Theatertherapie Literaturdatenbank
Die Theatertherapie Literaturdatenbank bringt veröffentlichte Werke aus dem Bereich der Theatertherapie – Bücher, Fachartikel und Buchkapitel – an einem Ort zusammen. Sie hilft Forschenden und Praktiker*innen, wichtige Informationen schnell zu finden und zu nutzen.
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2022
R. Elowe,
S. Schorr,
E. Faith,
B. Alters and
L. L. Wood,
"Connections between therapeutic circus arts and drama therapy: A qualitative content analysis of core processes",
Drama Therapy Review,
vol. 8,
no. 2,
pp. 249—272,
2022.
Abstract:
Therapeutic circus arts (TCA) present a new arena for drama therapy, capitalizing on the historical connection between circus and theatre arts. To evaluate whether drama therapy core processes also present in TCA, we conduct a qualitative content analysis of research articles centred on TCA (N = 40). Selected articles were thematically coded, showing that all of drama therapy’s core processes also appear in the TCA literature. Of those processes, ‘empathy and distancing’, ‘play’, ‘life-drama connection’ and ‘transformation’ were especially prominent. Implications include the potential for knowledge sharing and future collaboration between the TCA and drama therapy fields.
DOI: 10.1386/dtr_00109_1
Abstract:
Therapeutic circus arts (TCA) present a new arena for drama therapy, capitalizing on the historical connection between circus and theatre arts. To evaluate whether drama therapy core processes also present in TCA, we conduct a qualitative content analysis of research articles centred on TCA (N = 40). Selected articles were thematically coded, showing that all of drama therapy’s core processes also appear in the TCA literature. Of those processes, ‘empathy and distancing’, ‘play’, ‘life-drama connection’ and ‘transformation’ were especially prominent. Implications include the potential for knowledge sharing and future collaboration between the TCA and drama therapy fields.
T. Marie and
S. Bailey,
"Creating an inclusive community in your school through Barrier-Free Theatre",
Arts Education Policy Review,
pp. 1—8,
2022.
Abstract:
The COVID-19 pandemic raised concerns that academic skills would wither away during the lockdown and with it, social-emotional skills. This is assumed to be as true for neurotypical students as for neurodiverse ones. When students return to their schools, how will they function again in their social environment? The key to addressing the transition back to the “new normal” is the arts, which encompass the whole child: cognition, emotions, social, and physical aspects. This article highlights how creating Barrier-Free Theater programs that include drama, music, dance, art, and creative writing could help all students regain the academic progress they have lost, and with the support of creative arts therapists, could lead to the blossoming of a welcoming and inclusive school community in which everyone, regardless of difference, is valued for their innate creativity and human spirit. Barrier-Free Theater can be integrated in classroom curricula, after-school programs, or with community-school partnerships. Creative arts therapists approach students from a strengths-based perspective. We share processes and strategies to incorporate Barrier-Free Theater, where participants are provided the opportunity to make choices, be respected, and learn through solving problems together. This holistic group process allows the arts to heal trauma and disconnection, while enhancing executive functioning and social-emotional connections.
DOI: 10.1080/10632913.2022.2070888
Abstract:
The COVID-19 pandemic raised concerns that academic skills would wither away during the lockdown and with it, social-emotional skills. This is assumed to be as true for neurotypical students as for neurodiverse ones. When students return to their schools, how will they function again in their social environment? The key to addressing the transition back to the “new normal” is the arts, which encompass the whole child: cognition, emotions, social, and physical aspects. This article highlights how creating Barrier-Free Theater programs that include drama, music, dance, art, and creative writing could help all students regain the academic progress they have lost, and with the support of creative arts therapists, could lead to the blossoming of a welcoming and inclusive school community in which everyone, regardless of difference, is valued for their innate creativity and human spirit. Barrier-Free Theater can be integrated in classroom curricula, after-school programs, or with community-school partnerships. Creative arts therapists approach students from a strengths-based perspective. We share processes and strategies to incorporate Barrier-Free Theater, where participants are provided the opportunity to make choices, be respected, and learn through solving problems together. This holistic group process allows the arts to heal trauma and disconnection, while enhancing executive functioning and social-emotional connections.
