Dramatherapy Literature Database

S. C. Koch, S. Stange, N. Ernst, J. Kinnen, M. Juhart, H. Gruber, M. Schlüter, U. S. Ribaupierre, B. Merschmeyer, S. Klees, J. Junker and H. Hues, "‘Strong Kids’: Effects of drama therapy on child resilience after the 2021 German flood disaster", The Arts in Psychotherapy, pp. Article 102254, 2025.

DOI: 10.1016/j.aip.2025.102254

Abstract:
This study examines the effects of drama therapy workshops in schools and kindergartens on strengthening the resilience of the children after the centennial flood disaster in the German Ahrtal in July 2021. The drama therapy intervention reached about 600 children in kindergartens and schools, with N=238 being part of the main evaluation of the workshop (ages 3-11). The children’s educators completed the 10-item child resilience scale for each participating child (N=238) at five points in time: before and immediately after the flood (in hindsight at baseline), before and after the intervention, and at a six-week follow-up; control participants were observed at two additional times (n=127; within-group), with a questionnaire before and after a regular school week preceding the workshop week. Within the given limitations of a within-subject design, results suggest that the drama therapy intervention can strengthen child resilience, independent of sex, number of siblings or migration background of the children. Educators’ ratings indicated that child resilience increased significantly from before to after the intervention compared to a regular school week and further increased significantly from after the workshop to the follow-up. Acceptance of the intervention was high. Vulnerable children with the highest social-behavioral problems showed the steepest increase in resilience after the workshops but fell back at follow-up. Children aged 3-4 and severely affected children benefited less and may need an adapted version or longer duration of the intervention. Moderating factors and implications of the findings for child emergency aid and prevention are discussed.

B. Ben-Tzur and R. Feniger-Schaal, "Aesthetic distance: Conceptualization and practical use", The Arts in Psychotherapy, vol. 92, pp. 102230, 2025.

DOI: 10.1016/j.aip.2024.102230

Abstract:
Drama therapy is an experiential psychotherapy method utilizing theatrical elements to facilitate psychological growth and change. \textquotedblAesthetic distance,\textquotedbl a core concept in drama therapy, refers to the midpoint between cognitive detachment and emotional over-engagement, allowing individuals to simultaneously think about and feel their experiences. This balance enables people to experience a situation both from within and as an external observer, integrating emotional and cognitive processes. This qualitative study explored the conceptualization and application of aesthetic distance by conducting semi-structured interviews with 20 experienced drama therapists and psychodramatists. Deductive data analysis revealed five themes: (a) aesthetic distance is a multilayered, multidimensional term; (b) The assessment of different states of aesthetic distance can be done via various expressions; (c) there are different avenues to reach aesthetic distance; (d) being in aesthetic distance may enable clients to access sensitive content and experience transformation; and (e) The therapist’s own engagement with the state of aesthetic distance is an important factor in the therapeutic process.~Based on these findings, we developed an integrative model encapsulating the use of aesthetic distance in therapy, including its role in assessment, intervention planning, as a catalyst for change, and as a therapeutic outcome. The model also highlights the therapist's pivotal role in cultivating aesthetic distance and its impact on both therapist and client. This study contributes to a more comprehensive understanding of aesthetic distance as a cognitive-emotional construct, offering insights that can inform and enhance clinical practice in drama therapy and related fields.

E. Melvin, O. Onyeaso, D. Giacco and S. Hackett, "Arts psychotherapies for adolescents with mental health difficulties: A systematic review and logic model of mechanisms of action and outcomes", The Arts in Psychotherapy, vol. 92, pp. 102258, 2025.

DOI: 10.1016/j.aip.2025.102258

Abstract:
There is a lack of evidence base to understand and evaluate arts psychotherapies (Art Psychotherapy, Dance Movement Psychotherapy, Dramatherapy and Music Therapy) interventions increasingly provided for adolescents with mental health difficulties, a population with rising need. We aimed to understand which arts psychotherapies interventions are used with adolescents with mental health difficulties and what their mechanisms of action are. We aimed to assess what the outcomes of arts psychotherapies interventions are, and how they are measured. Literature was sourced through database searches (CINAHL, EMBASE, the Cochrane Library, PsycINFO, PubMed, Scopus, APA PsycNet) and hand searches (January 2007 - June 2023). 3403 papers were screened, 47 met inclusion criteria for synthesis. Risk of bias in included studies was assessed. Findings were narratively synthesised, and a logic model drawn, mapping out intervention components, potential mechanisms of action (generic psychotherapy factors and factors unique to arts psychotherapies), and intervention outcomes. The logic model produced can inform more consistent evaluation strategies across arts psychotherapies approaches. Despite shared outcomes recognised through narrative synthesis, there is wide range of outcome measures used to assess benefits of these approaches. This is a barrier to establishment of a strong evidence base as it emphasizes differences rather than commonalities.

