Theatertherapie Literaturdatenbank

E. Melvin, "Investigating dramatherapists' experiences of adult clients' stigma in relation to their mental health difficulties", The Arts in Psychotherapy, vol. 73, no. 2, pp. 1—11, 2021.

DOI: 10.1016/j.aip.2021.101768

Abstract:
This qualitative investigation into practice uses phenomenology and focuses on dramatherapists' experiences of their adult clients' stigma in relation to their mental health difficulties. For the purposes of this investigation, stigma is considered as a combination of public stigma and self-stigma. This study explores the dramatherapeutic core process of witnessing as a technique facilitated in the consideration of clients' stigma related to their mental health. Nine dramatherapists participated in an online questionnaire, and the data was approached using interpretative phenomenological analysis. Findings show that dramatherapists can facilitate exploration of stigma related to mental health difficulties. The nine practitioners believed dramatherapy provided a safe space for both self-stigma and public stigma to be explored. Witnessing is identified as a significant core process. Dramatherapists experience a process of change and transformation in their clients following expression of stigma in relation to their mental health difficulties in therapy.

E. C. Irwin and H. Dwyer-Hall, "Mentalization and drama therapy", The Arts in Psychotherapy, vol. 73, no. 5, pp. 1—7, 2021.

DOI: 10.1016/j.aip.2021.101767

Abstract:
This paper discusses mentalization, defined as the capacity to know one's own mind and understand the minds of others. Increasingly used in the arts therapies, mentalization is viewed as the most common factor in all psychosocial treatments, regardless of theoretical orientation. Two drama therapy cases that were impacted by attachment trauma are discussed, highlighting the value of drama in fostering emotional regulation and the cohesion of \textquotedblsplit off\textquotedbl aspects of the self. The crucial impact of parenting in early development is outlined, underlining the importance of caretaking and secure attachment as precursors to the capacity to mentalize.

C. Holmwood, "Older people, dementia and neuro-dramatic-play: A personal and theoretical drama therapy perspective", Drama Therapy Review, vol. 7, no. 1, pp. 61—75, 2021.

DOI: 10.1386/dtr_00061_1

Abstract:
This conceptual article will consider Sue Jennings’ neuro-dramatic-play (NDP) as an overall theoretical framework for working with older people with dementia. NDP was developed over a number of years by pioneering UK drama therapist Sue Jennings. It is a culmination of attachment-based play, drama, movement and storytelling, and arts-based approaches that are used within drama therapy and other play and creative-based work with children. The author will consider from a personal and reflective perspective how NDP approaches can be adapted by drama therapists to work with older people with memory loss based on almost 30-years history of being involved in the field of drama therapy as a student and practioner, and his work with older people, at both the beginning of his career and his current reflections many years later.

S. Grazi-Shatzkes, J. Asch and E. Udesky, "Thank you for telling – thank you for listening: The Witness Theater model", Drama Therapy Review, vol. 7, no. 1, pp. 77—94, 2021.

DOI: 10.1386/dtr_00062_1

Abstract:
Witness Theater is a year-long intergenerational drama therapy program that brings Holocaust survivors and adolescent students on a therapeutic and theatrical journey of telling and listening that results in the most unlikely and meaningful relationships. The program utilizes drama therapy in Holocaust education and remembrance, with an emphasis on repairing historical trauma through embodied storytelling and fostering empathy. This article will offer an overview of this unique approach to Holocaust education, a description of the program’s protocol, and the connections between this approach and the existing drama therapy theory and research. Case vignettes have been integrated to illustrate the model and potential impact of the program.

N. Ram-Vlasov and H. Orkibi, "The kinetic family in action: An intermodal assessment model", The Arts in Psychotherapy, vol. 72, no. 5, pp. 101750, 2021.