J. S. Frydman,
"Creative arts therapy in the United States school system: An integrative systematic review of empirically evaluated interventions from the past decade",
Psychology in the Schools,
vol. 59,
no. 3,
pp. 535—556,
2022.
Abstract:
Recently there has been an expansion of the literature on creative arts therapy (CAT) interventions in the United States (U.S.) school system. However, findings across studies in the field have yet to be systematically investigated on a national level. The present review is an integrative systematic review of empirically evaluated CAT intervention studies in U.S. schools from the past decade. This synthesis seeks to advance CATs in schools' evidence base and increase research and practice throughout the U.S. Three online databases were searched alongside a manual review of relevant journals. Inclusion criteria required studies to feature a CAT modality, implementation in a U.S. K-12 school during the school day, and an empirical methodology. The systematic search yielded a total qualifying sample of six studies. General findings indicated that across studies, targeted improvement in psychosocial and behavioral domains was achieved, suggesting that CATs hold major promise due to their ecological responsiveness and versatility. Although the current scope of empirically evaluated CAT interventions in U.S. schools is minimal, findings suggest encouraging avenues for formulating a useful research trajectory and advancing practice. Further research recommendations for the promotion of CATs in schools are provided and situated within the school mental health literature.
DOI: 10.1002/pits.22629
Abstract:
Recently there has been an expansion of the literature on creative arts therapy (CAT) interventions in the United States (U.S.) school system. However, findings across studies in the field have yet to be systematically investigated on a national level. The present review is an integrative systematic review of empirically evaluated CAT intervention studies in U.S. schools from the past decade. This synthesis seeks to advance CATs in schools' evidence base and increase research and practice throughout the U.S. Three online databases were searched alongside a manual review of relevant journals. Inclusion criteria required studies to feature a CAT modality, implementation in a U.S. K-12 school during the school day, and an empirical methodology. The systematic search yielded a total qualifying sample of six studies. General findings indicated that across studies, targeted improvement in psychosocial and behavioral domains was achieved, suggesting that CATs hold major promise due to their ecological responsiveness and versatility. Although the current scope of empirically evaluated CAT interventions in U.S. schools is minimal, findings suggest encouraging avenues for formulating a useful research trajectory and advancing practice. Further research recommendations for the promotion of CATs in schools are provided and situated within the school mental health literature.
L. L. Wood,
A. Reynolds and
M. D. Savage,
"Designing a model of knowledge competencies within drama therapy: Phase 1",
Drama Therapy Review,
vol. 8,
no. 2,
pp. 175—195,
2022.
Abstract:
This article describes and documents a step-by-step, iterative process of competency modelling – a way of identifying, generating and disseminating professional knowledge-based competencies in the field of drama therapy. The authors, the Education Competency Team (ETC) designated by the North American Drama Therapy Association (NADTA) board, discuss the significance of and the need for knowledge competencies, as well as the importance of transparency in their design. Relevant literature defining competency-based learning, its connection to skill, employment and equity, as well as a detailed outline of the three-tiered recursive method used collaboratively to create this inaugural document are included. We conclude with a discussion of limitations and future directions for the model, which also evidences as a living document.
DOI: 10.1386/dtr_00105_1
Abstract:
This article describes and documents a step-by-step, iterative process of competency modelling – a way of identifying, generating and disseminating professional knowledge-based competencies in the field of drama therapy. The authors, the Education Competency Team (ETC) designated by the North American Drama Therapy Association (NADTA) board, discuss the significance of and the need for knowledge competencies, as well as the importance of transparency in their design. Relevant literature defining competency-based learning, its connection to skill, employment and equity, as well as a detailed outline of the three-tiered recursive method used collaboratively to create this inaugural document are included. We conclude with a discussion of limitations and future directions for the model, which also evidences as a living document.