J. Wang, B. Zhang, R. Yahaya and A. B. Abdullah, "Colors of the mind: a meta-analysis of creative arts therapy as an approach for post-traumatic stress disorder intervention", BMC Psychology, vol. 13, no. 1, pp. Article 32, 2025.

DOI: 10.1186/s40359-025-02361-4

Abstract:
BACKGROUND In clinical practice, creative arts therapy is frequently utilized for the treatment of traumatized adults, with reports of favorable outcomes. However, the effectiveness of this intervention in post-traumatic stress disorder (PTSD) treatment has not yet been definitively established through meta-analysis. In this meta-analysis, we aim to assess the effectiveness of creative arts therapy in the management of PTSD. METHODS We conducted systematic literature searches through electronic databases from the extended inception of each database to November 2023. We utilized the Cochrane risk of bias tool to evaluate the quality of evidence. Standardized mean differences (SMDs) were calculated as the effects of creative art therapy on the improvement of PTSD. RESULTS Seven controlled, comparative studies investigated the use of creative arts therapy in treating adults with PTSD. Meta-analysis demonstrated a significant decrease in PTSD symptoms following creative arts therapy (SMD = -1.98, 95% Confidence Interval (CI): -3.8 to -0.16, p < 0.03, I2 = 98%). Subgroup analysis indicates that drama therapy was notably effective, while music, art, and dance/movement therapies exhibited less pronounced effects. CONCLUSION Despite the limitations, including a limited number of studies, participant size, study heterogeneity, and methodological quality, these results provide valuable understanding regarding the efficacy of creative arts therapies in treating PTSD and highlight the urgent need for additional research in this area.

N. Jans, H. Wouters, J. Kolijn and S. Haeyen, "Developing a virtual reality application for online arts and psychomotor therapies using action research", Frontiers in Virtual Reality, vol. 6, 2025.

DOI: 10.3389/frvir.2025.1462775

Abstract:
Background: Virtual Reality (VR) holds much promise for online offering of arts and psychomotor therapies. As these therapies use bodily experiences, expressive/artistic media, materials, movement, music, and (role) play, VR is more suitable than online/video consultations. Objectives: This study was set up to improve VR possibilities for arts and psychomotor therapies, with the primary aim of redeveloping and rebuilding a VR application. Methods: Using Lewin’s paradigm of Action Research in conjunction with the Lean Start up Method to develop Minimal Viable Products, we developed and built the Virtual Reality Health Experience (VRhExp), a full body multiplayer VR space providing online arts and psychomotor therapies. The Action Research concerned a one-year co-creation project involving 17 arts and psychomotor therapists (Mean age 44.1 years, SD 11.3) together with input from media designers in education and technical VR developers. The Action Research consisted of five cycles. All cycles were held in groups. Results: We redeveloped an initial multiplayer full body VRhExp application based on users’ preferences, and ideas. Our participants reported becoming more proficient in using VR than at the start. Training and workshops held with arts and psychomotor therapists enhanced their knowledge of and skills in using the VRhExp. They provided input for the patient journey which was then used to develop a roadmap with the prerequisites for the implementation of the VRhExp in clinical practice. All participants indicated that the current version of VRhExp is not yet ready for use in clinical practice but appreciated that a great step forward had been made. Of the arts and psychomotor therapists who participated in the workshops, four out of five acknowledged the potential of acting and experiencing with the VRhExp (79%). Conclusion: The VRhExp is a promising tool for patients with psychological disorders as it enables the continuity of care provision by therapists. The VRhExp is a first step towards developing a broader landscape for offering online experiential arts and psychomotor therapies.

R. Ranasinha, "Exploring the Impact of Trauma-Informed Dramatherapy Training on Mental Health Practitioners in Myanmar: Perspectives on Integration, Effectiveness, and Cultural Adaptation", ResearchSquare, 2025.

