22
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Children of South Asian-Origin Parents in the Diaspora: Dance, Resilience, and Prosociality

References

  • Adelman, H., & Taylor, L. (2015). Immigrant children and youth in the USA: Facilitating equity of opportunity at school. Education Sciences, 5(4), 323–344. https://doi.org/10.3390/educsci5040323
  • Aithal, S., Karkou, V., Makris, S., Karaminis, T., & Powell, J. (2021). A dance movement psychotherapy intervention for the wellbeing of children with an autism spectrum disorder: A pilot intervention study. Frontiers in Psychology, 12, 588418. https://doi.org/10.3389/fpsyg.2021.588418
  • Aizik-Reebs, A., Yuval, K., Hadash, Y., Gebreyohans Gebremariam, S., & Bernstein, A. (2021). Mindfulness-based trauma recovery for refugees (MBTR-R): Randomized waitlist-control evidence of efficacy and safety. Clinical Psychological Science, 9(6), 1164–1184. https://doi.org/10.1177/2167702621998641
  • Anastassiou, F. (Ed.). (2021). Biliteracies and multiliteracies: Building paths to the future. Cambridge Scholars Publishing.
  • Annan, J., Sim, A., Puffer, E., Salhi, C., & Betancourt, T. (2017). Improving mental health outcomes of Burmese migrant and displaced children in Thailand: A community-based randomized controlled trial of a parenting and family skills intervention. Prevention Science, 18(7), 793–803. https://doi.org/10.1007/s11121-016-0728-2
  • Armstrong-Carter, E., & Telzer, E. (2021). Understanding prosocial development in the context of systemic inequalities in the US and worldwide. Current Research in Behavioral Sciences, 2, 100040. https://doi.org/10.1016/j.crbeha.2021.100040
  • Ashely, L. (2013). Dancing with cultural difference: Challenges, transformation and reflexivity in culturally pluralist dance education. Dance Research Aotearoa, 1(1), 5–23. https://doi.org/10.15663/dra.v1i1.3
  • Aujla, I., Nordin-Bates, S., & Redding, E. (2015). Multidisciplinary predictors of adherence to contemporary dance training: Findings from the UK centres for advanced training. Journal of Sports Sciences, 33(15), 1564–1573. https://doi.org/10.1080/02640414.2014.996183
  • Bacon, J. (2017). Authentic movement as a practice for wellbeing. In V. Karkou, S. Oliver, & S. Lycouris (Eds.), The Oxford handbook of dance and well-being (pp. 149–164). Oxford University Press.
  • Banerjee, S. (2012). Adaptation of bharatanatyam dance pedagogy for multicultural classrooms: Questions and relevance in a North American university setting. Research in Dance Education, 14(1), 20–38. https://doi.org/10.1080/14647893.2012.712102
  • Banerjee, S. (2021). Men in Mohiniyattam: An ethnographic study on gender binaries [ PhD thesis]. York University,
  • Bennouna, C., Khauli, N., Basir, M., Allaf, C., Wessells, M., & Stark, L. (2019). School-based programs for supporting the mental health and psychosocial wellbeing of adolescent forced migrants in high-income countries: A scoping review. Social Science & Medicine, 239(October), 112558. https://doi.org/10.1016/j.socscimed.2019.112558
  • Braun, N., & Kotera, Y. (2022). Influence of dance on embodied self-awareness and well-being: An interpretative phenomenological exploration. Journal of Creativity in Mental Health, 17(4), 469–484. https://doi.org/10.1080/15401383.2021.1924910
  • Brodal, H. P., Osnes, B., & Specht, K. (2017). Listening to rhythmic music reduces connectivity within the basal ganglia and the reward system. Frontiers in Neuroscience, 11(153), 1–7. https://doi.org/10.3389/fnins.2017.00153
  • Caprara, G. V., Luengo Kanacri, B. P., Gerbino, M., Zuffianò, A., Alessandri, G., Vecchio, G., Caprara, E., Pastorelli, C., & Bridglall, B. (2014). Positive effects of promoting prosocial behavior in early adolescence: Evidence from a school-based intervention. International Journal of Behavioral Development, 38(4), 386–396. https://doi.org/10.1177/0165025414531464
  • Caprara, G. V., Luengo Kanacri, B. P., Zuffianò, A., Gerbino, M., & Pastorelli, C. (2015). Why and how to promote adolescents’ prosocial behaviors: Direct, mediated and moderated effects of the CEPIDEA school-based program. Journal of Youth and Adolescence, 44(12), 2211–2229. https://doi.org/10.1007/s10964-015-0293-1
  • Caprara, G., & Pastorelli, C. (1993). Early emotional instability, prosocial behaviour, and aggression: Some methodological aspects. European Journal of Personality, 7(1), 19–36. https://doi.org/10.1002/per.2410070103
  • Chen, Y., Wang, Z., Zhang, Q., Dong, W., Xu, J., Wu, S., Zhang, X., & Chen, C. (2022). Compassion, discrimination, and prosocial behaviors: Young diasporic Chinese during the COVID-19 pandemic. Frontiers in Psychology, 13(February), 814869. https://doi.org/10.3389/fpsyg.2022.814869
  • Copteros, A., Karkou, V., & Palmer, T. (2017). Cultural adaptations of dance movement psychotherapy experiences. From a UK higher education context to a transdisciplinary water resource management research practice. In V. Karkou, S. Oliver, & S. Lycouris (Eds.), The Oxford handbook of dance and well-being (pp. 681–698). Oxford University Press.
