose to participate, you will be asked to have suitable time and location for the discussion,
ensuring it is convenient for all participants. This will take approximately 3 hours. Risks or
discomforts from this research include potential risks that participants might encounter during the
study, such as emotional discomfort when discussing mental health issues. The direct benefits of
81
your participation are extended beyond contributing to the study's findings and can positively
impact the participants' personal development and well-being.
Study Procedures
If you volunteer to participate in this study, you will be chosen to be part of the focus group
discussion and in-depth interviews. There are questions that you will answer in any language you
are comfortable to answer. The experts will also be answering questions prepared for them. The
information gathered during the interviews is confidential and no one else except the researcher
and the research adviser will have access to the recorder copies of interviews. After transcribing
those recordings, the files will be permanently deleted. To ensure that you will be able to have full
understanding on the purpose of the study, the proponent will first explain the objectives of the
study and the intended benefits of the participants themselves.
Check the box below for your answer.
Yes, it’s okay for me to be recorded.
No, it’s not okay for me to be recorded.
Potential Risks and Discomforts
You may feel discomfort during the test because of some sensitive nature of the topic being studied.
You may opt not to answer questions that make you feel any psychological or emotional distress,
or you can withdraw as a participant of the study if you feel that you cannot discuss the information
that is asked from you. The researchers value your participation and will place your welfare as their
highest priority during the study.
Potential Benefits to the Participants and/or to Society
This study can generate relevant information which can be useful and the benefits extend beyond
contributing to the study's findings and can positively impact the participants' personal development
and well-being through research and reporting; increased capacity and knowledge among
themselves in discussions and interviews about dance and its therapeutic effects allows participants
to reflect on their own experiences and emotions. It can lead to increased selfawareness and a deeper
understanding of the role dance plays in their mental and emotional wellbeing.
Confidentiality
We will keep your records for this study confidential as far as permitted by law. Any identifiable
information obtained in connection with this study will remain confidential, except, if necessary, to
protect your privacy, rights and/or welfare. This certificate means that the researcher can resist the
release of information about your participation to people who are not connected with the study.
When the results of the research are published or discussed in conferences, no identifiable
information will be used.
82
Participation and Withdrawal
Your participation is voluntary. Your refusal to participate will not involve penalty or loss of benefits
to which you are otherwise entitled. You may withdraw your consent at any time and discontinue
participation without penalty. You are not waiving any legal claims, rights or remedies because of
your participation in this research study.
Investigator’s Contact Information
If you have any questions or concerns about the research, please feel free to contact the researcher
or the USPF Office of the Research Ethics Committee through their email or cellphone number if
you need to see them, they can be located at the University of Southern Philippines Foundation
with contact number (032) 4148 773 Lahug, Cebu City.
Melonie A. Retes
melonie.amoy@gmail.com
09099582259
Researcher
For questions about the assent and informed consent and any other ethical consents regarding
this research, please contact the USPF Institutional Chairperson with the contact information
below.
Faye Coleen Rosales Suyao, MA Anth
orec@uspf.edu.ph Institutional
Chairman
USPF Research Ethics Committee
Research Participant’s Consent
I have read the information provided above. I have been given a chance to ask questions. My
questions have been answered to my satisfaction, and I agree to participate in this study. I
have been given a copy of this form. I can withdraw my consent at any time and discontinue
participation without penalty.
______________________________________
_____________________
SIGNATURE ABOVE AND
PRINTED NAME OF PARTICIPANT
DATE SIGNED
To be accomplished by the Researcher Obtaining Consent:
I have explained the research to the participant and answered all his/her questions. I believe that
he/she understands the information described in this document and freely consents to participate.