DOI: 10.21203/rs.3.rs-6016138/v1

File : https://www.researchsquare.com/article/rs-6016138/v1

Abstract:
Myanmar’s prolonged civil conflict and the 2021 military coup have aggravated widespread trauma, anxiety, and depression, compounded by economic collapse and disruptions to mental health services. Traditional talk therapies alone are insufficient in addressing these complex psychological needs, necessitating innovative therapeutic approaches. This study examines the feasibility of trauma-informed dramatherapy as an intervention within Myanmar’s mental health landscape. In 2024, the Academy of Care at the Goethe-Institut Myanmar launched a Train-the-Trainer program to enhance the capacity of fifteen local mental health practitioners. Using a qualitative research design, this study explores the experiences of the fifteen participants who completed intensive two-week dramatherapy training. The findings reveal four key themes: (1) Cultural Adaptation and Mindfulness, highlighting the integration of local cultural practices to enhance accessibility; (2) Empowerment and Self-Discovery, demonstrating the training’s impact on practitioners’ self-awareness and therapeutic confidence; (3) Addressing Mental Health Challenges, illustrating dramatherapy’s effectiveness in supporting trauma survivors beyond traditional talk-based approaches; and (4) Community Healing and Connection, emphasizing its role in fostering social cohesion and collective trauma recovery. Findings suggest that culturally responsive trauma-informed dramatherapy holds significant potential for addressing Myanmar’s mental health crisis. However, sustained professional development, cultural adaptation, and further empirical research are essential to optimize its implementation and long-term impact.

L. Rodríguez-Davis, "New Voices: Transforming Trauma and Conflict in Northern Ireland with the Arts", Irish Journal of Arts Management and Cultural Policy, vol. 11, no. 1, pp. 82—91, 2025.

File : https://www.culturalpolicy.ie/index.php/ijamcp/article/view/2841

Abstract:
A quarter of a century on from the signing of the Good Friday Agreement, evidence of residual tension and division along community lines in Northern Ireland remains. Northern Ireland also exhibits elevated rates of mental illness and trauma, particularly stemming from the Troubles, and spans across generations in the form of transgenerational trauma. Still, a thriving arts scene with active public engagement is a key feature of Northern Irish culture. Therefore, it is reasonable to conclude that peacebuilding and trauma recovery initiatives incorporating artistic approaches would be well-received. This study examined the potential for creative therapeutic interventions to promote conflict transformation and trauma healing in Northern Ireland. A review of the existing scholarship further elucidated the nature of conflict and trauma in Northern Ireland. Additionally, an understanding of artistic therapeutic approaches, such as dramatherapy, was established. Using an interpretivist, qualitative approach, this author interviewed five theatre makers and dramatherapists in Northern Ireland and then conducted a thematic analysis of the interviews. The findings suggest several mechanisms by which therapeutic art-making could assist in trauma healing and transforming conflict, including distancing, creating narrative, connecting through shared experiences, and validation while also offering significant cautions, insights, and recommendations for successful implementation. Further research to advance understanding of this dynamic is recommended.

Y. Golland, B. M. Ben-David, M. Mather and S. Keisari, "Playful brains: a possible neurobiological pathway to cognitive health in aging", Frontiers in Human Neuroscience, vol. 19, 2025.

DOI: 10.3389/fnhum.2025.1490864

Abstract:
Healthy cognitive aging emphasizes preserving cognitive functions essential for independence and well-being. Developing interventions that promote cognition and resilience in older individuals is crucial. Social playfulness, characterized by spontaneity and mutual enjoyment, allows individuals to step away from routine roles and engage in novel and surprising exchanges. Emerging evidence suggests that social playfulness is a promising approach for supporting cognitive functions in aging in a joyful and engaging way. In this theory and hypothesis manuscript, we propose a neurobiological pathway mediating the effects of social playfulness on cognition. Playful interactions generate high levels of uncertainty, requiring continuous adaptation and exploration. We suggest that these demands engage the locus coeruleus-noradrenaline (LC-NA) system, which is crucial for navigating uncertainty and sustaining arousal and flexibility needed to adapt to the dynamic and unpredictable nature of playful interactions. Importantly, the collaborative and safe environment of playfulness transforms this uncertainty-driven noradrenergic activation into an engaging and rewarding experience, enhancing focus, positive affect, and flexibility. In older adults, where LC-NA functionality may decline with age, social playfulness could counteract cognitive decline by upregulating this system. We review evidence linking LC-NA integrity to cognitive health and explore how playfulness might mitigate the deterioration of cognitive functioning by training executive functions and promoting novelty and exploration. This framework bridges neuroscience, cognitive psychology, and creative-arts therapies, highlighting social playfulness as a tool for healthy aging. We emphasize the need for further research to validate this hypothesis and explore its implications for designing interventions that leverage social playfulness to enhance cognitive resilience in older populations.