  • Coulombe, B., & Yates, T. (2022). Maternal caregiving, prosocial behavior, and self-esteem in middle childhood. Social Development, 31(3), 639–655. https://doi.org/10.1111/sode.12576
  • Dalidowicz, M. (2015). Crafting fidelity: Pedagogical creativity in kathak dance. Journal of the Royal Anthropological Institute, 21(4), 838–854. https://doi.org/10.1111/1467-9655.12290
  • DeJesus, B. (2021). Incorporation of dance practice into the lifestyle of people with disabilities and its impact on quality of life over time. Physical Medicine and Rehabilitation International, 8(2), 1178. https://doi.org/10.26420/physmedrehabilint.2021.1178
  • dos Santos, C., Do Nascimento Queiroz, J., Reischak-Oliveira, A., & Rodrigues-Krause, J. (2021). Effects of dancing on physical activity levels of children and adolescents: A systematic review. Complementary Therapies in Medicine, 56(January), 102586. https://doi.org/10.1016/j.ctim.2020.102586
  • Douglah, J. (2021). BOOM, so it will be like an attack”: Demonstrating in a dance class through verbal, sound and body imagery. Learning, Culture and Social Interaction, 29(June), 100488. https://doi.org/10.1016/j.lcsi.2020.100488
  • Elkchirid, A., & Motia, M. (2022). Condors and tigers: A literature review on arts, social support, and mental health among immigrant children in Canada. Social Work in Mental Health, 20(1), 92–106. https://doi.org/10.1080/15332985.2021.1980481
  • El Raheb, K., Stergiou, M., Katifori, A., & Ioannidis, Y. (2019). Dance interactive learning systems: A study on interaction workflow and teaching approaches. Association for Computing Machinery (ACM) Computing Surveys, 52(3), 1–37. https://doi.org/10.1145/3323335
  • Fowokan, A., Vincent, K., Punthakee, Z., Waddell, C., Rosin, M., Sran, N., & Lear, S. (2020). Exploring knowledge and perspectives of South Asian children and their parents regarding healthy cardiovascular behaviors: A qualitative analysis. Global Pediatric Health, 7(July), 2333794X20924505. https://doi.org/10.1177/2333794X20924505
  • Gao, Z., Zhang, T., & Stodden, D. (2013). Children’ s physical activity levels and psychological correlates in interactive dance versus aerobic dance. Journal of Sport and Health Sciences, 2(3), 146–151. https://doi.org/10.1016/j.jshs.2013.01.005
  • Ghosh, S. (2013). Practice, performance and the performer: Analyzing the role of preparation in kathak dance. Rupkatha Journal on Interdisciplinary Studies in Humanities, 5(3), 167–176. https://rupkatha.com/V5/n3/13_Kathak_Dance_Performance.pdf
  • Goodburn, C. (2015). Migrant girls in Shenzhen: Gender, education and the urbanization of aspiration. The China Quarterly, 222(May), 320–338. https://doi.org/10.1017/S0305741015000429
  • Gormez, V., Kılıç, H., Orengul, A., Demir, M., Mert, E., Makhlouta, B., Kınık, K., & Semerci, B. (2017). Evaluation of a school-based, teacher-delivered psychological intervention group program for trauma-affected Syrian refugee children in Istanbul, Turkey. Psychiatry and Clinical Psychopharmacology, 27(2), 125–131. https://doi.org/10.1080/24750573.2017.1304748
  • Grütter, J., & Buchmann, M. (2022). Cohort differences in the development of civic engagement during adolescence. Child Development, 93(4), e427–e445. https://doi.org/10.1111/cdev.13743
  • Hardgrove, A. (2020). Only connect: Student writing on experiencing South Asia in San Antonio. South Asian Review, 41(1), 50–68. https://doi.org/10.1080/02759527.2019.1692279
  • Hay, D., Paine, A., Perra, O., Cook, K., Hashmi, S., Robinson, C., Kairis, V., & Slade, R. (2021). Prosocial and aggressive behavior: A longitudinal study. Monographs of the Society for Research in Child Development, 86(2), 7–103. https://doi.org/10.1111/mono.12427
  • Heikkinen, S. (2021). Dancing through life in a changing world: Life course, historical time and serious leisure. Leisure/Loisir, 45(2), 301–330. https://doi.org/10.1080/14927713.2021.1874833
  • Ho, R. (2019). Embodiment of space in relation to the self and others in psychotherapy: Boundlessness, emptiness, fullness, and betweenness. In H. L. Payne, S. Koch, & J. Tantia (Eds.), The Routledge international handbook of embodied perspectives in psychotherapy. Approaches from dance movement and body psychotherapy (pp. 232–240). Routledge.
