Mental health outcomes

Mental processes can lead to either positive or negative mental health outcomes. Positive outcomes indicate the presence of mental health (flourishing; Keyes, 2002). In this case, the individual has enough personal resources to be protected from, adapt to, withstand, or swiftly rebound from an encounter with a stressor to avoid a permanent decrease in one’s mental health. This can lead to increased task engagement and optimal performance. Negative outcomes can imply that stressors have exceeded available resources, leading to the individual moving on a spectrum between the absence of mental health (languishing) and the presence of mental illness (Keyes, 2002). This can result in either mental health challenges, like distress, loneliness and exhaustion or mental illness as for example, depression, self-harm, and/or substance abuse.

Positive mental health outcomes

Life quality, confidence and self efficacy and positive emotional states, proactive self and career management, and the nurturing of holistic identities are among the most reported outcomes of flourishing mental health characteristics. However, positive outcomes were often presented as possible, future effects rather than being identified as prevalent. Moreover, dancers seem generally to have low confidence and possess little knowledge related to how to manage their careers and increase their quality of life. Yet, studies indicated that the dancers’ life quality could increase if measures, such as psychological skills training and psycho-education, were systematically applied in their education.

Negative outcomes

The absence of mental health (languishing) led to mental health challenges, such as distress, loneliness, stress and tiredness. Mental illnesses like, anxiety, and eating disorders are among the most described negative outcomes. There are indications that ballet dancers are at a higher risk of developing eating disorders than contemporary dancers. Also, perfectionism seems a common predictor variable for eating disorders, performance anxiety, and burnout in both male and female dancers. While some studies compared dancers to other population, not enough coherent evidence was identified to secure an overall prevalence in this review.

Positive mental health outcomes

Carattini, C. M. (2020). Psychological skills in ballet training: An approach to pedagogy for the fulfilment of student potential Doctoral dissertation. Queensland University of Technology.

Diaz, H., Chatfield, S. J., and Cox, J. (2008). Cultivating presence in movement: student Refections on the practice of Feldenkrais awareness through movement® in dance training. J. Dance Educ. 8, 79–93. doi: 10.1080/15290824.2008.10387362

Haraldsen, H. M., Abrahamsen, F. E., Solstad, B. E., and Halvari, H. (2021a). Narrative tensions in constrained junior elite performers’ experiences of becoming elite performers. Front. Psychol. 12:1767.

Hoffer, D. L. (1981). The classical ballet dancer: a psycho-social analysis of the dance personality profile. Nova University

Kim, H., Tasker, S. L., and Shen, Y. (2022). How to persevere in a ballet performance career: exploring personal wisdom of retired professional ballet dancers. Res. Dance Educ. 23, 425–450.

Klockare, E., Gustafsson, H., and Nordin-Bates, S. M. (2011). An interpretative phenomenological analysis of how professional dance teachers implement psychological skills training in practice. Res. Dance Educ. 12, 277–293. doi: 10.1080/14647893.2011.614332

Kveton-Bohnert, L. A. (2017). The Voices of Classical Ballet Dancers: Alleviating Maladaptive Perfectionism through Resilience, Mindful Learning, and Self-Compassion (Doctoral dissertation, Saybrook University).

Nordin-Bates, S. M., Walker, I. J., & Redding, E. (2011). Correlates of disordered eating attitudes among male and female young talented dancers: Findings from the UK Centres for Advanced Training. Eating disorders, 19(3), 211-233.

Redding, E., and Quested, E. (2006). When Art Meets Science. Int. J. Learning 13.

Solomon, R., Solomon, J., Micheli, L. J., Saunders, J. J., & Zurakowski, D. (2002). Using the test of attentional and interpersonal style (TAIS) for profiling and counseling dancers. Journal of Dance Medicine & Science, 6(4), 119-127.

van Staden, A., Myburgh, C. P., & Poggenpoel, M. (2009). A psycho-educational model to enhance the self-development and mental health of classical dancers. Journal of Dance Medicine & Science, 13(1), 20-28.

Negative outcomes

Archinard, M., & Scherer, U. (1995). Training in classical dance in childhood and adolescence: What influence on bulimia nervosa in adult patients?. European Eating Disorders Review, 3(2), 111-116.

Batur, S., Kabakci, E., & Gulol, C. (2003). Maladaptive eating attitudes of elite and amateur Turkish dancers: are they at risk?. Eating and Weight Disorders-Studies on Anorexia, Bulimia and Obesity, 8(4), 263-267.

Benn, T., & Walters, D. (2001). Between Scylla and Charybdis. Nutritional education versus body culture and the ballet aesthetic: The effects on the lives of female dancers. Research in dance education, 2(2), 139-154.

Bonbright, J. M. (1995). Discriminating physiological, behavioral and psychological characteristics in eating disorders: Clinical and psychometric comparisons between clinically diagnosed patients, ballet dancers and controls (Doctoral dissertation, Temple University).

Bottamini, G. L. (2000). Ballet teachers: A source of perceived weight loss pressure in female ballet students. University of Ottawa (Canada).

Dantas, A. G., Alonso, D. A., Sánchez-Miguel, P. A., & del Río Sánchez, C. (2018). Factors dancers associate with their body dissatisfaction. Body image, 25, 40-47.

Heiland, T. L., Murray, D. S., & Edley, P. P. (2008). Body image of dancers in Los Angeles: the cult of slenderness and media influence among dance students. Research in Dance Education, 9(3), 257-275.

Kartawidjaja, J. E., & Cordero, E. D. (2013). Fat talk and body dissatisfaction among college dancers. Journal of Dance Education, 13(4), 122-129.

Kosmidou, E., Giannitsopoulou, E., & Moysidou, D. (2017). Social Physique Anxiety and pressure to be thin in adolescent ballet dancers, rhythmic gymnastics and swimming athletes. Research in Dance Education, 18(1), 23-33.

Pickard, A. (2013). Ballet body belief: Perceptions of an ideal ballet body from young ballet dancers. Research in Dance Education, 14(1), 3-19.

Polasek, K. M., & Roper, E. A. (2011). Negotiating the gay male stereotype in ballet and modern dance. Research in Dance Education, 12(2), 173-193.

Risner, D. (2014). Bullying victimisation and social support of adolescent male dance students: an analysis of findings. Research in Dance Education, 15(2), 179-201.

Schluger, A. E. (2010). Disordered eating attitudes and behaviors in female college dance students: Comparison of modern dance and ballet dance majors. North American Journal of Psychology, 12(1), 117-128.

Slater, A., & Tiggemann, M. (2002). A test of objectification theory in adolescent girls. Sex Roles, 46(9), 343-349.

Mental health outcomes