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Dr. Rosa-María Rodríguez-Jiménez
Universidad Europea de Madrid - School of Architecture, Engineering and Design

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0 Embodiment
0 Experiential Learning
0 Higher Education
0 Innovation & Creativity
0 Dance movement therapy

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Dance movement therapy
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Short Biography

Rosa-María Rodríguez-Jiménez is a full professor (25 years of experience) and researcher at the School of Architecture, Engineering and Design at the Universidad Europea. She holds a MSc degree in Physics (1991) and a PhD on Physics of the Atmosphere (1997, UCM). She also holds a MSc degree in Psychology (2016, UEM) and in Education for Special Needs (2005, UPS). She is also a certified Dance Movement Therapist (2005, UAB) and the Spanish Delegate for the European Association of Dance Movement Therapy. She has leaded and participated in research projects focused on educational innovation, experiential learning, embodiment and development and evaluation of soft skills in university students. She is a reviewer of the Journals Technology and Science Education and Body, Movement and Dance in Psychotherapy.

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Journal article
Published: 24 August 2021 in Education Sciences
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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.

ACS Style

Rosa-María Rodríguez-Jiménez; Manuel Carmona. A Rationale for Teacher Change from a Bodyfulness Paradigm: An Experience in Higher Education. Education Sciences 2021, 11, 460 .

AMA Style

Rosa-María Rodríguez-Jiménez, Manuel Carmona. A Rationale for Teacher Change from a Bodyfulness Paradigm: An Experience in Higher Education. Education Sciences. 2021; 11 (9):460.

Chicago/Turabian Style

Rosa-María Rodríguez-Jiménez; Manuel Carmona. 2021. "A Rationale for Teacher Change from a Bodyfulness Paradigm: An Experience in Higher Education." Education Sciences 11, no. 9: 460.

Chapter
Published: 29 July 2021 in Arts Therapies in Psychiatric Rehabilitation
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This chapter presents a review of Wengrower and Bendel-Rozow’s article in the light of three aspects: the psychiatric rehabilitation model, the specificity of the artistic therapeutic approach presented, dance movement therapy (DMT), and finally the research and evidence-based contributions that support it. Recent psychosocial rehabilitation models are oriented towards strengthening the capacities of psychiatric patients, improving their quality of life and promoting reconnection with the community, regardless of their clinical condition. DMT shares these goals by offering a nondirective working environment in which the concept of embodiment, the symbolic meaning of movement, and the creative process are the foundations on which the therapeutic alliance is created. These concepts are developed throughout the text emphasizing the need that research methods should be at the service of research questions and the improvement of interventions. This means reconciling the traditionally quantitative methods used in the field with others that may be more appropriate in arts therapies. Ultimately, the introduction of mixed methods research involves listening to and embracing the voice of patients in their therapeutic process.

ACS Style

Rosa-María Rodríguez-Jiménez. Listening to the Voice of the Person with Psychiatric Problems. Arts Therapies in Psychiatric Rehabilitation 2021, 125 -129.

AMA Style

Rosa-María Rodríguez-Jiménez. Listening to the Voice of the Person with Psychiatric Problems. Arts Therapies in Psychiatric Rehabilitation. 2021; ():125-129.

Chicago/Turabian Style

Rosa-María Rodríguez-Jiménez. 2021. "Listening to the Voice of the Person with Psychiatric Problems." Arts Therapies in Psychiatric Rehabilitation , no. : 125-129.

Journal article
Published: 28 April 2021 in Sustainability
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This article describes a subject design to train engineer students in soft skills through an experiential and person-centred approach, as is usually developed in companies for managers to incorporate responsible and ethical engineering perspectives. This design is based on an experiential methodology and its impact on students is presented. The subject, called “Personal and Professional Effectiveness”, was designed and developed based on Covey’s classic book “The 7 habits of highly effective people” and introduces ethical and social commitment among other contents. A detailed description of different activities carried out within the module is provided to allow replication. Students’ perception, gathered from their reflexive diaries, and academic satisfaction survey results are presented. Students report that this teaching method leads to a deeper connection with themselves and increased awareness of their strengths and weaknesses. Students seem to have understood the importance of sustainability and how individual behavior impacts in an engineering team. They reflect on how being aware of their own strengths and difficulties helps them integrate different knowledge into their daily lives and how this can improve their behaviors, not only professionally, but also personally.

