About Rainbow Dance
Theoretical Framework for Violence Prevention
Violence prevention programs in the United States which have been deemed "best-practice" by the Center for Disease Control have primarily targeted adolescents and to a lesser extent elementary school children. However, results from retrospective studies of children and adolescents show that the onset of disruptive behaviors occurs during preschool (Keenan, Shaw, et. al, 1998; Applegate, et. al, 1997). Based on this finding, and other research, which shows that without intervention disruptive behaviors remain stable over time, developmental psychologists Kate Keenan and Daniel Shaw argue for intervention programs which, begin during the preschool years (Shaw, Keenan, Vondra, 1994; Keenan, et. al, 1998). The Rainbow Parachute is an intervention program that addresses this need as well as the current gap in this research and service delivery
area.Structure of Intervention in the Rainbow Dance Pilot Program
Rainbowdance groups are highly structured and theme specific. Using carefully selected rhythmic orientation, through music and repetition, each group session is complemented by storytelling and theme based movement improvisations. The music used for this program is a composite of simple folk tunes and classical pieces; the stories and improvisations have themes of cooperation, respect, trust, honor, and gentleness, and are developed to expose each child to adaptive coping strategies for successfully meeting normal developmental challenges, as well as constructive solutions to conflict.
By offering a repetitive, sensorimotor menu of successful coping solutions and alternatives to violence, Rainbowdance provides a conditioning sequence that supports ongoing solution generation (essential problem solving skill component), ability to ask for help in challenging social situations, ability to take another peer's viewpoint and ability to self-soothe. The movement sequences are developmentally appropriate and allow each child to join and to succeed. The transitions between sequences are smooth and lyrical; recognizing that even the normal, non- traumatized child is frightened by changes which are too rapid or which come without warning. The games are non- competitive: all are designed with a win-win outcome (for one child to win, all must win).
Each one-hour treatment session is similarly structured and consists of rhythm exercises, music, gross-motor movement, the creation of a narrative, and fantasy play and continued practice (conditioning) in self-regulation. These exercises are designed to teach preschoolers to self-sooth; self-regulate impulses; utilize their imagination to problem-solve; learn appropriate ways to deal with obstacles and frustration; and develop pro-social behaviors such as empathy and assertiveness. The repetition of the same activities week after week is intended to help each child to build this set of skills internally. This approach contrasts with others that persuade children to behave as a result of threat of punishment or coercion from authority. The conditioning paradigm argues that when children practice the skills of self-monitoring, then even in the absence of authority figures their appropriate behaviors will be sustained.
Recognizing the growing need for emotional and psychosocial supports for our elementary school children, we have expanded our curriculum to address the unique goals of this developmental group. Following secure attachment and beginning exploration of the social and physical environments, meaning and purpose emerge as goals for the healthy child.The challenges we address at this developmental level are as follows:
1) Understanding one's place in the Greater reality of Nature and the Universe, minimizing the sense of isolation.
2) Experiencing the value of responsibility to and service for the social (elders) and physical (ecology) environment.
3) Choosing creative and cooperative rather than violent solutions to conflict as they grow to understand the peer group to be a life promoting not a life threatening resource and
4) Transforming the perception of diversity from exclusionary to rich.
Rainbowdance Programs are tailored to meet the needs of each community site. We offer the program as a 16 or 32 week intervention as well as full year programs, in which two credentialed group leaders/therapists conduct hour long weekly groups which are composed of 6-10 children. We encourage the participation of a site staff person or teacher as Rainbowdance songs and movement sequences are readily adapted for use in the classroom.
Rainbowdance has been adapted for: Toddlers, Preschool and kindergarten children, for refugee children and their mothers, for Autistic, Deaf, and Blind children, as well as those with physical impairment and attention or learning delays.