PEACE Through Dance/Movement: Evaluating a Violence Prevention Program

Abstract

This pilot research evaluated the use of a 12-week dance/movement therapy-based violence prevention program with 54 multicultural elementary school children, and found that it was effective in reducing aggressive behaviors. The program used a dance/movement therapy group process that focused on socialization and engagement of children in creative, problem solving experiences. Pro-social behaviors and methods of self-control were introduced using movement, children’s stories and discussion. Statistical results showed that teachers noticed a significant decrease of these behaviors in their students instigating fights, failing to calm down, frustration intolerance, and throwing articles. The children reported significant decreases of these behaviors both seen and experienced:“someone doing something wrong,” and “someone throwing something.” Significant changes in the students’ perceptions and feelings about experiencing or seeing aggression were noted in their “not feeling happy” when seeing such incidents, and their observations of handling themselves and responding in such situations showed a decrease of “feeling happy,” and a decrease in “feeling scared.” Classroom observations showed a significant decrease in the frequency of negative behaviors. However, there was not significant increase in pro-social behaviors noted. Comparative data of aggressive incidents reported to the office for classrooms participating in the program (first, second, and third grades) before and after the program were compared to data from non-participating classrooms (fourth, fifth, and sixth grades). While data showed a decrease in the number of aggressive incidents reported to the principal for the entire school, the decrease in number of incidents for participating classrooms was greater than that for those that did not participate (p < .001). Limits for the study and suggestions for future research are presented.