ACS Style

Rosa-María Rodríguez-Jiménez; Pedro Lara-Bercial; María-José Terrón-López. Training Freshmen Engineers as Managers to Develop Soft Skills: A Person-Centred Approach. Sustainability 2021, 13, 4921 .

AMA Style

Rosa-María Rodríguez-Jiménez, Pedro Lara-Bercial, María-José Terrón-López. Training Freshmen Engineers as Managers to Develop Soft Skills: A Person-Centred Approach. Sustainability. 2021; 13 (9):4921.

Chicago/Turabian Style

Rosa-María Rodríguez-Jiménez; Pedro Lara-Bercial; María-José Terrón-López. 2021. "Training Freshmen Engineers as Managers to Develop Soft Skills: A Person-Centred Approach." Sustainability 13, no. 9: 4921.

Journal article
Published: 04 March 2021 in Sustainability
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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.

ACS Style

David Estévez; María-José Terrón-López; Paloma Velasco-Quintana; Rosa-María Rodríguez-Jiménez; Valle Álvarez-Manzano. A Case Study of a Robot-Assisted Speech Therapy for Children with Language Disorders. Sustainability 2021, 13, 2771 .

AMA Style

David Estévez, María-José Terrón-López, Paloma Velasco-Quintana, Rosa-María Rodríguez-Jiménez, Valle Álvarez-Manzano. A Case Study of a Robot-Assisted Speech Therapy for Children with Language Disorders. Sustainability. 2021; 13 (5):2771.

Chicago/Turabian Style

David Estévez; María-José Terrón-López; Paloma Velasco-Quintana; Rosa-María Rodríguez-Jiménez; Valle Álvarez-Manzano. 2021. "A Case Study of a Robot-Assisted Speech Therapy for Children with Language Disorders." Sustainability 13, no. 5: 2771.

Journal article
Published: 11 May 2020 in Journal of Eating Disorders
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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.

ACS Style

Maria Savidaki; Sezin Demirtoka; Rosa-María Rodríguez-Jiménez. Re-inhabiting one’s body: A pilot study on the effects of dance movement therapy on body image and alexithymia in eating disorders. Journal of Eating Disorders 2020, 8, 1 -20.

AMA Style

Maria Savidaki, Sezin Demirtoka, Rosa-María Rodríguez-Jiménez. Re-inhabiting one’s body: A pilot study on the effects of dance movement therapy on body image and alexithymia in eating disorders. Journal of Eating Disorders. 2020; 8 (1):1-20.

Chicago/Turabian Style

Maria Savidaki; Sezin Demirtoka; Rosa-María Rodríguez-Jiménez. 2020. "Re-inhabiting one’s body: A pilot study on the effects of dance movement therapy on body image and alexithymia in eating disorders." Journal of Eating Disorders 8, no. 1: 1-20.

Journal article
Published: 24 May 2016 in Arteterapia. Papeles de arteterapia y educación artística para la inclusión social
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El artículo presenta aspectos generales sobre la Danza Movimiento Terapia (DMT). Aborda sus orígenes históricos y su evolución en las últimas décadas. La DMT es un modelo de intervención psicoterapéutica, que comparte numerosos elementos con otras terapias creativas, y cuya singularidad se encuentra en la consideración de las manifestaciones no verbales y el movimiento creativo dentro de un proceso terapéutico. Se hace hincapié en su aspecto multidisciplinar y en su creciente aplicación en entornos sociales y educativos como un modo de promover y potenciar la salud. Finalmente, se presenta brevemente la situación actual de la profesión en España enmarcada en el contexto europeo.

ACS Style

Rosa-Maria Rodríguez-Jiménez; Elena Dueso Pla. Consideraciones alrededor de la Danza-movimiento Terapia y sus aplicaciones en el ámbito social. Arteterapia. Papeles de arteterapia y educación artística para la inclusión social 2016, 10, 127-137 .

AMA Style

Rosa-Maria Rodríguez-Jiménez, Elena Dueso Pla. Consideraciones alrededor de la Danza-movimiento Terapia y sus aplicaciones en el ámbito social. Arteterapia. Papeles de arteterapia y educación artística para la inclusión social. 2016; 10 ():127-137.