M. C. Cercato,
S. Pierpaoli,
R. M. Pazienza,
I. Terrenato,
C. Guadagnuolo,
C. Cenci and
R. E. Nappi,
"Digital integrated dramatherapy: A feasibility study in women undergoing assisted reproductive technology",
Frontiers in Psychology,
vol. 13,
pp. 1045090,
2022.
Abstract:
BACKGROUND Dramatherapy is a practice of working and playing that uses action methods to facilitate creativity, imagination, learning, insight and growth. METHODS A pilot study of Digital Integrated Dramatherapy, recruiting women from the digital community \textquotedblParole Fertili,\textquotedbl undergoing assisted reproductive technology. On the basis of a previous blended experience, a program based on remote sessions was conducted on a dedicated platform. RESULTS A total of 22 women participated in the same intervention in three groups. Participants assessed the feasibility and utility of the method, both in the synchronous and asynchronous phases. The group had a fundamental role: the participants were supportive, and therapeutic benefits were due to strengthening and resilience obtained through a dialogue with other women. Using metaphors, the participants could move from the narration of the Assisted Reproductive Technology pathway to creative and corporeal expression. CONCLUSION The study showed that a group based on Digital Integrated Dramatherapy might help women face very difficult emotions by promoting creativity and internal resources.
DOI: 10.3389/fpsyg.2022.1045090
Abstract:
BACKGROUND Dramatherapy is a practice of working and playing that uses action methods to facilitate creativity, imagination, learning, insight and growth. METHODS A pilot study of Digital Integrated Dramatherapy, recruiting women from the digital community \textquotedblParole Fertili,\textquotedbl undergoing assisted reproductive technology. On the basis of a previous blended experience, a program based on remote sessions was conducted on a dedicated platform. RESULTS A total of 22 women participated in the same intervention in three groups. Participants assessed the feasibility and utility of the method, both in the synchronous and asynchronous phases. The group had a fundamental role: the participants were supportive, and therapeutic benefits were due to strengthening and resilience obtained through a dialogue with other women. Using metaphors, the participants could move from the narration of the Assisted Reproductive Technology pathway to creative and corporeal expression. CONCLUSION The study showed that a group based on Digital Integrated Dramatherapy might help women face very difficult emotions by promoting creativity and internal resources.
C. Alston,
"Drama therapy and complex collective trauma: Clinical Commentary",
Drama Therapy Review,
vol. 8,
no. 1,
pp. 113—119,
2022.
DOI: 10.1386/dtr_00095_7
L. L. Wood,
S. Hartung,
F. Al-Qadfan,
S. Wichmann,
A. B. Cho and
D. Bryant,
"Drama therapy and the treatment of eating disorders: Advancing towards clinical guidelines",
The Arts in Psychotherapy,
vol. 80,
pp. 101948,
2022.
Abstract:
An estimated 30 million people in the United States suffer from an eating disorder (ED). The treatment of such disorders has evolved over time to include greater understanding of their complex psychological and cultural causes. Still, the continued pervasiveness of EDs suggests residual need for more effective treatment approaches. A growing body of research shows the effectiveness of creative arts therapies in treating individuals with EDs, with drama therapy (DT) noted as particularly promising. However, continued research must be done, and practical guidelines presented, for DT to be fully considered as a mainstream treatment for EDs. This study was conducted by a team of drama therapists with a long-term commitment to the inclusion of DT as part of comprehensive ED treatment. Through the lens of participatory action research and applied thematic analysis, the research team used their own lived experiences to explore, analyze, and outline considerations relevant for drama therapists working with clients with EDs.
DOI: 10.1016/j.aip.2022.101948
Abstract:
An estimated 30 million people in the United States suffer from an eating disorder (ED). The treatment of such disorders has evolved over time to include greater understanding of their complex psychological and cultural causes. Still, the continued pervasiveness of EDs suggests residual need for more effective treatment approaches. A growing body of research shows the effectiveness of creative arts therapies in treating individuals with EDs, with drama therapy (DT) noted as particularly promising. However, continued research must be done, and practical guidelines presented, for DT to be fully considered as a mainstream treatment for EDs. This study was conducted by a team of drama therapists with a long-term commitment to the inclusion of DT as part of comprehensive ED treatment. Through the lens of participatory action research and applied thematic analysis, the research team used their own lived experiences to explore, analyze, and outline considerations relevant for drama therapists working with clients with EDs.