H. McLaughlin and D. Seabrook, "The creative arts therapies and the climate crisis: Toward a framework for intentional engagement", The Arts in Psychotherapy, vol. 92, pp. 102255, 2025.

DOI: 10.1016/j.aip.2025.102255

Abstract:
In the face of the deepening climate emergency, the field of creative arts therapies must intensify its engagement in and commitment to climate action. Creative arts therapists hold unique skills to promote positive social change, foster deep reflection and expression on the impacts of the crisis, facilitate creative problem solving, and inspire visioning and innovation for better futures. To help consider how these skills can be harnessed, the authors propose a framework that can be used across the creative arts therapies modalities and be adapted within different theoretical approaches to invite intentional climate reflection and suggest different types of action. This framework can help creative arts therapists to determine ways their professional practices can be more aligned with values of climate wellness, including their work with clients, roles as educators to participants in learning contexts, and their roles within their professional workplaces and greater communities.

C. Wolosow, S. Keisari and D. Harel, "‘I see them speak, I can hear their movements’: Playfulness and personal growth in playback theatre groups for older women", Dramatherapy, vol. 45, no. 1, pp. 71—89, 2024.

DOI: 10.1386/dj_00005_1

File : https://intellectdiscover.com/content/journals/10.1386/dj_00005_1

Abstract:
Recent studies have confirmed the positive effects of playback theatre groups for the older population. This article presents part of a larger study that examined the experiences of older women in Israel who took part in playback theatre groups in community centres. It explores one theme from the findings that centred on promoting change and growth. Semi-structured in-depth interviews were conducted with women aged 62–81 (N = 17) who had been involved in playback theatre groups for over six months. The data were subjected to reflexive thematic analysis. Five subthemes emerged from the analysis: (1) the creative process promotes change from introversion to openness; (2) expanding the self through bodywork and movement; (3) playfulness in playback theatre creates an ageless experience; (4) development in the group is assimilated into daily life and (5) the importance of the role of the conductor in the participants’ development. The findings highlight the importance of playback theatre and its contribution to promoting personal development and self-expression in older women. Through embodied expression, these women reported experiencing a meaningful connection to their ageing body. These results may provide the basis for developing community-based intervention programmes grounded in playback theatre for older women.

A. Stern, R. Feniger-Schaal and T. Rabinowitch, "‘Just Play’: Developing a drama therapy dyadic play intervention for children with intellectual developmental disabilities and their parents", Drama Therapy Review, vol. 10, no. 2, pp. 163—171, 2024.

DOI: 10.1386/dtr_00154_7

Abstract:
This clinical commentary presents ‘Just Play’ – a dyadic drama therapy play intervention for children with intellectual developmental disabilities and their parents and the process of its development. These parents tend to be more didactic and less playful in interactions with their children, yet existing interventions for this population have not aimed to specifically target parent–child playfulness or encourage free-play interactions. The ‘Just Play’ intervention emphasizes the intrinsic values of play for the sake of play and playfulness for these parents and children. In this commentary, we will present the theoretical background for the intervention and its unique contribution. We will describe the process of the intervention’s development side-by-side with clinical vignettes performing the intervention, integrating research and praxis. The ‘Just Play’ intervention focuses on promoting free play and playfulness both as the medium and as the very goal of the intervention itself.

Y. Calzado Gil, A. Parsons, E. Keiller, A. Oliver, R. Rajeshwar and J. Allbutt, "A mixed-methods evaluation of the dramatherapy Meta-Processes Model of Change", Dramatherapy, vol. 45, no. 1, pp. 25—49, 2024.

DOI: 10.1386/dj_00003_1

File : https://intellectdiscover.com/content/journals/10.1386/dj_00003_1

Abstract:
Investigation into the processes which are in action during dramatherapy is an emerging area of research interest. Models, such as the Meta-Processes Model of Change (MPMC) have, thus, emerged. This model proposes five meta-processes that underlie change in dramatherapy, which are said to be present across all dramatherapy approaches and are crucial to client change. Developed, initially, via a systematic review of dramatherapy, little analysis has been applied to this model since its inception. In order to understand UK dramatherapists’ perspectives on the model and to investigate its applicability to their practice, a mixed-methods study was conducted. Semi-structured interviews were employed with eight UK dramatherapists, and thematic analysis was applied to the data. Afterwards, the MPMC was introduced to the same eight participants before they completed a primarily quantitative short questionnaire. The findings suggest that there is considerable convergence between the MPMC and dramatherapy methods and techniques that the participant dramatherapists employed within their clinical practice. The findings also uncovered the perceived importance of the meta-processes to a UK dramatherapy sample; establishing safety (e.g. via the use dramatic distance and ritual) was deemed to be the most important meta-process by those involved. As this study had a small sample size, and as there was limited knowledge of the model prior to participants’ involvement in the study, further empirical and client-centred research on meta-processes is required.

