Author(s): Arya Shaffer
Mentor(s): Karen Jensen, Susan Morris
Institution BYU
Many adolescent dancers suffer from mental health challenges, internalizing problems, and self-esteem issues. Positive psychology is a practice that is focused on improving the well-being of individuals and groups to help them create affluent and happy lives. Through teachers utilizing positive psychology in the classroom, dancers can be assisted in overcoming these issues. This literature review analyzes the intersection of dance, teaching, and psychology examining how positive psychology through pedagogy affects dancers. Findings support that when positive psychology is implemented in dance instruction, dancers can find greater self-trust in their abilities and gain empowerment through dance. Additionally, the utilization of positive psychology in the classroom not only affects individual dancers but also improves the overall sense of community and acceptance in the classroom. The effect of positive psychology through pedagogy can improve the way that dancers view failure, process feedback, and allow them to realize emotions through artistic expression. These benefits extend beyond the dance classroom, transforming how dancers approach life challenges. All dancers need the intervention of positive psychology in the classroom to amplify their abilities and gain a greater sense of self. My conclusions are that independent dance studios and public schools would greatly benefit from implementing positive psychology workshops when training dance teachers. However, the benefits of positive psychology through pedagogy on dancers are much too impactful to be utilized only in dance studios and schools; healthcare providers should be made aware of the resource of dance-based positive psychology, as a non-pharmaceutical measure to treat mental health challenges, internalizing problems, and self-esteem issues.