  • Iyengar, K. M. (2019). Bharatanatyam dance: Literacy education through transmediation. Dev Sanskrithi Interdisciplinary International Journal, 13(1), 16–24. https://doi.org/10.36018/dsiij.v13i.111
  • Iyengar, K. M., & Smith, H. (2016). Asian Indian American children’s creative writing: An approach for cultural preservation. Educational Studies, 52(2), 95–118. https://doi.org/10.1080/00131946.2016.1142993
  • Iyengar, K. M., & Smith, H. (2020). Growing up in the diaspora: South-Asian children. South Asian Review, 41(1), (i)–(iii). https://doi.org/10.1080/02759527.2019.1692276
  • Jefferies, P., McGarrigle, L., & Ungar, M. (2019). The CYRM-R: A Rasch-validated revision of the child and youth resilience measure. Journal of Evidence-Based Social Work, 16(1), 70–92. https://doi.org/10.1080/23761407.2018.1548403
  • Kaktikar, A. (2020). Choreographing decolonization: Pedagogical confrontations at the intersection of traditional dance and liberal arts in higher education in India. Research in Dance Education, 21(2), 122–134. https://doi.org/10.1080/14647893.2020.1764924
  • Kaminsky, D. (2020). Social partner dance: Body, sound, and space. Routledge.
  • Kanageswaran, M. (2021). Introspection into the evolution of Bharathanatyam in Sri Lanka and Sri Lankan tamil diaspora during and post civil war [ MA Thesis]. York University.
  • Karasz, A., Gany, F., Escobar, J., Flores, C., Prasad, L., Inman, A., Kalasapudi, V., Kosi, R., Murthy, M., Leng, J., & Diwan, S. (2019). Mental health and stress among South Asians. Journal of Immigrant and Minority Health, 21(Suppl S1), 7–14. https://doi.org/10.1007/s10903-016-0501-4
  • Karasz, A., Raghavan, S., Patel, V., Zaman, M., Akhter, L., & Kabita, M. (2015). ASHA: Using participatory methods to develop an asset-building mental health intervention for Bangladeshi immigrant women. Progress in Community Health Partnerships, 9(4), 501–512. https://doi.org/10.1353/cpr.2015.0080
  • Ko, S., & Wei, M. (2018). Acculturative family distancing, mother–daughter relationship, and well-being among Asian Americans. The Counseling Psychologist, 46(4), 456–480. https://doi.org/10.1177/0011000018776997
  • Krasilnikova, O. (2014). ‘I’ve learned to fight for every opportunity tooth and nail!’ a gender approach to adaptation strategies of Russian-speaking immigrants in Germany. Tijdschrift voor Genderstudies, 17(3), 211–228. https://doi.org/10.5117/TVGEND2014.3.KRAS
  • Lecompte, V., Miconi, D., & Rousseau, C. (2018). Challenges related to migration and child attachment: A pilot study with South Asian immigrant mother–child dyads. Attachment & Human Development, 20(2), 208–222. https://doi.org/10.1080/14616734.2017.1398765
  • Lopez Castillo, M., Carlson, J., Cain, K., Bonilla, E., Chuang, E., Elder, J., & Sallis, J. (2015). Dance class structure affects youth physical activity and sedentary behavior: A study of seven dance types. Research Quarterly for Exercise and Sport, 86(3), 225–232. https://doi.org/10.1080/02701367.2015.1014084
  • Manyeruke, G., Çerkez, Y., Kiraz, A., & Çakıcı, E. (2021). Attachment, psychological wellbeing and educational development among child members of transnational families. Anatolian Journal of Psychiatry, 21(8), 1–55. https://doi.org/10.5455/apd.106486
  • Martí-Vilar, M., Serrano-Pastor, L., & Sala, F. (2019). Emotional, cultural and cognitive variables of prosocial behaviour. Current Psychology, 38(4), 912–919. https://doi.org/10.1007/s12144-019-0168-9
  • Masten, A., & Barnes, A. (2018). Resilience in children: Developmental perspectives. Children, 5(7), 98. https://doi.org/10.3390/children5070098
  • Mehta, S. (2015). Exploring gender in the literature of the Indian diaspora. Cambridge Scholars Publishing.