M. Ivers, "A review of literature on the therapeutic use of drama to support communication with young autistic children", Dramatherapy, vol. 45, no. 1, pp. 51—69, 2024.

DOI: 10.1386/dj_00004_1

File : https://intellectdiscover.com/content/journals/10.1386/dj_00004_1

Abstract:
This literature review seeks to chart the current landscape of research related to drama, therapy and young autistic children needing support with communication. Beginning with key concepts to set out definitions for the review, I then demonstrate the search process as a scoping exercise and discuss the findings of two separate collections of studies: one of wider practices using drama as therapy, including group dramatherapy, and one collection of studies describing one-to-one drama as therapy. The aim of the review is to gather the available evidence of whether drama as therapy can support the communicative strengths of young children on the autism spectrum, in particular those described as non-verbal or minimally verbal. I then seek to extrapolate how this might occur through presenting the outcomes of a theme analysis of seven case studies of one-to-one drama as therapy.

L. Kechen, S. C. Cheang and S. Zainal, "A Study on Drama Therapy to Promote Imagination Development of Autistic Children: A Case Study in Guangxi, China", Pakistan Journal of Life and Social Sciences, vol. 22, no. 2, 2024.

DOI: 10.57239/PJLSS-2024-22.2.00878

Abstract:
Autism spectrum disorder (ASD) provides a neuro-developmental condition disorder that has been characterized by difficulties in social interaction, communication, along with imagination. Children's imagination, a vital aspect of cognitive development, enables them to participate in social role-play, problem solving, and creative thinking. However, imaginative play is frequently difficult for autistic children, which restricts their capacity to express creativity and explore hypothetical situations. This restriction can influence their emotional intelligence and social development, which are normally enhanced by imaginative play. The goal of the case study in Guangxi, China, is to analyze the use of drama therapy to encourage the development of autistic children's imaginations. A sample of 32 individua ls aged 4-7 years old, consisting of 21 males and 11 females, participated in an 8-week experiment. The experiment involved drama therapy sessions held twice a week, with each session lasting for 30 minutes. Notably, none of the participants had prior experience with drama therapy. Pre- and post-intervention data were gathered to evaluate enhancements in emotional expressiveness, social interaction, and imagination. Feedback from parents and teachers was also collected to assess behavioral modifications in natural environments. The data was analyzed using statistical approaches, such as descriptive statistics and t- tests. The results demonstrated significant improvements in imagination and creative thinking, along with positive changes in social interaction and communication. Despite some logistical issues, participants, parents, and teachers were quite pleased with the program. The findings indicate that drama therapy is a potential strategy for supporting imaginative development in autistic children, warranting additional research in greater, controlled investigations.

E. Melvin, M. Green, E. Keiller, C. Parmar and J. Bourne, "A systematic review of dramatherapy interventions used to support adults with psychosis", Schizophrenia research, vol. 267, pp. 44—54, 2024.

DOI: 10.1016/j.schres.2024.02.031

Abstract:
Background: Psychiatric treatment of psychosis often comprises therapeutic and psychotropic combinations. Dramatherapy is often utilised in health services with this population, particularly when clients struggle to engage with talking therapies because of complex presentations, experience preverbal trauma, neurodiversity challenges and/or communication difficulties. Dramatherapy as a therapeutic intervention is recognised by health regulating bodies but as yet has not yet been systematically reviewed. Aims: To synthesise existing peer-reviewed empirical research literature and gather evidence regarding dramatherapy used to support adults with psychosis; To collate and understand the intervention methods of dramatherapy as a treatment to support adults experiencing psychosis; To assess the effect of dramatherapy on adults with psychosis, by collating qualitative and quantitative outcome measures, where reported in included research. Methods: Literature was sourced through database searches (CINAHL, EMBASE, COCHRANE, PsycINFO, PubMed, Scopus, and APA PsycNet) and hand searches. 8541 papers were screened, and 11 met inclusion criteria for synthesis. Findings related to aims were narratively synthesised, before being thematically analysed. Results: Participant characteristics of age, gender, ethnicity, and socio-economic background were heterogeneous. Participants across studies often had multiple diagnoses, and unknown complexities making recovery through standard treatment unachievable. Presentations included episodes of psychosis, schizophrenia, and dual-diagnoses of mental health challenges and intellectual difficulties. Positive effects found the use of dramatherapy include: New perspectives; Improved relationships; Ability to make choices with reduced anxiety; Understanding of self; Reduced psychotic symptoms. Quantitative data substantiated qualitative findings, and effect indicated changes in social functioning, behaviours, and symptoms following dramatherapy intervention. Implications: Systematic findings will support practitioners to implement evidence-based practice and to improve treatment provision for adults with psychosis. Further methodologically sound research into the field is encouraged to advance understanding of dramatherapy interventions for adults with psychosis.