Chicago/Turabian Style

Rosa-Maria Rodríguez-Jiménez; Elena Dueso Pla. 2016. "Consideraciones alrededor de la Danza-movimiento Terapia y sus aplicaciones en el ámbito social." Arteterapia. Papeles de arteterapia y educación artística para la inclusión social 10, no. : 127-137.

Journal article
Published: 01 September 2013 in Literacy Information and Computer Education Journal
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ACS Style

Maria-Jose Terron-Lopez; Rosa M. Rodríguezjiménez; Paloma J. Velasco-Quintana; Mª Del Mar Caja-. Non-Verbal Teacher Training Program: Emotional Intelligence, Body Awareness and Communication. Literacy Information and Computer Education Journal 2013, 4, 1149 -1156.

AMA Style

Maria-Jose Terron-Lopez, Rosa M. Rodríguezjiménez, Paloma J. Velasco-Quintana, Mª Del Mar Caja-. Non-Verbal Teacher Training Program: Emotional Intelligence, Body Awareness and Communication. Literacy Information and Computer Education Journal. 2013; 4 (3):1149-1156.

Chicago/Turabian Style

Maria-Jose Terron-Lopez; Rosa M. Rodríguezjiménez; Paloma J. Velasco-Quintana; Mª Del Mar Caja-. 2013. "Non-Verbal Teacher Training Program: Emotional Intelligence, Body Awareness and Communication." Literacy Information and Computer Education Journal 4, no. 3: 1149-1156.

Journal article
Published: 30 April 2013 in REDU. Revista de Docencia Universitaria
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Los cambios producidos en los procesos de enseñanza– aprendizaje requieren de los docentes formación competencial que motive a los alumnos para que sean capaces de desarrollarse como personas y realizar aprendizajes significativos a lo largo de toda su vida. En línea con este objetivo es necesaria una formación específica del profesorado que promueva el desarrollo de las competencias de tipo emocional. En el contexto educativo, una de las claves del éxito (la consecución de un proceso de enseñanza–aprendizaje efectivo y de calidad) se encuentra en el modo en el cual se establecen las dinámicas interpersonales. Un buen docente es aquel que no sólo “sabe”, sino que “es”. La presencia del docente en el aula, su cercanía al alumno, su capacidad para gestionar sus emociones, para comunicarse de modo eficaz y empatizar con él, son todos ellos aspectos que inciden sin lugar a dudas en el clima de trabajo, en el grado de motivación del alumno, en los resultados de aprendizaje, y claro está, en su desarrollo personal. Cuando hablamos de aspectos comunicativos, aquellos de tipo no verbal cobran una gran importancia. Los docentes apenas reciben formación de tipo experiencial sobre aspectos relacionados con la presencia del cuerpo y su expresión. El conocimiento enactivo a través de un programa de concienciación corporal y comunicación no –verbal posibilita el desarrollo de competencias intra e interpersonales. Se presentan en este trabajo los resultados preliminares de un programa de formación realizado en este ámbito con profesores universitarios de distintas áreas de conocimiento.

ACS Style

Rosa María Rodríguez Jiménez; María Del Mar Caja López; Patricia Gracia Parra; Paloma Julia Velasco Quintana; María José Terrón López. Inteligencia Emocional y Comunicación: la conciencia corporal como recurso. REDU. Revista de Docencia Universitaria 2013, 11, 213 -241.

AMA Style

Rosa María Rodríguez Jiménez, María Del Mar Caja López, Patricia Gracia Parra, Paloma Julia Velasco Quintana, María José Terrón López. Inteligencia Emocional y Comunicación: la conciencia corporal como recurso. REDU. Revista de Docencia Universitaria. 2013; 11 (1):213-241.

Chicago/Turabian Style

Rosa María Rodríguez Jiménez; María Del Mar Caja López; Patricia Gracia Parra; Paloma Julia Velasco Quintana; María José Terrón López. 2013. "Inteligencia Emocional y Comunicación: la conciencia corporal como recurso." REDU. Revista de Docencia Universitaria 11, no. 1: 213-241.