DOI: 10.1016/j.aip.2020.101750

Abstract:
This paper presents the structured four-phase Kinetic Family in Action (KFiA) assessment model that aims to identify both implicit and explicit issues within the client's family system to inform clinical practice. The KFiA assessment model is based on art therapy and psychodrama family work, and inspired by intermodal expressive arts therapy theory and practice. It involves a sequential process of intermodal transfer across three modalities of expression: from drawing, through writing, to acting. The transition from an individual to a group work format promotes the active exploration of central components of the client's family system, such as beliefs and patterns, narratives, roles, dynamics, and subgroups. The model is suitable for use in creative arts interventions on family issues. After a presentation of the conceptual framework, the assessment dimensions are described, followed by a case illustration that demonstrates key processes and techniques. The discussion centers on future directions for research and practice.

L. Fleming, "Themes from literature on drama therapy with people living with Alzheimer’s disease and related dementias", Drama Therapy Review, vol. 7, no. 2, pp. 273—286, 2021.

DOI: 10.1386/dtr_00078_1

Abstract:
Dementia continues to be a global health issue with increasing numbers of people diagnosed each year. While ongoing research into pharmaceutical and medical treatments continues to yield hopeful results, complementary services and interventions seeking to improve the health and quality of life for those living with dementia are being investigated and implemented. This article presents a review of literature pertaining to the use of drama therapy with people living with Alzheimer’s disease and related dementias (ADRD). Seven themes emerged that offer insight into how drama and drama therapy may benefit people living with ADRD: quality of life; self-expression; psycho-education; communication in relationships; social engagement; sensory experiences; and physical exercise. A discussion of implications and recommendations for further research are included.

A. M. Gaines, "Therapeutic teaching artistry: Towards a wellness model for enhancing vitality in older adults", Drama Therapy Review, vol. 7, no. 1, pp. 95—113, 2021.

DOI: 10.1386/dtr_00063_1

Abstract:
This qualitative case study examined how the therapeutic aspects of drama teaching artistry was conceptualized at an urban lesbian, gay, bisexual, or transgender (LGBT) senior centre by observing and/or participating in 31 creative arts education sessions and conducting two focus groups with the centre’s older adult members. Additionally, 34 semi-structured interviews were held with the centre’s teaching artists (TAs), older adults and administrators. Using constructivist grounded theory, emergent themes led to two primary findings: (1) the conceptual category therapeutic teaching artistry articulated how TAs’ practices promoted health and wellness; and (2) a provisional major concept Being Alive captured how members’ quality of life were perceived to be enhanced by the creative arts education programming. Beyond facilitating reminiscence, preventing decline or merely stimulating older adults, TAs helped older adults internalize a greater sense of agency, affirm their own humanity and improve vitality without unethically conducting creative arts therapy.

C. Mayor and J. S. Frydman, "Understanding school-based drama therapy through the core processes: An analysis of intervention vignettes", The Arts in Psychotherapy, vol. 73, no. 2, pp. 1—10, 2021.

DOI: 10.1016/j.aip.2021.101766

Abstract:
Recent scholarship into school-based drama therapy (SBDT) has largely explored individual interventions and programs. What remains less understood are broad practice trends across SBDT in North America. The current study is an investigation of descriptive intervention vignettes (N = 49), aggregated from a larger 2018 survey of North American drama therapists. It is the third exploration of this data set and specifically seeks to understand SBDT practice vignettes within the context of drama therapy core processes. In applying the core processes as an analytic instrument to examine SBDT, this research dually investigates how drama therapists are using core processes in their school-based work as well as the use of the core processes as a research tool. Core processes were identified in each of the vignettes and their unique presence and frequency distribution contributed to further understanding SBDT across the profession. Limitations in using the core processes as a research tool are noted. Recommendations are made for SBDT intervention research and to better position the core processes for future research.

S. Buxton and R. Morley, "A duoethnographic exploration of the diversification of Dramatherapy practice during the Covid-19 pandemic: Considering therapeutic framing and alliance while working remotely", Dramatherapy, vol. 41, no. 2, pp. 59—72, 2020.