  • Messiou, K., & Azaola, M. C. (2018). A peer-mentoring scheme for immigrant students in English secondary schools: A support mechanism for promoting inclusion? International Journal of Inclusive Education, 22(2), 142–157. https://doi.org/10.1080/13603116.2017.1362047
  • Miani, A. (2016). Sex, drugs & rock n’ roll: The neurochemistry of music and love. Semikolon, 29(16), 21–35. https://pure.au.dk/portal/en/publications/sex-drugs-rock-n-roll-theneurochemistry-of-music-and-love(5ff85c86-c084-480f-9606-c168a3bb458a).html
  • Miles, A., Andiappan, M., Upenieks, L., Orfanidis, C., & Martela, F. (2021). Using prosocial behavior to safeguard mental health and foster emotional wellbeing during the COVID-19 pandemic: A registered report protocol for a randomized trial. Public Library of Science ONE, 16(1), e0245865. https://doi.org/10.1371/journal.pone.0245865
  • Mollenhauer, J. (2018). Dance in diaspora: The politics of practice. Paper presented at Dance Research Forum Ireland Conference, Limerick. https://d1wqtxts1xzle7.cloudfront.net/58199500/Dance_in_Diaspora_The_Politics_of_Practice-libre.pdf?1547687781
  • Monastyrskaya, T., Mikidenko, N., Toropchin, G., & Storozheva, S. (2020). Migrant children at school: How gender influences adaptation. Universal Journal of Educational Research, 8(7), 3213–3223. https://doi.org/10.13189/ujer.2020.080750
  • Monteiro, N., & Wall, D. (2011). African dance as healing modality throughout the diaspora: The use of ritual and movement to work through trauma. Journal of Pan African Studies, 4(6), 234–252. https://www.jpanafrican.org/docs/vol4no6/4.6-13AfricanDance.pdf
  • Moula, Z., Aithal, S., Karkou, V., & Powell, J. (2020). A systematic review of child-focused outcomes and assessments of arts therapies delivered in primary mainstream schools. Children and Youth Services Review, 112(May), 104928. https://doi.org/10.1016/j.childyouth.2020.104928
  • Nathan, L. (2019). Creativity, the arts, and the future of work. In J. W. Cook (Ed.), Sustainability, human well-being, and the future of education (pp. 283–310). Springer International Publishing. https://doi.org/10.1007/978-3-319-78580-6_9
  • Nijs, L., & Nicolaou, G. (2021). Flourishing in resonance: Joint resilience building through music and motion. Frontiers in Psychology, 12, 666702. https://doi.org/10.3389/fpsyg.2021.666702
  • Organization for Economic Cooperation and Development. (OECD). (2018). The resilience of students with an immigrant background: Factors that shape well-being. OECD Reviews of Migrant Education, OECD Publishing. https://doi.org/10.1787/9789264292093-en
  • Panhofer, H. (2017). Body memory and its recuperation through movement. In V. Karkou, S. Oliver, & S. Lycouris (Eds.), The Oxford handbook of dance and wellbeing (pp. 115–128). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199949298.001.0001
  • Panter-Brick, C., Hadfield, K., Dajani, R., Eggerman, M., Ager, A., & Ungar, M. (2018). Resilience in context: A brief and culturally grounded measure for Syrian refugee and Jordanian host-community adolescents. Child Development, 89(5), 1803–1820. https://doi.org/10.1111/cdev.12868
  • Pastorelli, C., Barbaranelli, C., Cermak, I., Rozsa, S., & Caprara, C. (1997). Measuring emotional instability, prosocial behavior and aggression in pre-adolescents: A cross-national study. Personality and Individual Differences, 23(4), 691–703. https://doi.org/10.1016/S0191-8869(97)00056-1
  • Pastorelli, C., Lansford, J. E., Luengo Kanacri, B. P., Malone, P. S., DiGiunta, L., Bacchini, D., Bombi, A. S., Zelli, A., Miranda, M. C., Bornstein, M. H., Tapanya, S., Uribe Tirado, L. M., Alampay, L. P., Al‐Hassan, S. M., Chang, L., Deater‐Deckard, K., Dodge, K. A., Oburu, P., Skinner, A. T., & Sorbring, E. (2016). Positive parenting and children’s prosocial behavior in eight countries. Journal of Child Psychology and Psychiatry, 57(7), 824–834. https://doi.org/10.1111/jcpp.12477