Journal article
Published: 31 December 2012 in REDU. Revista de Docencia Universitaria
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En el ámbito de la educación universitaria, aunque no sólo en él, la evaluación de competencias surge como un aspecto clave si queremos ser coherentes con el nuevo paradigma educativo. En este sentido, una efectiva coordinación entre docentes puede ayudar a poner en común dificultades, a afrontar las diferentes tareas y a consensuar criterios de evaluación, con el foco puesto en la búsqueda de una mejora continua de la práctica docente. En este artículo se presenta un proyecto de coordinación de profesores de diferentes áreas de conocimiento, pero con las mismas inquietudes: cómo desarrollar y evaluar competencias genéricas en el aula. Para ello han realizado un trabajo común en sus materias organizando las distintas tareas en diferentes fases: se han seleccionado y definido las competencias genéricas a desarrollar, se han consensuado indicadores y realizado diversas rúbricas para la evaluación de las mismas y se han diseñado actividades formativas específicas en las cuales se ha implementado esta evaluación. Con el objetivo de implicar al alumnado se ha realizado autoevaluación y co-evaluación. Además, para evaluar el impacto de este trabajo de coordinación se ha recogido la percepción tanto de los alumnos como de los docentes implicados ante las nuevas herramientas de evaluación diseñadas, mediante cuestionarios específicos y sesiones grupales de reflexión.

ACS Style

Paloma Julia Velasco Quintana; Rosa María Rodríguez Jiménez; María José Terrón López. La coordinación del profesorado universitario: un elemento clave para la evaluación por competencias. REDU. Revista de Docencia Universitaria 2012, 10, 265 .

AMA Style

Paloma Julia Velasco Quintana, Rosa María Rodríguez Jiménez, María José Terrón López. La coordinación del profesorado universitario: un elemento clave para la evaluación por competencias. REDU. Revista de Docencia Universitaria. 2012; 10 (3):265.

Chicago/Turabian Style

Paloma Julia Velasco Quintana; Rosa María Rodríguez Jiménez; María José Terrón López. 2012. "La coordinación del profesorado universitario: un elemento clave para la evaluación por competencias." REDU. Revista de Docencia Universitaria 10, no. 3: 265.

Journal article
Published: 07 March 2011 in REDU. Revista de Docencia Universitaria
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La importancia del desarrollo y evaluación de competencias genéricas en los nuevos estudios de grado es un aspecto aceptado ya por toda la comunidad universitaria. La formación en competencias permitirá que los estudiantes estén mejor preparados para afrontar los retos de una sociedad en constante cambio. Esto requiere por parte del profesorado, de innovadores y creativos procedimientos para facilitar a los alumnos su proceso de aprendizaje. Los recursos creativos son herramientas ampliamente utilizadas en educación primaria y secundaria para la adquisición y evaluación de competencias, no siendo así en la enseñanza superior. En general, la formación en competencias a nivel universitario se realiza aplicando metodologías basadas en técnicas cognitivo-racionales. Sin embargo, el ser humano es una entidad dual compuesta por cuerpo y mente, lo que posibilita un enfoque desde lo corporal, opción ésta avalada por las numerosas investigaciones en neurociencia que señalan la repercusión que un correcto desarrollo motor y corporal tiene en otras funciones cerebrales. En este trabajo se presenta un proyecto de desarrollo y evaluación de competencias genéricas a través de un programa de trabajo corporal, movimiento creativo y comunicación no-verbal. Los resultados preliminares de su implantación en alumnos de grado de distintas titulaciones son muy prometedores.

ACS Style

Rosa Mª Rodríguez Jiménez; María José Terrón; Patricia García. Recursos creativos corporales y uso de la comunicación no-verbal para el desarrollo y evaluación de competencias genéricas en alumnos de grado. REDU. Revista de Docencia Universitaria 2011, 8, 142 .

AMA Style

Rosa Mª Rodríguez Jiménez, María José Terrón, Patricia García. Recursos creativos corporales y uso de la comunicación no-verbal para el desarrollo y evaluación de competencias genéricas en alumnos de grado. REDU. Revista de Docencia Universitaria. 2011; 8 (1):142.

Chicago/Turabian Style

Rosa Mª Rodríguez Jiménez; María José Terrón; Patricia García. 2011. "Recursos creativos corporales y uso de la comunicación no-verbal para el desarrollo y evaluación de competencias genéricas en alumnos de grado." REDU. Revista de Docencia Universitaria 8, no. 1: 142.