DOI: 10.1177/02630672211042531

Abstract:
The article is written by two Dramatherapists working for a community interest company offering arts psychotherapies and arts for health and wellbeing services to a variety of client groups. In 2020, during the Covid-19 pandemic, the organisation experienced an increase in client referrals. The multidisciplinary team considered ethical implications to create policies, procedures and ways of working via remote practice. This article considers the diversification of approaches to Dramatherapy when working remotely, including framing and its impact on the therapeutic alliance. It considers clients who began interventions remotely and those who transitioned from in-person working to remote. The article takes a duoethnographic approach voicing Dramatherapists’ personal experiences and reflections of transitioning their practice. Thematic analysis is applied to the therapist’s data set and a small-scale collection of client feedback to enhance meaning-making. Findings are presented through inclusion of therapist and client vignettes, including themes of feeling deskilled, adaptivity, assessing, disclosures, framing, therapeutic alliance and facilitation. Exploration of experiences shared by therapist and clients further informs Dramatherapy practice both now and for the future. The Dramatherapists conclude by identifying that an effective alliance can occur remotely, and that Dramatherapeutic techniques can be diversified into the world of remote practice. In addition, providing remote Dramatherapy could widen the diversity of individuals who can access.

G. Arias, C. Dennis, S. Loo, A. L. Lazier, K. D. Moye, C. O'Connor, A. Rich, M. Weinberg and J. D. Butler, "A Space to Speak: Therapeutic Theater to Address Gender-Based Violence", Violence Against Women, vol. 26, no. 14, pp. 1771—1789, 2020.

DOI: 10.1177/1077801220942835

Abstract:
This article examines the experience of eight graduate students in the drama therapy program at Lesley University when creating and performing a theater piece centered around gender-based violence. The performance piece, A Space to Speak, used the performers' real-life stories to highlight their vastly different, yet strikingly similar, experiences and invited the audience to examine their own relationship to those stories. A description of the process used to create and perform the piece is followed by a discussion of the impact the process had on the performers and audience members.

J. Jodry and M. Reid, "Acting Theory Applied to Counseling: Stanislavski Continues to Contribute to Psychic Healing", Journal of Creativity in Mental Health, vol. 15, no. 2, pp. 223—234, 2020.

DOI: 10.1080/15401383.2019.1683110

Abstract:
This article explores a specific aspect of Stanislavski's methods of training actors to examine the potential benefits for helping clients in the cultivation of new perceptions through empathy, which may, in turn, help toward psychic healing. Stanislavski's methods of training actors, which is rooted in understanding the human condition, are the underpinnings for most modern acting theories. This discussion builds an additional bridge between acting theory and counseling theory to investigate additional therapeutic benefits of acting in a clinical setting. This article adds to the conversation of the possibility of expanding applications of drama therapy based on specific aspects of acting theories.

D. Bird and K. Tozer, "An a/r/tographic exploration of engagement in theatrical performance: What does this mean for the student/teacher relationship?", Arts and Humanities in Higher Education, vol. 19, no. 1, pp. 3—19, 2020.

DOI: 10.1177/1474022218787167

Abstract:
With an emphasis on self-study and the connections between the personal and the professional domain, the authors reflect upon their teaching practice on a postgraduate theatre-based course using the research methodology of a/r/tography. The aim was to develop understanding of teacher/student roles and how these can affect learning. Through researcher reflexivity, focus groups and questionnaires, data were captured from students/participants responding to a video of the researcher’s solo performance work. The research presents itself through three a/r/tographic renderings. First, the experience of seeing tutors in unfamiliar roles is considered. Second, the impact of witnessing tutors taking risks as a performer and being vulnerable is discussed and, lastly, the work illuminates new ways of opening up as teachers. The authors explore how the student’s/participant’s perception of them as tutors seemed to change after witnessing them as artists and how this impacted upon student’s learning for their own assessed performance pieces.

M. Bucharová, A. Malá, J. Kantor and Z. Svobodová, "Arts Therapies Interventions and Their Outcomes in the Treatment of Eating Disorders: Scoping Review Protocol", Behavioral sciences (Basel, Switzerland), vol. 10, no. 12, 2020.