  • Peltonen, K., Aalto, S., Vänskä, M., Lepistö, R., Punamäki, R.-L., Soye, E., Watters, C., deWal Pastoor, L., Derluyn, I., & Kankaanpää, R. (2022). Effectiveness of promotive and preventive psychosocial interventions on improving the mental health of Finnish-born and immigrant adolescents. International Journal of Environmental Research in Public Health, 19(6), 3686. https://doi.org/10.3390/ijerph19063686
  • Pesulima, M. V. F. (2021). Offerings dance as a medium of socializing religious values in the catholic church, Ganjuran, Yogyakarta. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(6), 2757–2760. https://doi.org/10.17762/turcomat.v12i6.5782
  • Premelč, J., Vučković, G., James, N., & Dimitriou, L. (2019). A retrospective investigation on age and gender differences of injuries in DanceSport. International Journal of Environmental Research and Public Health, 16(21), 4164. https://doi.org/10.3390/ijerph16214164
  • Purkayastha, P. (2012). Dancing otherness: Nationalism, transnationalism, and the work of Uday Shankar. Dance Research Journal, 44(1), 68–92. https://www.muse.jhu.edu/article/473140
  • Qin, D. B. (2006). The role of gender in immigrant children’s educational adaptation. Current Issues in Comparative Education, 9(1), 1–10. https://files.eric.ed.gov/fulltext/EJ847390.pdf
  • Rajendran, B. (2015). Advocating culturally responsive teaching practice for Indian classical dance in Australia. Queensland University of Technology.
  • Risner, D. (2017). New reflective practice research in dance education. Journal of Dance Education, 17(3), 89–90. https://doi.org/10.1080/15290824.2017.1355183
  • Rogers, A. (2018). Advancing the geographies of the performing arts: Intercultural aesthetics, migratory mobility and geopolitics. Progress in Human Geography, 42(4), 549–568. https://doi.org/10.1177/0309132517692056
  • Rousseau, C., Drapeau, A., Lacroix, L., Bagilishya, D., & Heusch, N. (2005). Evaluation of a classroom program of creative expression workshops for refugee and immigrant children. Journal of Child Psychology and Psychiatry, 46(2), 180–185. https://doi.org/10.1111/j.1469-7610.2004.00344.x
  • Rousseau, C., Gauthier, M.-F., Lacroix, L., Alain, N., Benoit, M., Moran, A., Viger Rojas, M., & Bourassa, D. (2005). Playing with identities and transforming shared realities: Drama therapy workshops for adolescent immigrants and refugees. The Arts in Psychotherapy, 32(1), 13–27. https://doi.org/10.1016/j.aip.2004.12.002
  • Rousseau, C., & Heusch, N. (2000). The trip: A creative expression project for refugee and immigrant children. American Journal of Art Therapy, 17(1), 31–40. https://doi.org/10.1080/07421656.2000.10129434
  • Salami, B., Salma, J., & Hegadoren, K. (2019). Access and utilization of mental health services for immigrants and refugees: Perspectives of immigrant service providers. International Journal of Mental Health Nursing, 28(1), 152–161. https://doi.org/10.1111/inm.12512
  • Santo André, H., Pinto, A., Mazzolani, B., Smaira, F., Ulian, M., Gualano, B., & Benatti, F. (2022). “Can a ballerina eat ice cream?”: A mixed-method study on eating attitudes and body image in female ballet dancers. Frontiers in Nutrition, 8, 665654. https://doi.org/10.3389/fnut.2021.665654
  • Saraswat, S. (2019). Constructing diasporic identity through kathak dance: Flexibility, fixity, and nationality in London and Los Angeles [ PhD Thesis]. UCLA. https://escholarship.org/uc/item/8st886mh
  • Sawjani, P. (2021). Geographies of Indian dance: Mid-twentieth century kathak on stage and on screen [ MA Thesis]. Nottingham University.