_______________________________________
Name of Person Obtaining Consent
_______________________
Date Signed
83
Endorsed by/Recommended by: _______________________________________
Research Adviser/Mentor
Date Filed: _______________________________________________________
84
APPENDIX D: Guardian Informed Consent
UNIVERSITY OF SOUTHERN PHILIPPINES FOUNDATION
Office of the Research Ethics Committee
Salinas Drive, Lahug, Cebu City, 6000 Philippines ● Tel Nos.: (6332) 414-8773 Email: orec@uspf.edu.ph
** Do not use for collection of biospecimens or research involving genetic/genomic analyses or experiments**
PARENT/GUARDIAN INFORMED CONSENT
Title of the study: THE POWER OF DANCE: ITS THERAPEUTIC EFFECTS ON THE
MENTAL AND EMOTIONAL HEALTH OF SENIOR HIGH STUDENTS OF MAMBAGO-B
NATIONAL HIGH SCHOOL IN SAMAL ISLAND
Name of the Researcher(s):
1. MELONIE A. RETES
Name of the Institution (Mambago-B National High School)
Introduction
We are inviting your client/child ________________________________ to participate in a
research study about THE POWER OF DANCE: ITS THERAPEUTIC EFFECTS ON THE
MENTAL AND EMOTIONAL HEALTH OF SENIOR HIGH STUDENTS OF MAMBAGO-B
NATIONAL
HIGH SCHOOL IN SAMAL ISLAND. This guardian consent form provides an overview of the study
to help you decide whether you want your client/child to take part in it. Your client/child
participation is completely voluntary. Please read the information below, and ask questions about
anything you do not understand, before deciding whether you allow your client/child to participate.
Please take as much time as you need to read this consent form.
If you decide to consent to your client/child’s participation in the study, you will be asked to sign
this form and will be given a copy.
Purpose of the Study
The purpose of this research study is to investigate the potential therapeutic effect of dance on the
mental and emotional health of senior high school students. The study aims to explore how
engagement in dance activities might influence various aspects of participants' well-being. If you
choose to participate, you will be asked to have suitable time and location for the discussion,
ensuring it is convenient for all participants. This will take approximately 3 hours. Risks or
discomforts from this research include potential risks that participants might encounter during the
study, such as emotional discomfort when discussing mental health issues. The direct benefits of
your participation are extended beyond contributing to the study's findings and can positively
impact the participants' personal development and well-being.
85
Study Procedures
Should you decide to allow your child to participate in this research study, you will be asked to sign
this consent form once all your questions have been answered to your satisfaction. This study
consists of a questionnaire that will be administered to individual participants in MambagoB
National High School. Your child will be asked to provide answers to a series of questions related
to investigate the potential therapeutic effect of dance on the mental and emotional health of senior
high school students. Record and transcribe data: With consent, audio record the interviews and
later transcribe the recordings verbatim. Transcribe the data using the original language of the
participants then transcribe the translation of the responses into English as well. To ensure the
accuracy of the translation, an expert will be hired.
Yes, it’s okay for me to be recorded.
No, it’s not okay for me to be recorded.
Participation in this study will require 2 minutes/hours of your/your child’s time.
Potential Risks and Discomforts
Your client/child may feel discomfort during the testing because of the sensitive nature of the topic
being studied. He/she may opt not to answer questions which make him/her feel any psychological
or emotional distress or he/she can withdraw as a participant of the study if he/she feels that he/she
cannot discuss the information that is asked from him/her. The researchers value your client/child’s
participation and will place his/her welfare as their highest priority during the study.
Potential Benefits to the Participants and/or to Society
This study can generate relevant information which can be useful and the benefits extend beyond
contributing to the study's findings and can positively impact the participants' personal development
and well-being through research and reporting; increased capacity and knowledge among
themselves in discussions and interviews about dance and its therapeutic effects allows participants
to reflect on their own experiences and emotions. It can lead to increased self-awareness and a
deeper understanding of the role dance plays in their mental and emotional wellbeing.
Confidentiality
We will keep the records for this study confidential as far as permitted by law. Any identifiable
information obtained in connection with this study will remain confidential, except, if necessary, to
protect your client/child’s privacy, rights, and/or welfare. This certificate means that the researcher
can resist the release of information about your client/child participation to people who are not
connected with the study. When the results of the research are published or discussed in
conferences, no identifiable information will be used.
Participation and Withdrawal
86
Your participation is voluntary. Your refusal to participate will not involve penalty or loss of benefits
to which you are otherwise entitled. You may withdraw your consent at any time and discontinue
participation without penalty. You are not waiving any legal claims, rights or remedies because of
your participation in this research study.
