The aim of this study was to explore the potential of using a social robot in speech therapy interventions in children. A descriptive and explorative case study design was implemented involving the intervention for language disorder in five children with different needs with an age ranging from 9 to 12 years. Children participated in sessions with a NAO-type robot in individual sessions. Qualitative methods were used to collect data on aspects of viability, usefulness, barriers and facilitators for the child as well as for the therapist in order to obtain an indication of the effects on learning and the achievement of goals. The main results pointed out the affordances and possibilities of the use of a NAO robot in achieving speech therapy and educational goals. A NAO can contribute towards eliciting motivation, readiness towards learning and improving attention span of the children. The results of the study showed the potential that NAO has in therapy and education for children with different disabilities. More research is needed to gain insight into how a NAO can be applied best in speech therapy to make a more inclusive education conclusions.

Background: Body image disturbance and alexithymia are two core aspects of Eating Disorders (EDs). However, standard treatments for EDs do not include specific techniques to approach these issues on a bodily level. This pilot study evaluated the effects of a Dance Movement Therapy (DMT) intervention on body image and alexithymia in patients with EDs, and also explored their experience of the therapeutic process. Method: 14 patients with EDs were recruited from a private clinic. Seven were assigned via quasi-randomization to the DMT group and the others (n = 5) continued their treatment as usual. The length of the intervention was 14 weeks. All participants completed the Multidimensional Body Self Relations Questionnaire (MBSRQ) and the Toronto Alexithymia Scale (TAS-20) at the beginning and at the end of the intervention. Additionally, the DMT group wrote reflective diaries about their experience at the end of each session, which were analyzed using qualitative methods. Results: Between the pre-and post-intervention, the participants of the DMT group significantly improved in Body Areas Satisfaction (effect size: 0.95) and Appearance Evaluation (effect size: 1.10), and they decreased significantly in Appearance Orientation (effect size: 1.30). A decrease in Overweight Preoccupation was observed (effect size: 0.75), however this was not statistically significant. The control group did not show significant changes in any of the MBSRQ subscales. Neither the DMT group nor the control group improved significantly in the alexithymia scores. The qualitative analysis revealed valuable insights into the participants' processes throughout the sessions. In general, participants received the DMT intervention positively. They reported improvements in their mood states and an increase in their self-awareness. They also appreciated the relationship with the group and the therapist. Conclusion: These results indicate that DMT might be a complementary treatment option for EDs, as it may be able to address body image issues more effectively than verbal therapies. More studies with larger samples are needed to confirm these promising preliminary results.

This article presents an exploratory and interpretative study on the development of self-reflection and self-knowledge in university teachers by an embodied experience. Dance Movement Therapy and Body–Mind Centering share the fundamentals of the paradigm of embodied cognition through a first-person full-body experience. Using these principles, a training program was designed and implemented in a cohort of 22 university teachers. The article offers details of the program and the adaptations necessary to carry it out in a higher-education context. The results of the qualitative analysis that was conducted suggested that the transformative learning paradigm could be useful to explain the process carried out by the participants. With the necessary limitations, the incorporation of awareness and attentive participation in bodily states and actions manifests as a transformative element in the teacher. The participants, despite initial resistance, see possibilities for applying this knowledge in their teaching practice.

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Work-related stress is a major cause of health problems worldwide. Faculty in educational institutions, including universities, also face high levels of stress, which undoubtedly affects their performance, level of personal satisfaction and wellbeing, and the relationship with students. Training interventions based on embodied learning can promote self-knowledge, emotional regulation and stress reduction, thereby increasing levels of psychological well-being. The present pilot study analyzed the impact of body awareness training in 31 university teachers using a controlled, randomized pre-post experimental design, with two experimental groups and a control group (n = 10). The two interventions were: Hatha Yoga (n = 11) and Dance Movement Therapy/Body Mind Centering (n = 10), which we have termed Body Movement Awareness. Variables related to body awareness, mindfulness, wellbeing, life satisfaction and stress were measured using self-perception tests. Cortisol levels, heart rate variability and sleep quality were also analyzed. Finally, participants’ reflections were analyzed according to a qualitative approach. The results showed significant differences between the control group and the Hatha Yoga group in terms of stress reduction and wellbeing. The Body Movement Awareness group exhibited evidence of contributions on self-knowledge, communication and kinesthetic empathy, key elements in the educational field. Despite the inherent limitations of the study, the conclusions are encouraging and open new lines of research from embodied approaches that introduce creative movement and group experience as part of the process of emotional regulation and self-knowledge.