S. Sakhi,
L. H. Kreidie,
F. Wardani and
K. Anbar,
"Drama therapy as a mental health intervention for women in the shatila refugee camp, Lebanon",
Intervention,
vol. 20,
no. 1,
pp. 58,
2022.
Abstract:
Shatila camp is the largest refugee camp in Lebanon and home to many refugees needing psychological support as a result of war and postmigration stress. However, there is a severe lack of mental healthcare resources and strong social stigma towards psychological and psychiatric interventions. This field report describes four drama therapy programmes implemented by Intisar Foundation between 2018 and 2019 in Shatila camp. The first is an intensive five-phase programme that tackled trauma and improved wellbeing. The second, a follow-up, is a long-term programme aimed at providing continued community support. Approaches and techniques used in drama therapy are presented. The impact of the programmes is shown through compiled qualitative findings from over 50 interviews, focus group discussions and subsequent programme reports. The findings include emotional regulation, benefits of movement and exercise, a sense of belonging and changes within the family after the intervention. Drama therapy can be an effective psychological intervention for refugee women as it provides inclusive care and avoids stigma.
Abstract:
Shatila camp is the largest refugee camp in Lebanon and home to many refugees needing psychological support as a result of war and postmigration stress. However, there is a severe lack of mental healthcare resources and strong social stigma towards psychological and psychiatric interventions. This field report describes four drama therapy programmes implemented by Intisar Foundation between 2018 and 2019 in Shatila camp. The first is an intensive five-phase programme that tackled trauma and improved wellbeing. The second, a follow-up, is a long-term programme aimed at providing continued community support. Approaches and techniques used in drama therapy are presented. The impact of the programmes is shown through compiled qualitative findings from over 50 interviews, focus group discussions and subsequent programme reports. The findings include emotional regulation, benefits of movement and exercise, a sense of belonging and changes within the family after the intervention. Drama therapy can be an effective psychological intervention for refugee women as it provides inclusive care and avoids stigma.
B. A. Bornmann,
"Drama Therapy Family Mask Protocol in a forensic setting: Participant and therapist experience",
Drama Therapy Review,
vol. 8,
no. 2,
pp. 281—287,
2022.
Abstract:
In this clinical commentary, steps of a Drama Therapy Family Mask Protocol, implemented in a carceral setting, are discussed, using a case example. Steps include: mask making, ‘intermingling’, reparative family drama and participant reflection. Masks as a projective technique may provide a greater sense of safety in a forensic setting to support the participant’s experience while exploring their family drama. An autoethnographic response to the implementation of this protocol is processed through art and written response.
DOI: 10.1386/dtr_00111_7
Abstract:
In this clinical commentary, steps of a Drama Therapy Family Mask Protocol, implemented in a carceral setting, are discussed, using a case example. Steps include: mask making, ‘intermingling’, reparative family drama and participant reflection. Masks as a projective technique may provide a greater sense of safety in a forensic setting to support the participant’s experience while exploring their family drama. An autoethnographic response to the implementation of this protocol is processed through art and written response.
M. Berghs,
A. J. C. Prick,
C. Vissers and
S. Hooren,
"Drama Therapy for Children and Adolescents with Psychosocial Problems: A Systemic Review on Effects, Means, Therapeutic Attitude, and Supposed Mechanisms of Change",
Children,
vol. 9,
no. 9,
pp. 1358,
2022.