Investigator’s Contact Information
If you have any questions or concerns about the research, please feel free to contact the researcher
or the USPF Office of the Research Ethics Committee through their email or cellphone number if
you need to see them, they can be located at the University of Southern Philippines Foundation
with contact number (032) 4148 773 Lahug, Cebu City.
Melonie A. Retes
melonie.amoy@gmail.com
09099582259
Researcher
For questions about the assent and informed consent and any other ethical consents regarding
this research, please contact the USPF Institutional Chairperson with the contact information
below.
Faye Coleen Rosales Suyao, MA Anth
orec@uspf.edu.ph Institutional
Chairman
USPF Research Ethics Committee
Guardian’s Consent
I have read the information provided above. I have been given a chance to ask questions. My
questions have been answered to my satisfaction, and I agree to have my client/child
participate in this study. I have been given a copy of this form. I can withdraw my consent for
my client/child at any time and discontinue participation without penalty.
______________________________________
SIGNATURE ABOVE AND
PRINTED NAME OF THE GUARDIAN
_____________________
DATE SIGNED
To be accomplished by the Researcher Obtaining Consent:
I have explained the research to the participant and answered all his/her questions. I believe that
he/she understands the information described in this document and freely consents to participate.
_______________________________________
Name of Person Obtaining Consent
_______________________
Date Signed
Endorsed by/Recommended by: _______________________________________
Research Adviser/Mentor
87
Date Filed:________________________________________________________
APPENDIX E: Gantt Chart
Feb
2023
Preparation for
thesis proposal
Presentation of
thesis proposal
Preparation and
Submission of
thesis application
to the ethics
committee
Data Collection
Data Analysis
Report Writing
Submission of
thesis
Presentation of
thesis
May
2023
Aug
2023
Sept
2023
Sept
2023
Oct
2023
Nov
2023
Dec
2023
88
APPENDIX F THEMATIC ANALYSES
Thematic Analysis on the Therapeutic effect of Dance on Mental and Emotional
Health
Focus Group Discussion
Theme:
Mental
Health
Effects
Sub-theme: Stress
Reduction and Mood
Improvement
Code: Stress Relief
Significant
Statements/Quotes
Participants mention that
dancing helps relieve
stress and lighten mood.
Participants find dance
as a way to relieve
stress and improve
mood.
"It lightens your mood; when
you're not feeling like
yourself and you're in a bad
mood, you just dance it out."
- P1
"Dance helps in relieving
stress and boredom." - P4
"Dance is like
reliever." - P9
Theme:
Mental
Health
Effects
Sub-theme: Confidence
Building and SelfExpression
Dance is noted as a
confidence
booster,
providing a platform to
express
oneself
and
showcase talents without
inhibition.
Code: Confidence
Booster
Dance
confidence
facilitates
expression.
boosts
and
self-
a
stress
Significant
Statements/Quotes
"Dancing
boosts
confidence." - P7
my
"Dance
helps
boost
confidence... allows you to
show your true talent." - P8
"Dance is one of the things
that boosts my selfconfidence." - P11
Theme:
Mental
Health
Effects
Sub-theme: Escapism and
Enjoyment
Code: Escaping
Problems
Significant
Statements/Quotes
Dancing serves as a form of
escapism,
allowing
participants to escape from
Dance provides an
escape
from
problems and offers
enjoyment.
"Dance helps me escape
problems." - P2
89
Theme:
Mental
Health
Effects
Sub-theme: Escapism and
Enjoyment
Code: Escaping
Problems
Significant
Statements/Quotes
problems or boredom and
enjoy the moment.
"When there's an event, I
really like to participate
because I know the benefits
I can gain from dancing." P7
"I really enjoy dancing to
release my feelings... use
dance to clear my mind and
think positively." - P12
Theme:
Emotional
Health
Effects
Sub-theme: Emotional
Expression and Release
Code: Non-verbal
Expression
Significant
Statements/Quotes
Dance is described as a
powerful way to express
and release emotions that
are
challenging
to
communicate verbally.
Dance is used as a
non-verbal method
to
express
and
release emotions.
"When words fail, you can
use dance to express your
emotions." - P3
"You release all your
problems through dance." P6
"You release the pain in your
life." - P11
Theme:
Emotional
Health
Effects
Sub-theme: Coping
Mechanism and
Catharsis
Code: Coping with
Emotions
Significant
Statements/Quotes
Participants view dance as
a coping mechanism for
stress and emotional
challenges, providing a
positive
outlet
for
emotional release.