DOI: 10.3390/bs10120188

Abstract:
Arts therapies (AsTs) are considered a valuable intervention for people with eating disorders, however the range of research studies and the comparison between the types of arts therapies are unknown. The goal of the future scoping review is to explore the therapeutic outcomes addressed by arts therapists in research studies on people with eating disorders and compare the different types of arts-based interventions. This scoping review will be conducted in accordance with the Joanna Briggs Institute methodology. Included will be research studies and sources oriented towards people with eating disorders of all ages and AsTs of any type (art therapy, drama therapy, music therapy, dance/movement therapy, and expressive therapies). There is no language/publication period limitation. The following databases will be searched: CINAHL Plus, EMBASE, MEDLINE (OvidSP), ProQuest Central, PsycINFO, PubMed, Scopus, and Web of Science. Sources of unpublished studies and grey literature will include Google Scholar, MedNar, clinical trials, and current controlled trials. Titles/abstracts and full texts of studies will be assessed against the inclusion criteria, and the data extracted by two independent reviewers. Based on the results, we will compare the types of AsTs according to the research designs, country/settings, intervention methods/materials, adverse effects reported, and therapeutic outcomes related to AsTs.

S. E. Adams, "Being with Black: Windrush suitcase performance and Dramatherapy to meet with trauma, and dialogues about racism and the Transatlantic Slave Trade", Dramatherapy, vol. 41, no. 1, pp. 5—24, 2020.

DOI: 10.1177/0263067220964432

Abstract:
This article describes how the happenstance discovery of my mother’s 1950s Windrush Generation suitcase, led to a devised cathartic ritual theatre performance and a reimagining of my past future present. Acknowledging the suitcase as a heritage object, I hoped to safely locate myself with inter- and transgenerational trauma, and dialogues about racism in relation to the Transatlantic Slave Trade. First and foremost, this work is informed by Dramatherapy. It also holds in mind the research of Jungian analyst, Brewster, on ‘archetypal grief???, and the socio-political activism of Sharpe’s, ‘wake-work’. Its conclusion is twofold: First, that with the use of the suitcase within ritual theatre performance, alongside the devised metaphoric story and character of Black, I was able to accrue a significant means of resilience to meet with effects of racism worthy of further investigation. Second, that the performance provided a deepened dialectic and cathartic experience between performer and audience above and beyond cerebral language. Three stand-alone performances of ‘Being With Black’ took place at the British Association of Dramatherapists Conference at the University of Chester in September 2018, and later at the University of Roehampton, London in February and March 2019.

J. Agley, W. Jayawardene, M. Jun, D. L. Agley, R. Gassman, S. Sussman, Y. Xiao and S. L. Dickinson, "Effects of the ACT OUT! Social Issue Theater Program on Social-Emotional Competence and Bullying in Youth and Adolescents: Protocol for a Cluster Randomized Controlled Trial", JMIR Research Protocols, vol. 9, no. 4, pp. e17900, 2020.

