Breaking Free: One Adolescent Woman’s Recovery from Dating Violence Through Creative Dance
Bibliographic record
Abstract
Abstract Dating violence against adolescent women can devastate their health and long-term quality of life. While high school programs have been developed to address this worldwide epidemic, somatic antidotes are still not widely utilized despite evidence from the psychophysiology of relational violence trauma that there is an inextricable link between the body and mind and effective recovery requires a holistic approach. Creative dance, derived from dance education, can support female adolescent trauma victims of dating violence to reconnect with physical, mental, and emotional experiences that were severed during traumatic exposure. This qualitative arts-based case study narratively explores one adolescent woman’s experience of creative dance as an intervention for survivors of dating violent relationships. Conceptually, I draw from dance education, Authentic Movement, and Amber Gray’s Restorative Movement Psychotherapy. A feminist lens is utilized in an attempt to address calls to action from previous DMT researchers to tackle oppressive structural forces and increase activism in dance/movement therapy. Findings show that inner-directed dance can therapeutically facilitate restoration after trauma by recovering the social engagement system and decision-making capacity, reducing social isolation, and increasing bodily self-awareness, and self-esteem.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".