Abstract:
Drama therapy is applied to children and adolescents with psychosocial problems. Drama therapy is an experimental form of treatment which methodologically uses drama and theatre processes to achieve psychological growth. Although in clinical practice, drama therapy has been applied successfully, little is known about how and why drama therapy contributes to a decrease in psychosocial problems. A systematic narrative review was performed to obtain more insight into this issue. Eight databases were systematically searched. Ten out of 3742 studies were included, of which there were four random controlled trails, three non-controlled trials, and three pre-and post-test design studies. We identified the results, drama therapeutic means, attitude, and mechanism of change. Positive effects were found on overall psychosocial problems, internalizing and externalizing problems, social functioning, coping and regulation processes, social identity, and cognitive development. An adaptive approach was mentioned as the therapeutic attitude. The means established contribute to a dramatic reality, which triggers the mechanisms of change. These are processes that arise during treatment and which facilitate therapeutic change. We found ten supposed mechanisms of change to be frequently used in all studies. No direct relations were found between the results, drama therapeutic attitude, means, and mechanisms of change.
Abstract:
Drama therapy is applied to children and adolescents with psychosocial problems. Drama therapy is an experimental form of treatment which methodologically uses drama and theatre processes to achieve psychological growth. Although in clinical practice, drama therapy has been applied successfully, little is known about how and why drama therapy contributes to a decrease in psychosocial problems. A systematic narrative review was performed to obtain more insight into this issue. Eight databases were systematically searched. Ten out of 3742 studies were included, of which there were four random controlled trails, three non-controlled trials, and three pre-and post-test design studies. We identified the results, drama therapeutic means, attitude, and mechanism of change. Positive effects were found on overall psychosocial problems, internalizing and externalizing problems, social functioning, coping and regulation processes, social identity, and cognitive development. An adaptive approach was mentioned as the therapeutic attitude. The means established contribute to a dramatic reality, which triggers the mechanisms of change. These are processes that arise during treatment and which facilitate therapeutic change. We found ten supposed mechanisms of change to be frequently used in all studies. No direct relations were found between the results, drama therapeutic attitude, means, and mechanisms of change.
L. Bololia,
J. Williams,
K. Macmahon and
K. Goodall,
"Dramatherapy for children and adolescents with autism spectrum disorder: A systematic integrative review",
The Arts in Psychotherapy,
vol. 80,
pp. 101918,
2022.
Abstract:
Dramatherapy is a form of psychotherapy practised by qualified and clinically trained dramatherapists and entails the intentional use of drama and theatre-arts creative processes such as storytelling, role-playing, movement, dramatisation and improvisation to promote therapeutic change, adaptation or self-development. Dramatherapists and researchers have contributed to the development and appreciation of dramatherapy for supporting children and adolescents with an Autism Spectrum Disorder (ASD) diagnosis, who tend to experience mild to severe challenges in interacting and communicating with others as well as processing social-emotional experiences. However, there is limited empirical research in this field. The present study adopted an integrative approach to systematically review the published research on the effects of dramatherapy sessions for children and adolescents with ASD, aged under 19 years; aiming at offering an in-depth and holistic understanding of the impact on emotional, psychological and social domains. Nine research studies utilising different research designs, namely six qualitative studies, two quantitative studies and one mixed methods were identified and integrated in this systematic review. A textual narrative approach was employed to synthesise the findings which suggested that dramatherapy can support children and adolescents with ASD by fostering behavioural, expressive and social skills and promoting emotional well-being through the use of various art forms and techniques. Methodological issues concerning the transparency of the research process were identified. In addition, the need for a formalised approach to exploring and evaluating the impact was recognised.
DOI: 10.1016/j.aip.2022.101918
Abstract:
Dramatherapy is a form of psychotherapy practised by qualified and clinically trained dramatherapists and entails the intentional use of drama and theatre-arts creative processes such as storytelling, role-playing, movement, dramatisation and improvisation to promote therapeutic change, adaptation or self-development. Dramatherapists and researchers have contributed to the development and appreciation of dramatherapy for supporting children and adolescents with an Autism Spectrum Disorder (ASD) diagnosis, who tend to experience mild to severe challenges in interacting and communicating with others as well as processing social-emotional experiences. However, there is limited empirical research in this field. The present study adopted an integrative approach to systematically review the published research on the effects of dramatherapy sessions for children and adolescents with ASD, aged under 19 years; aiming at offering an in-depth and holistic understanding of the impact on emotional, psychological and social domains. Nine research studies utilising different research designs, namely six qualitative studies, two quantitative studies and one mixed methods were identified and integrated in this systematic review. A textual narrative approach was employed to synthesise the findings which suggested that dramatherapy can support children and adolescents with ASD by fostering behavioural, expressive and social skills and promoting emotional well-being through the use of various art forms and techniques. Methodological issues concerning the transparency of the research process were identified. In addition, the need for a formalised approach to exploring and evaluating the impact was recognised.