DOI: 10.2196/17900

Abstract:
BACKGROUND Students in the United States spend a meaningful portion of their developmental lives in school. In recent years, researchers and educators have begun to focus explicitly on social and emotional learning (SEL) in the school setting. Initial evidence from meta-analyses suggests that curricula designed to promote SEL likely produce benefits in terms of social-emotional competence (SEC) and numerous related behavioral and affective outcomes. At the same time, there are often barriers to implementing such curricula as intended, and some researchers have questioned the strength of the evaluation data from SEL programs. As part of the effort to improve programming in SEL, this paper describes the protocol for a cluster randomized trial of the ACT OUT! Social Issue Theater program, a brief psychodramatic intervention to build SEC and reduce bullying behavior in students. OBJECTIVE The objective of this trial is to examine if a short dose of interactive psychodrama can affect SEC metrics and bullying experiences in schoolchildren in either the short (2-week) or medium (6-month) term. METHODS The ACT OUT! trial is a cluster randomized superiority trial with 2 parallel groups. The unit of measurement is the student, and the unit of randomization is the classroom. For each grade (fourth, seventh, and 10th), an even number of classrooms will be selected from each school-half will be assigned to the intervention arm and half will be assigned to the control arm. The intervention will consist of 3 moderated psychodramatic performances by trained actors, and the control condition will be the usual school day. Outcome data will be collected at baseline (preintervention), 2-week postintervention (short term), and 6-month postintervention (medium term). Outcomes will include social-emotional competency; self-reported bullying and experiences of being bullied; receptivity to the program; and school-level data on truancy, absenteeism, and referrals to school displinary action for bullying. A power analysis adjusted for clustering effect, design effect, and potential attrition yielded a need for approximately 1594 students, consisting of an estimated 80 classrooms split evenly into intervention and control arms. RESULTS This study was funded in June 2019; approved by the Indiana University Institutional review board on September 17, 2019; began subject recruitment on November 5, 2019; and prospectively registered with ClinicalTrials.gov. CONCLUSIONS Many states have issued recommendations for the integration of SEL into schools. The proposed study uses a rigorous methodology to determine if the ACT OUT! psychodramatic intervention is a cost-effective means of bolstering SEC and reducing bullying incidence in schools. TRIAL REGISTRATION ClinicalTrials.gov NCT04097496; https://clinicaltrials.gov/ct2/show/NCT04097496. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) PRR1-10.2196/17900.

L. Andonov and S. Wolfe, "In/visible faces: Dramatherapy as a tool for creating a space of possibilities with refugees", Dramatherapy, vol. 41, no. 3, pp. 112—127, 2020.

DOI: 10.1177/02630672211020900

Abstract:
Between June and October 2017, Serbian NGO Talas Creative Therapies conducted dramatherapy workshops with eight male refugees between the ages of 14 and 30 in Serbia. They came from Afghanistan, Pakistan and Iran, and were attempting to reach Western Europe by crossing through the Balkan Route. Through the use of fictional characters, dramatic enactment, poetry, art and music, we focused on the healthy components of people’s personalities and helped them to cope with life struggles. The dramatherapy method helped to facilitate the processes of healing, integration, and growth, and to restore communication through creative and often nonverbal means. This article will examine the potential of the dramatherapy method when working with refugees, while exploring three key aspects of our process: the development of a model of dramatherapy with refugees in Serbia; lessons learned; and the outcomes of the work seen through the development of the participants.

R. Feniger-Schaal and H. Orkibi, "Integrative systematic review of drama therapy intervention research", Psychology of Aesthetics, Creativity, and the Arts, vol. 14, no. 1, pp. 68—80, 2020.

DOI: 10.1037/aca0000257

Abstract:
Drama therapy is an active and experiential psychotherapy modality that involves the intentional and systematic use of drama/theater processes as primary means to achieve psychological growth and change within a psychotherapeutic relationship. At present, drama therapy is in the crucial stage of moving from clinical reports of case studies and vignettes to producing evidence-based practice supported by empirical studies. Drama therapy intervention research is relatively scarce compared to other psychotherapies and psychological interventions. In this article, we conducted a systematic review of drama therapy intervention studies published in the last decade (2007 to 2017). We adopted an integrative approach to systematic review that includes a combination of publications with diverse methodologies and various client groups, interventions, comparisons, and outcomes. Search in four databases and a hand search resulted in 24 drama therapy intervention articles. The results summarize the different approaches used in drama therapy and the populations with which it is being used. In addition, we address some key methodological issues that arise from the different studies. In the last decade, drama therapy research has produced promising results, showing that drama therapy offers effective treatment for various populations. The largest number of studies concerns individuals (adults and children) with developmental disabilities, cognitive impairments, or both (46%). Limitations and recommendations for improving methodology, transparency, and specificity in reporting on future drama therapy and other intervention research are discussed. (APA PsycInfo Database Record (c) 2020 APA, all rights reserved)

J. Jacques, "Investigation into the production of meaning in autobiographical performance in dramatherapy", The Arts in Psychotherapy, vol. 69, pp. 1—10, 2020.