A. Khanna, K. Olegario Loy, T. W. Chen and C. Short, "Activating allyship: Revisiting Forum Theatre through a study abroad program in Rio de Janeiro, Brazil", Drama Therapy Review, vol. 10, no. 2, pp. 181—196, 2024.

DOI: 10.1386/dtr_00156_7

Abstract:
In March 2023, nineteen students, educators and clinicians affiliated with New York University’s theatre education, dance education and drama therapy programs travelled to Rio de Janeiro for ten days to learn about the work of Escola de Teatro Popular (ETP) or The Popular Theatre School across social movements. Co-founded by Julian Boal and collaborator Geo Britto, ETP has reworked the original contributions of Augusto Boal’s Theatre of the Oppressed and Forum Theatre into a new model of allyship. The co-authors of this article, four drama therapists working across healthcare systems in New York City, seek to examine how ETP’s art-infused allyship with communities relates to therapeutic practice in drama therapy and how it can further the World Health Organization’s global efforts of using the arts to improve community well-being. The article explains how this evolved approach can be a model to build new strengths and new forms of solidarity to confront the contradictory forces that compel drama therapists to submit and resist inadequacies within managed care systems.

S. Keisari, "Bringing a path to life: the integration of narrative therapy and playback theater in individual therapy", Zeitschrift für Psychodrama und Soziometrie, 2024.

DOI: 10.1007/s11620-024-00829-w

Abstract:
Processing the life story is vital to a~human’s development, providing individuals with resources and promoting adaptation to changes throughout the life course. Narrative therapy is a~main approach in psychotherapy that is found to positively affect individuals’ psychological well-being and mental health. This paper in the Zeitschrift für Psychodrama und Soziometrie (ZPS) presents the ways narrative therapy is integrated with role play and playback theatre in individual therapy sessions. Dramatic roles from different periods of one’s life are explored simultaneously as part of the therapeutic process to create a~concrete and integrative representation of one’s life story. A~case study illustrates the integration of narrative therapy, role reversal, and playback theater techniques in one-on-one sessions

K. A. Magee, "Childhood trauma and intimacy: Exploring drama therapy for intimacy recovery in adult relationships", South African Journal of Arts Therapies, vol. 2, no. 2, pp. 128—151, 2024.

DOI: 10.36615/bqe3z633

Abstract:
This article investigates the relationship between childhood trauma and intimacy in adulthood, evaluating Drama Therapy as a treatment approach for intimacy recovery. Using a qualitative literature review, the study explores how specific Drama Therapy techniques – dramatic ritual, the Role Method, Narradrama, and Developmental Transformations (DvT) – address intimacy disruptions resulting from childhood trauma. The review reveals that these Drama Therapy approaches equip trauma survivors with tools to rebuild trust, regulate emotions, reform harmful narratives, and manage relational unpredictability. By fostering safety, trust, emotional expression, and mutual recognition within a structured environment, the literature examined indicates that Drama Therapy may facilitate the recovery of intimacy capacity by enabling individuals to engage in healthier and more fulfilling relationships. The article highlights that while Drama Therapy provides valuable insights into intimacy recovery, it is limited by the absence of empirical data, which affects its scientific validity. Furthermore, the focus on selected literature may not fully represent the broader research landscape on trauma, intimacy, and Drama Therapy. The effectiveness of Drama Therapy techniques in enhancing intimacy lacks extensive empirical validation, underscoring the need for more rigorous research. Future studies should include empirically validated research to explore the impact of specific forms of childhood trauma and identify the most effective Drama Therapy techniques for intimacy recovery. Interdisciplinary collaboration could enhance empirical support for Drama Therapy’s efficacy, offering a more comprehensive understanding of therapeutic interventions' impact on human health and intimate relationships.

T. Constien, A. Khanna and A. Wiberg, "Client experiences of drama therapy: A systematic review and qualitative meta-analysis", Qualitative Psychology, 2024.

