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childs expression is viewed as a communication from the core of the self, rather than as
pathologic or maladaptive behaviour. Thus it demands no performance or aesthetic standard, but
rather encourages expression of those elements of motion which lead to motor generalisation and
motor skills. The dance therapist uses the childs behavioural or perceptual manifestations as
thematic material for the therapeutic relationship which finally emerges as unencumbered
spontaneous movement expression.
The Five Part Session: a Dance Therapy Model
Though each session is different and unique to the time, place and child, certain guidelines
organise the development of a treatment plan. The model suggested here works toward an organic
whole at each meeting: there is a beginning, a middle, and an ending. The five parts of each
session include (1) warm-up, (2) release, (3) theme, (4) centering, (5) closure. The session may be
viewed as a mini-life experience, reliable and easily repeatable as the child gains integrating
capacity.
Children referred to dance therapy are fragmented in their perceptual development, exhibiting
erratic and short attention. A dance therapy model which flows from beginning to end exposes the
child to an external kinaesthetic and perceptual model which ultimately serves as an internal for
more complex social and learning skills such as sequencing, generalising, and closure.
During the warm-up-which may last 5 minutes or 5 months, depending on social, emotional, and
motor development - a child is psychologically and kinaesthetically prepared to be in the session.
The warm-up begins where the child is, acknowledging the childs immediate presence by
honouring body flow or expression. During the warm-up, the therapist attempts to release the
tension set of the child, since residual tension or set patterns inhibit fully integrated motor
expression.
During the middle section, thematic material expressed during the warm up release and
interpreted by the therapist, is explored with the child. During the thematic exploration, the
therapist attempts to catalyse both the therapist/child relationship and the childs self-initiation. It
is here that range exploration and development is encouraged.
The ending represents a centering, a return to the here and now which encompasses two parts:
Anticipation of the next session and closure. This method offers the chance for the child to say
goodbye. Greeting and separation are experienced and learned. The session reflects life, as the
child is offered the opportunity to experience completion, competency, and the integration of the
levels of relating and learning that occur in life.
The Development of the Therapist-Child Relationship.
The childs overall behavioural functioning affects the therapist-child relation. A childs ability to
attend within a formal session and to reorganize basic body image experience determines how
and when the therapist chooses to lead, follow, suggest, contrast, parallel, or mirror, all are styles
of leading by the dance therapist.
Because the therapists training includes an ability to determine and view movement expression
as reflective of intra-psychic dynamics, a childs patterns of expressive gestures or rituals are
viewed as symbolic communications making sense within the childs ritualistic world. Within
these communications, the therapist can often determine the childs level of fixation or regression.
By relating through and/or planning motor interactions developed from the childs
communication, the therapist facilitates completion of a childs social, emotional or physical
developmental level.
An understanding of ego development and object relating are essential, although only those
essentials relative to treatment are included here. Briefly stated, the therapist encourages or
stimulates through various movement experiences. These experiences express levels of
organisation through effort/ shape and/or flow patterns.
The most primitive level of the child/therapist relationship is autistic communication; the child
behaves ritualistically, unable to acknowledge the therapist apart from the ritual. Though patiently
mirroring the childs movement rituals, the therapist builds towards a synchronous movement
event in rhythm, flow, posture, or gesture. This event marks the emergence of the child to a
symbiotic orientation. At this level the therapist and child exchange supported, contained, and
even merging body contact; holding and moving the child, the therapist helps the child develop
kinaesthetic experience. From this level, the therapist gradually helps a child progress to a
parallel or mirroring relationship, finally-with verbal, visual, or imitative cues - helps the child
move separately.
The therapist/child relationship, carefully nurtured, and the therapists sensitivity to the childs
movement expressions is crucial to dance therapy work. The therapist is sensitised to movement
expression as it relates to the psychological, motor, and cognitive development of the child, since
each of these is affected by the other in life, and problems in one area affect growth or integration
in another. A child diagnosed as retarded or emotionally disturbed may in fact manifest a
psychological trauma which has blocked perception, or the ability to integrate motor or cognitive
skills. This complicated concern is beyond the thrust of this chapter, however, which is to show
how dance therapy serves the development of the special child.
Over time a dance therapy session grows more perceptually complex and involves more risks by
the child. Since expanding or altering ritual or rigid patterns involves lessening fear and
developing trust, the childs sense of self must first be achieved. The therapist realises how
crucial are consistency, respect, and patience with working with the disturbed child.
Conclusion
To perceive, follow, and develop a childs movement cues, the dance therapist must have a broad
movement-dance range, free of dance stylisation or personal idiosyncrasies. Along with group
and individual leadership skills and expertise in psychology and psychodynamics, the therapist
must remain free to move in and out of the often bizarre worlds of the disturbed child.
Movement time is self-discovery time. As a child discovers new movements affected by his own
efforts, so do sense of self and wellbeing grow proportionally. Dance therapy encourages fuller
human functioning through communication between the inner and outer worlds.
As the emotionally disturbed youngster is able to let go of awkward body postures and attitudes,
joy, release, and good feelings become more frequent. As a child gains control of the most basic
self, the body, as a more flexible range of movement using force, time, and space create a
new world of ease, so do contacts with the outside world become more available and appropriate.
Techniques, methods and lessons are not inherent to dance therapy, but range development, use
and encouragement of non-verbal communication, and full acceptance of the childs pre-verbal
symbols are the core of the dance therapy model.
References
Dell, C. (1970). A Primer for Movement Description. New York: Dance notation bureau. .
Hunt, V. (1964). Movement Behaviour: A Model for Action, in Quest, Monograph II. Tucson, Arizona:
NAPECW, NCPEAM, Spring.
Leventhal, Marcia B. (1974). Movement Therapy with Minimal Brain Dysfunction Children, in Mason,
Kathleen, ed. Dance Therapy: Focus on Dance VII. Reston, Virginia: AAHPERD. 42-48.
Leventhal, Marcia B. (1979). Structure in Dance Therapy; a Model for Personality Integration, in Rowe,
Patricia and Stodelle, Enestine, eds. Dance Research College, Annual. New York: Congress on Research in
Dance, CORD.
Mahler, M. Pine, F. and Bergman, A. (1975). The Psychological Birth of the Human infant. New York:
Basic Books, Inc.