L. Lin,
Y. Lu,
T. Chang and
S. Yeh,
"Effects of Drama Therapy on Depressive Symptoms, Attention, and Quality of Life in Patients With Dementia",
Journal of Nursing Research,
vol. 30,
no. 1,
pp. 1—9,
2022.
Abstract:
BACKGROUND The prevalence of dementia in Taiwan continues to rise, and related patient care is becoming challenging for family members and caregivers. Nondrug treatments are often used as a care strategy to alleviate the behaviors associated with worsening dementia. Many international researchers have examined the effectiveness of drama therapy on dementia care. However, there is a lack of related studies in Taiwan. PURPOSE The aim of this study was to examine the effects of drama therapy in terms of improving depressive symptoms, attention, and quality of life in patients with senile dementia. METHODS A two-group pretest-and-posttest design was employed in this randomized controlled trial. Cluster sampling was employed at four dementia daycare centers in central Taiwan. Two centers were randomly assigned to the experimental group, and the other two centers were assigned to the control group. RESULTS Forty-two patients with dementia (23 in the experimental group and 19 in the control group) participated in this study. The study results showed that, after 8 weeks of drama therapy, the experimental group showed a significant improvement in depressive symptoms (β = -5.07, p < .001), attention (β = 5.86, p < .001), and quality of life (β = -6.08, p < .001). Furthermore, after 12 weeks of drama therapy, the experimental group continued to show a significant improvement in depressive symptoms (β = -4.65, p < .01), attention (β = 6.76, p < .001), and quality of life (β = -4.94, p < .01). CONCLUSIONS On the basis of the results of this study, patients with senile dementia who participate in 8- and 12-week drama therapy programs significantly improved in terms of depressive symptoms, attention, and quality of life. The authors hope that the findings of this study provide a reference for the intervention method, content, frequency, and timing of drama therapy in patients with dementia.
DOI: 10.1097/jnr.0000000000000468
Abstract:
BACKGROUND The prevalence of dementia in Taiwan continues to rise, and related patient care is becoming challenging for family members and caregivers. Nondrug treatments are often used as a care strategy to alleviate the behaviors associated with worsening dementia. Many international researchers have examined the effectiveness of drama therapy on dementia care. However, there is a lack of related studies in Taiwan. PURPOSE The aim of this study was to examine the effects of drama therapy in terms of improving depressive symptoms, attention, and quality of life in patients with senile dementia. METHODS A two-group pretest-and-posttest design was employed in this randomized controlled trial. Cluster sampling was employed at four dementia daycare centers in central Taiwan. Two centers were randomly assigned to the experimental group, and the other two centers were assigned to the control group. RESULTS Forty-two patients with dementia (23 in the experimental group and 19 in the control group) participated in this study. The study results showed that, after 8 weeks of drama therapy, the experimental group showed a significant improvement in depressive symptoms (β = -5.07, p < .001), attention (β = 5.86, p < .001), and quality of life (β = -6.08, p < .001). Furthermore, after 12 weeks of drama therapy, the experimental group continued to show a significant improvement in depressive symptoms (β = -4.65, p < .01), attention (β = 6.76, p < .001), and quality of life (β = -4.94, p < .01). CONCLUSIONS On the basis of the results of this study, patients with senile dementia who participate in 8- and 12-week drama therapy programs significantly improved in terms of depressive symptoms, attention, and quality of life. The authors hope that the findings of this study provide a reference for the intervention method, content, frequency, and timing of drama therapy in patients with dementia.
A. Cook,
K. Young,
C. McFann and
M. Angier,
"Examining drama therapy practices through the lens of dis/abled-clinicians-in-training",
Drama Therapy Review,
vol. 8,
no. 2,
pp. 273—280,
2022.