DOI: 10.1016/j.aip.2020.101659

Abstract:
This paper offers a summary of a doctoral research that investigated the production of meaning in autobiographical performance in dramatherapy, and how it can be described as emerging from the relational and embodied encounter between performers and witnessing spectators. The study responded to a need in autobiographical performance research to analyse and understand the processes and mechanisms of connection between the staged experience of the performer and the lived experience of the witnessing spectator, and how these create possibilities of new meanings for both. The findings of the research reveal complex relational dynamics within the shared space of autobiographical performance and their impact on the meaning making process. The research suggests that the production of meaning in autobiographical performance is located at the intersection between aesthetic, embodied and intersubjective processes. The findings show a reciprocal relationship between the role of the performer and the witnessing spectator, and the way in which they co-author and complete their respective experiences. As part of that dynamic, the research unveils the significance of embodied and pre-reflective processes in the production of meaning. Finally, the research shows how aesthetic processes in autobiographical performances regulate the transformational potential of the encounter between performers and spectators.

J. Bourne, M. Selman and S. Hackett, "Learning from support workers: Can a dramatherapy group offer a community provision to support changes in care for people with learning disabilities and mental health difficulties?", British Journal of Learning Disabilities, vol. 48, no. 1, pp. 59—68, 2020.

DOI: 10.1111/bld.12312

Abstract:
Background: The UK Government's Transforming Care Agenda for people with learning disabilities has struggled to meet its goals of reducing inpatient beds and building community-based support. This article reports on the experiences of support staff who attended dramatherapy groups developed to assist transitions from an inpatient hospital and to prevent re-admissions through post-discharge support. The groups provide ongoing support and a place where relationships can be developed between supporter and those supported. Materials and Methods: A focus group with a purposive sample of paid support staff. The data was synthesised using a thematic framework approach. Results: Themes include: (a) new way of supporting and (b) hospital connection. The groups~ helped improve social interaction, friendship building, communication and self-confidence. Additional benefits include~the pooling of support and a connection with professionals that enables difficulties to be caught early. Conclusions: Support workers valued these dramatherapy groups, recognising how the intervention enabled~ people~with learning disabilities to develop relationships and provide easy~access to mental health professionals. Support staff also found~benefits for themselves which included shared support and~an increased understanding~and insight into~the people they support.

R. Berger, "Nature Therapy: Incorporating Nature Into Arts Therapy", Journal of Humanistic Psychology, vol. 60, no. 2, pp. 244—257, 2020.

DOI: 10.1177/0022167817696828

Abstract:
This article presents Nature Therapy, a creative method that takes place in nature, and which regard nature as a partner in the therapeutic process. It introduces the basic concepts of Nature Therapy and provides illustrations of their implementation in practice. the article treats Nature Therapy as an independent framework as well as a model that can be utilized in Arts Therapy in general and in Drama Therapy in particular.

S. Keisari, A. Gesser-Edelsburg, D. Yaniv and Y. Palgi, "Playback theatre in adult day centers: A creative group intervention for community-dwelling older adults", PloS One, vol. 15, no. 10, pp. e0239812, 2020.

DOI: 10.1371/journal.pone.0239812

Abstract:
The literature indicates that theatre and drama-based interventions have the potential to improve older adults' well-being and health. The goal of the current study was to characterize the process of a creative group intervention in adult day centers (ADCs), which integrates playback theatre and life-review principles. Our objective was to provide an evidence-informed framework for drama therapy interventions, which would allow older adults to bring up and explore their life-stories in a dramatic creative process in their own community. A total of 27 participants ranging in age from 63 to 91, took part in one of three playback theatre groups. The playback theatre group intervention comprised 12 weekly sessions. All sessions were videotaped to capture the lived experience of the creative process and were analyzed in post-intervention interviews. In addition, focus group meetings were conducted with 13 ADC staff members to decipher further the effects of the participation as perceived by people outside the groups. Three types of potential transformation were identified in the qualitative analysis: the evolution of life stories, evolution of playfulness, and expansion of social engagement. The results indicate the potential of the integrative framework to serve as a creative intervention in ADC communities, as well as its potential to bring about a personal transformation and expand it to enable a person's social engagement in the community. The findings imply the potential benefits of using playback theatre groups to supplement the routine care provided in ADCs.