  • Schnell, P., Fibbi, R., Crul, M., & Monteiro-Sieburth, M. (2015). Family involvement and educational success of the children of immigrants in Europe. Comparative Perspectives, 3(1), 14. https://doi.org/10.1186/s40878-015-0009-4
  • Schwender, T. M., Spengler, S., Oedl, C., & Mess, F. (2018). Effects of dance interventions on aspects of the participants’ self: A systematic review. Frontiers in Psychology, 9(July), 1130. https://doi.org/10.3389/fpsyg.2018.01130
  • Seraphin, H., Gowreesunkar, V., & Canosa, A. (2023). Destination marketing organisations: The need for a child-centred approach to diaspora tourism. Tourism Planning & Development, 20(3), 468–480. https://doi.org/10.1080/21568316.2021.1903983
  • Sharma, N., Shaligram, D., & Yoon, G. H. (2020). Engaging South Asian youth and families: A clinical review. The International Journal of Social Psychiatry, 66(6), 584–592. https://doi.org/10.1177/0020764020922881
  • Silva, A., Sá, E., Silva, J., & Pinho, J. (2021). Dance is for all: A social marketing intervention with children and adolescents to reduce prejudice towards boys who dance. International Journal of Environmental Research in Public Health, 18(13), 6861. https://doi.org/10.3390/ijerph18136861
  • Smith, H., & Iyengar, K. (2018). Mi familia: Authentic parent-child writing during literacy night. In G. Onchwari & J. Keengwe (Eds.), Handbook of research on pedagogies and cultural considerations for young English language learners (pp. 169–191). IGI Global.
  • Sudarsan, I., Hoare, K., Sheridan, N., & Roberts, J. (2022). South Asian immigrants’ and their family carers’ beliefs, practices and experiences of childhood long-term conditions: An integrative review. Journal of Advanced Nursing, 78(7), 1897–1908. https://doi.org/10.1111/jan.15217
  • Tintori, A., Ciancimino, G., Palomba, R., Clementi, C., & Cerbara, L. (2021). The impact of socialisation on children’s prosocial behaviour: A study on primary school students. International Journal of Environmental Research in Public Health, 18(22), 12017. https://doi.org/10.3390/ijerph182212017
  • Trimboli, C., Parsons, L., Fleay, C., Parsons, D., & Buchanan, A. (2021). A systematic review and meta-analysis of psychosocial interventions for 6–12-year-old children who have been forcibly displaced. SSM - Mental Health, 1, 100028. https://doi.org/10.1016/j.ssmmh.2021.100028
  • Ungar, M. (2008). Resilience across cultures. British Journal of Social Work, 38(2), 218–235. https://doi.org/10.1093/bjsw/bcl343
  • Ungar, M. (2011). The social ecology of resilience: Addressing contextual and cultural ambiguity of a nascent construct. American Journal of Orthopsychiatry, 81(1), 1–17. https://doi.org/10.1111/j.1939-0025.2010.01067.x
  • Ungar, M. (2018). Systemic resilience: Principles and processes for a science of change in contexts of adversity. Ecology and Society, 23(4), 34. https://doi.org/10.5751/ES-10385-230434
  • Wang, Y., Liu, M., Tan, Y., Dong, Z., Wu, J., Cui, H., Shen, D., & Chi, I. (2022). Effectiveness of dance-based interventions on depression for persons with MCI and dementia: A systematic review and meta-analysis. Frontiers in Psychology, 12(January), 709208. https://doi.org/10.3389/fpsyg.2021.709208
  • Wind, J., Horst, F., Rizzi, N., John, A., Kurti, T., & Schöllhorn, W. (2021). Sex-specific brain responses to imaginary dance but not physical dance: An electroencephalography study of functional connectivity and electrical brain activity. Frontiers in Behavioral Neuroscience, 15(December), 731881. https://doi.org/10.3389/fnbeh.2021.731881
  • Zardi, A., Carlotti, E., Pontremoli, A., & Morese, R. (2021). Dancing in your head: An interdisciplinary review. Frontiers in Psychology, 12(April), 649121. https://doi.org/10.3389/fpsyg.2021.649121

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.