DOI: 10.1037/qup0000300

Abstract:
Although there is an increasing interest in connecting the arts and health, creative interventions, such as drama therapy, are often impeded in their implementation due to a narrow evidence base. While there is evidence of the effectiveness of drama therapy, there is limited understanding of how clients perceive its practice. Therefore, this study sought to identify common experiences of drama therapy reported in qualitative research that may broaden its evidence base and center clients in its further development. The research question guiding this inquiry was: What aspects of the therapeutic process do clients experience as supportive or obstructive in drama therapy? A systematic review identified 20 studies reporting experiences of drama therapy obtained from an aggregate sample of 302 clients. Following a bibliometric and quality appraisal, results from primary studies were extracted and analyzed. Extracted data were sorted following the paradigm of (un-)helpful aspects of therapy and categorized according to the procedures of a qualitative meta-analysis. Nine metacategories were identified across three domains of supportive, supportive but difficult, and obstructive aspects of drama therapy. The results indicated that clients perceived drama therapy to be supportive to work on personal challenges and to strengthen communal relationships. Particularly, symbolic, creative, and playful experiences were deemed as supportive, although studies also indicated that some clients perceived them as difficult or obstructive in therapy. Overall, these results add to the growing literature identifying a positive perception of drama therapy while highlighting areas for improvement in its implementation. Further research centering clients’ experiences is warranted.

H. Datta, L. L. Wood, S. Alimonti, D. Pugliese, H. Butkiewicz, F. Jannello, B. Rissland and K. Tully, "Community responses to persons with aphasia participating in CoActive therapeutic theatre: A pilot study", International Journal of Language & Communication Disorders, 2024.

DOI: 10.1111/1460-6984.13019

Abstract:
BACKGROUND Persons with aphasia (PWA) experience a number of communicative and social-emotional challenges. Reported experiences of PWA include but are not limited to, being misunderstood, isolated, frustrated, and infantilised. AIMS The aim of this pilot study, involving a Life Participation Approach to Aphasia (LPAA), conducted over the course of 2 years, was to understand community perceptions of aphasia while PWA engaged in an interprofessional treatment program involving speech and drama therapy. METHODS & PROCEDURES The interprofessional treatment program involved PWA participating in a therapeutic theatre program using the CoActive Therapeutic Theater (CoATT) while also receiving speech-language therapy. Each year, the PWA performed a different, original therapeutic theatre production for a public audience, at the culmination of their interprofessional treatment program. In this paper, we share data obtained from perspectives of audience members who witnessed the theatre production and aphasia education during the first year of the study and friends and family of PWA who participated in the therapeutic theatre process during the second year of the study. OUTCOMES & RESULTS Responses from audience members who participated in aphasia education and witnessed the therapeutic theatre performance by the PWA during the first year, indicated an increased knowledge of aphasia. Friends and family members of PWA who witnessed their loved ones engaging in the CoATT process through interprofessional treatment, in the second year, reported that their loved ones benefited from the CoATT process, which was distinct from other therapeutic processes to their knowledge and that they were impacted by watching their loved one perform. CONCLUSIONS & IMPLICATIONS These initial findings create footing towards understanding impact of therapeutic theatre in combination with speech-language therapy in the lives of PWA. They help us to obtain an initial appreciation of how therapeutic theatre and aphasia education help connect PWA and their community. WHAT THIS PAPER ADDS What is already known on this subject Caregivers and communities at large play a significant role in and substantially impact the recovery of their loved ones (Dalemans et~al., 2010; Grawburget et~al., 2013; Kniepmann & Cupler, 2014) with aphasia. However, existing research suggests that persons with aphasia (PWA) are often misunderstood, isolated and infantilised by their communities. What this paper adds to existing knowledge The findings of our study reveal that friends, families and extended communities of PWA gain a positive and deep understanding of challenges experienced by PWA through therapeutic theatre supported by speech language therapy, based in a new CoActive Therapeutic Theatre (CoATT) model. This PWA community also agrees that therapeutic theatre in combination with speech-language therapy provides confidence and camaraderie between PWAs and strengthen connection between all constituencies. These results support the need for interprofessional intervention within the framework of a Life Participation Approach to Aphasia (LPAA). What are the potential or actual clinical implications of this work? Treatment paradigms that bring PWAs in contact with their communities using an LPAA approach can increase confidence and social engagement for PWAs potentially leading to better outcomes for their individual speech-language therapy as well as create means of educating communities about PWA, and their stories.

C. Iordanou, "Creative mentoring: A dramatherapeutic approach to supporting university students’ well-being during COVID-19 and beyond", Dramatherapy, vol. 45, no. 1, pp. 103—115, 2024.