A. Bechtel, L. L. Wood and L. Teoli, "Re-shaping body image: Tape sculptures as arts-based social justice", The Arts in Psychotherapy, vol. 68, pp. 1—7, 2020.

DOI: 10.1016/j.aip.2019.101615

Abstract:
On a daily basis individuals are confronted with overt and covert messaging about their bodies, appearance, and functioning. This paper explores these social narratives and presents a narrative protocol for an eight hour workshop in which participants constructed life-sized body sculptures made from packing tape. Participants were invited to process their experiences with the guidance of drama therapy techniques. The final product was then displayed in a public forum where viewers could respond to the installation and consider their own personal body narrative.

C. Iordanou and S. Rapanou, "Role reversal in remote peer supervision: Utilising tools commonly used in dramatherapy and family therapy to facilitate peer supervision", Dramatherapy, vol. 41, no. 2, pp. 73—81, 2020.

DOI: 10.1177/02630672211030187

Abstract:
Peer supervision is a dynamic process which highlights constructive and supportive feedback among therapists while minimising feelings of being evaluated. Some of its benefits include decreased dependency on the expertise of a supervisor, freedom, and equality. In this article, we outline the benefits of peer supervision between a dramatherapist and a family therapist and how their common roots based on creativity and action-based approaches could be used remotely to enhance the goals of peer supervision. We discuss how we utilised such methods and more specifically role reversal in a virtual space during the first Covid-19 lockdown to facilitate the process of peer supervision and understand better the needs and perspective of the client. We propose that incorporating creative and spontaneous methods such as role reversal in a virtual peer supervision environment can potentially enhance the supervisory alliance and therapeutic practice.

A. Dassa and D. Harel, "Side-by-Side on Stage - Music and Drama Form a Bridge between Acting Students and People with Dementia in an Intergenerational Group Work", Journal of Intergenerational Relationships, vol. 18, no. 1, pp. 17—30, 2020.

DOI: 10.1080/15350770.2019.1627268

Abstract:
This article presents an intergenerational music and drama therapy groups comprised of twelve people with dementia residing in a nursing home and twelve acting students from the community. The qualitative research aimed to explore the students’ attitudes towards elderly people, and to understand the role of creative arts therapies in facilitating intergenerational relationships. Qualitative content analysis of students’ weekly reports and questionnaires revealed the gradual process of connection between the students and people with dementia. Engaging in a creative act helped the students to discover the strengths and abilities of people with dementia and to see beyond the disease.

A. Atsmon and S. Pendzik, "The clinical use of digital resources in drama therapy: An exploratory study of well-established practitioners", Drama Therapy Review, vol. 6, no. 1, pp. 7—26, 2020.

DOI: 10.1386/dtr_00013_1

Abstract:
This exploratory study examines the clinical use of digital resources in contemporary drama therapy by interviewing seven leading practitioners from around the world. The study surveys the digital resources utilized by both therapists and clients; how these resources are used; and how such use relates to drama therapeutic goals, values and techniques. Most notably, interviewees mentioned using Skype for therapy and/or supervision; the use of smartphones to cross the boundaries of the session (introduce or send out material); and the gaze of the camera as a fantasized audience. Interviewees commented on the therapeutic, dramatic, relational and ethical significance and impact of these practices, as well as on the ongoing digitization of society at large and its effects on their practice. The article further delineates the challenges evident in their experiences and proposes theoretical directions for further exploration.