Dance serves as a
coping mechanism
for emotions and
provides
cathartic
release.
"Dancing helps alleviate my
problems and stress." - P6
"It helps alleviate my
feelings, especially when I
dance or do TikTok videos."
- P9
90
Theme:
Emotional
Health
Effects
Sub-theme: Coping
Mechanism and
Catharsis
Code: Coping with
Emotions
Significant
Statements/Quotes
"I enjoy dancing to release
my feelings... use dance to
clear my mind and think
positively." - P12
Theme:
Effects on
Mental
Health
Sub-theme: Impact on
Confidence and SelfPerception
Code:
Transformation
through Dance
Significant
Statements/Quotes
Dance has a profound
impact on participants'
confidence levels and selfperception, leading to
significant increases in
self-confidence.
Dance
transforms
confidence and selfperception
positively.
"In high school, when I
started entering contests,
my confidence in dancing
completely changed." - P2
"Dance really boosts selfconfidence... over time, our
confidence grew because of
dance." - P4
"Since then, I've gained
confidence... my confidence
was significantly higher." P7
Theme:
Effects on
Mental
Health
Sub-theme: Overcoming
Shyness and Insecurities
Code: Shyness to
Confidence
Significant
Statements/Quotes
Engaging in dance helps
participants
overcome
shyness, insecurity, and
self-consciousness,
leading
to
increased
confidence and comfort.
Dance
helps
in
overcoming shyness
and
insecurities,
boosting
confidence.
"Through dancing, I was
able
to
show
my
confidence...
dancing
boosted my confidence." P11
"By the time I reached high
school, my confidence was
significantly higher." - P7
"My
confidence
was
boosted, and I was able to
showcase my talent in
dance." - P9
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APPENDIX F THEMATIC ANALYSES
Thematic Analysis on the Therapeutic effect of Dance on Mental and Emotional
Health In-depth Interview
Theme
Sub-Theme
Expression
Emotional Impact and Passion
Codes
Significant Quotes
Emotional
Expression and
Coping
"Dance serves as a transformative outlet for
emotional expression when words fail" (P1).
"It provides a source of strength to cope with
judgment and challenges" (P3).
"Dancing helps in dealing with personal
struggles, conflicts, and feelings of
worthlessness" (P6).
"Dance is described as a means to forget
problems and find peace" (P4, P6).
Social
"Dance facilitates the building of close
Building
Connection and relationships and making friends,
Relationships Belonging
contributing to emotional well-being" (P2).
"Participants find benefit in dance styles like
popping, hip hop, and crumping for their
ability to release emotions and stress through
expressive movements" (P1, P2, P4, P5, P6).
Stress Relief
and
Happiness
"Dancing helps in forgetting life's challenges
Stress Relief and and serves as a source of joy and happiness"
Relaxation
(P2, P4, P5).
"Participants find happiness and relief from
life's problems through dance, experiencing
moments of joy and light-heartedness" (P4,
P5, P6).
Self-Comfort
and
Confidence
Increased
Confidence and
Self-Esteem
"Dancing provides a sense of self-comfort and
helps in overcoming shyness, ultimately
boosting confidence" (P3, P6).
"Participants feel more confident and
comfortable in their own skin, even in
revealing dance attire" (P2).
92
Thematic Analysis on the Therapeutic effect of Dance on Mental and Emotional
Health In-depth Interview
Theme
Sub-Theme
Codes
Significant Quotes
"Dancing promotes a sense of legitimacy and
readiness to perform in front of others" (P2).
Mental Impact
Social
Connection
Social
"Dance aids in making new friends and
Connection and forming connections, which is beneficial for
Belonging
mental health" (P1, P3).
"Dance provides a platform to challenge
negative thoughts and overcome fear of
judgment" (P1, P3, P4, P5).
"Participants learn to disregard criticism and
focus on self-expression and improvement"
(P1).
Emotional
Expression
Emotional
Expression and
Coping
"It serves as a means of emotional
expression, especially when words are
difficult to articulate" (P1, P3).
"Dance aids in emotional regulation,
releasing thoughts and providing peace of
mind" (P4).