DOI: 10.1386/dj_00007_1

File : https://intellectdiscover.com/content/journals/10.1386/dj_00007_1

Abstract:
This article discusses the use of a novel creative programme involving postgraduate students acting as graduate teaching assistants in a UK-based higher education (HE) institution during the COVID-19 pandemic. The programme took place virtually and utilized dramatherapeutic practices to help participants reflect on their dual role as students and teaching staff creatively and introduce them to methods they can use to safeguard their well-being. Following a description of the programme, implications of its effectiveness and recommendations for future research are discussed to signify the importance of utilizing creative interventions to support well-being in academic settings during COVID-19 and beyond.

R. Güney, S. Yıldız, M. Toyran and G. Özbek, "Development and evaluation of a creative drama-based support program for adolescents with asthma", Drama Therapy Review, vol. 10, no. 2, pp. 143—161, 2024.

DOI: 10.1386/dtr_00153_1

Abstract:
Chronic diseases often bring along psychosocial problems. Being diagnosed with a chronic disease during adolescence, when psychosocial problems are known to occur frequently, creates a multiplier effect. Drama, whose therapeutic effect on psychosocial health has been known for many years, may benefit adolescents with asthma. However, there is no study on this subject in the literature. Therefore, this study aimed to develop a creative drama-based support program for adolescents with asthma. It was tested on twenty adolescents with asthma aged 13–17 years, recruited from a child allergy outpatient clinic using a quasi-experimental, one-group, pre-test–post-test design. In the evaluation of psychosocial problems in adolescents, Achenbach’s Youth Self-Report Scale (YSR/11–18), which is widely used in many countries and has been shown to be valid and reliable, was utilized. YSR/11–18 was administered before and one month after participation in the program. After completion of the program, YSR/11–18 scores were significantly improved. Creative drama is a potentially useful tool to help adolescents with asthma cope with their disease more effectively.

T. Hitt, C. Doria, C. McFann, K. Young, A. Cook, E. Anghel, B. Salituro and T. Windle, "Drama therapists’ attitudes and perspectives regarding dis/ability: A community survey", The Arts in Psychotherapy, pp. 102216, 2024.

DOI: 10.1016/j.aip.2024.102216

Abstract:
The Dis/ability and Drama Therapy Lab at Lesley University conducted a community-wide survey aimed at better understanding drama therapists’ attitudes toward dis/ability. This survey was modeled after previous surveys conducted in creative arts therapies; a combination of a validated measure and researcher-designed questions were used to elicit information on attitudes, experiences, frameworks used, and confidence levels. Open ended questions were paired with quantitative measures to allow for respondent elaboration, and qualitative data are utilized to illustrate and support quantitative results. Data were analyzed from 146 participants who met inclusion criteria. Results indicate that while drama therapists hold overall positive attitudes toward dis/ability, there are significant gaps in knowledge that need to be addressed.

S. T. Glick, "Drama therapy for all: A call towards universal design in training and practice", Drama Therapy Review, vol. 10, no. 1, pp. 13—18, 2024.

DOI: 10.1386/dtr_00143_1

Abstract:
This clinical commentary explores how drama therapy (DT) can become more inclusive for dis/abled trainees and clients. The author shares their subjective experiences as a dis/abled DT clinician-in-training, including how and when they have felt marginalized as a result of their body and identity. Challenges with training are explored in the context of reflecting on how they conflate with narratives shared by trainees who also identify as dis/abled. The pitfalls of self-advocacy and accommodations are examined through a social justice framework supported by the author’s personal narrative. An argument is made for universal design, followed by recommendations about how DT training and practice might achieve this.

Y. Matsuda, Y. Hirao, M. Perusquía-Hernández, H. Uchiyama and K. Kiyokawa, "Drama Therapy in Virtual Reality: A Study on Session Design and Empathy Improvement", CEUR Workshop Proceedings, vol. 39, no. 7, 2024.

File : https://ceur-ws.org/Vol-3907/paper1.pdf

Abstract:
Drama therapy is a form of group psychotherapy that uses improvised drama to help people learn how to interact with others. However, drama therapy faces issues such as a shortage of therapists, feeling of embarrassment about acting, and restrictions on venues. For this reason, we aim to develop XR-based drama therapy (XRDT) using an AI therapist in XR spaces. First, we examined the content of XRDT sessions in a self-created world in VRChat. From the content analysis of the questionnaires and interviews, we observed an improvement in cognitive empathy, where the participants softened their own ideas by considering others, and the effectiveness of the XRDT sessions was demonstrated.