Discovery of
Talent
Personal Growth "Dance helps in discovering hidden talents
and Selfand abilities, boosting mental well-being" (P1,
Discovery
P4).
"Participants experience a transformation in
their mental state, transitioning from
hesitancy to embracing their true selves" (P3,
P4, P5, P6).
Overcoming
Challenges
Building
Resilience and
Coping Skills
"Dancing helps in dealing with personal
problems and conflicts, showcasing
resilience" (P5, P6).
"It acts as a tool to overcome difficulties and
challenges in life" (P1, P4).
Personal
Growth
Personal Growth
and Self"Dance contributes to personal growth by
Discovery
building confidence and self-assurance" (P6).
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Thematic Analysis on the Therapeutic effect of Dance on Mental and Emotional
Health In-depth Interview
Theme
Sub-Theme
Codes
Significant Quotes
"Dance leads to personal growth and selfdiscovery, revealing hidden talents and
abilities" (P4).
Thematic Analysis on the Therapeutic effect of Dance on Mental and Emotional
Health Key Informants Interview
Subtheme: Stress Reduction
Quotes (Speaker)
The principal and guidance counselor
highlighted how dance serves as a valuable
stress-reducing outlet for students.
"Dance activities have been observed to help students
relieve stress and unwind after a busy day." - Principal
"Dance helps reduce stress levels and promotes
relaxation among students." - Guidance Counselor
Subtheme: Confidence Building
Quotes (Speaker)
Dance was found to play a crucial role in
"Dance helps boost students' self-esteem and
building students' confidence and self-worth. confidence in their abilities." - Guidance Counselor
Increased self-esteem and confidence from
dance positively impact mental resilience and
overall psychological well-being.
Confidence allows individuals to face
challenges with a positive mindset and
navigate stressors effectively.
Participating in dance provides individuals
with a greater sense of capability and
proficiency in their skills.
Subtheme: Mood Enhancement
Dance activities led to noticeable
improvements in students' overall mood and
emotional well-being.
Quotes (Speaker)
"Dance activities contribute to improving students'
mood and overall emotional well-being." - Dance
Coordinator
Therapeutic Effects of Dance on Emotional Health
Subtheme: Emotional Expression
Quotes (Speaker)
Dance provided students with a safe and
creative outlet for emotional expression
and exploration.
"Dance allows students to express themselves freely and
authentically, promoting emotional exploration." - Dance
Coordinator
Expressing emotions freely through dance
promotes emotional discovery and selfunderstanding.
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Subtheme: Emotional Expression
Quotes (Speaker)
Incorporating dance into educational
settings can be beneficial for students'
emotional development and overall mental
health.
Subtheme: Social Connection
Quotes (Speaker)
Dance activities fostered meaningful social "Dance activities improve social relationships and
connections among students, contributing contribute to students' emotional development." to emotional development.
Guidance Counselor
Strong social bonds through dance create a
sense of belonging and camaraderie within
the student community.
A positive and inclusive school
environment is promoted through
collaborative movement and shared
dance experiences.
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CURRICULUM VITAE
Name: Melonie A. Retes
Age: 33 years old
Birth date: August 31, 1990
Email address: melonie.amoy@gmail.com
Contact number: +639099582259
Educational Background
•
College: University of Southeastern Philippines, Davao City
•
Course: Bachelor of Secondary Education
•
Major: Music, Arts, Physical Education and Health
(MAPEH)
•
High School: Mambago-B National High School
•
Elementary: Mambago-B Elementary School
Leadership Activities, Achievements and Awards
•
DAVRAA Tournament Officiating Official – Futsal
•
Boy Scout of the Philippines – Member
•
Learning Action Cell – Demo Teaching
•
•
•
•
•
•
Skills
Computer Literate
Communication Skills
Interpersonal Skills
Enthusiastic
Team Player
Coaching
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•
•
•
Dependable
Compassionate
Problem Solver
Seminars and Workshops Attended
•
Conduct of Quality Assurance of the Developed Learning Resources in
Various Formats (Writer - Subject - PE)
•
Learning Action Cell in Using Technology in Teaching: In the New
Normal Class Set-Up (Online Class)
•
Inter-School Dance Workshop - Modern Dance
97