Abstract:
This clinical commentary discusses the experiences of three dis/abled drama-therapy-clinicians-in-training. Through three vignettes, each written by one of the students, reflections and observations are offered on how drama therapy programs may inadvertently support ableist practices and how these can and are being shifted to create more inclusive spaces. Recommendations are offered for drama therapy trainers and students alike, both in the classroom and in the field.
DOI: 10.1386/dtr_00110_7
Abstract:
This clinical commentary discusses the experiences of three dis/abled drama-therapy-clinicians-in-training. Through three vignettes, each written by one of the students, reflections and observations are offered on how drama therapy programs may inadvertently support ableist practices and how these can and are being shifted to create more inclusive spaces. Recommendations are offered for drama therapy trainers and students alike, both in the classroom and in the field.
C. Brennan and
R. Tam,
"Exploring public practice drama therapy using Drama Hives",
Drama Therapy Review,
vol. 8,
no. 2,
pp. 197—212,
2022.
Abstract:
This article builds on the current knowledge and approach of public practice drama therapy in community settings. We argue that a public practice of drama therapy might be informed by decolonizing methods, liberation psychology, third spaces, public practice art therapy and the Art Hive model. A case vignette of Drama Hives is presented to highlight our experimentations with drama therapy as a form of public practice that might offer a more holistic approach to care that is complementary to the movement for decolonization. The article concludes with a discussion on the futurity of public practice drama therapy and its research implications.
DOI: 10.1386/dtr_00106_1
Abstract:
This article builds on the current knowledge and approach of public practice drama therapy in community settings. We argue that a public practice of drama therapy might be informed by decolonizing methods, liberation psychology, third spaces, public practice art therapy and the Art Hive model. A case vignette of Drama Hives is presented to highlight our experimentations with drama therapy as a form of public practice that might offer a more holistic approach to care that is complementary to the movement for decolonization. The article concludes with a discussion on the futurity of public practice drama therapy and its research implications.
A. Rothman,
E. Offerman and
D. G. Trottier,
"H.E.R.O. Unmasking: A mixed methods pilot study to explore the impact of a tele-drama therapy protocol on frontline healthcare workers during COVID-19",
Drama Therapy Review,
vol. 8,
no. 2,
pp. 213—233,
2022.
Abstract:
H.E.R.O. (Helping Essential workers Reclaim roles Online) Unmasking was a virtual drama therapy protocol designed to support frontline healthcare workers (re)connect to part of their humanity overshadowed by the role of the Healthcare Hero during the COVID-19 pandemic. The intervention, grounded in Role Theory, sought to provide immediate relief and meaning making through embodied storytelling. This pilot study utilized a quasi-experimental mixed methods design to measure the effect of the protocol. The Integration of Stressful Life Experiences Scale-Short Form was implemented. A dependent t-test did not yield statistical significance from pre-test (17.26) to post-test (20.47), although a medium effect size (0.64) was found. Post-test scores suggested that participants demonstrated more adaptive meaning making after the workshop. A small sample size (n = 19) likely impacted the ability to find statistical significance. Qualitative results produced prominent themes of transformation, connection and joy. Clinical implications and future directions are discussed.
DOI: 10.1386/dtr_00107_1
Abstract:
H.E.R.O. (Helping Essential workers Reclaim roles Online) Unmasking was a virtual drama therapy protocol designed to support frontline healthcare workers (re)connect to part of their humanity overshadowed by the role of the Healthcare Hero during the COVID-19 pandemic. The intervention, grounded in Role Theory, sought to provide immediate relief and meaning making through embodied storytelling. This pilot study utilized a quasi-experimental mixed methods design to measure the effect of the protocol. The Integration of Stressful Life Experiences Scale-Short Form was implemented. A dependent t-test did not yield statistical significance from pre-test (17.26) to post-test (20.47), although a medium effect size (0.64) was found. Post-test scores suggested that participants demonstrated more adaptive meaning making after the workshop. A small sample size (n = 19) likely impacted the ability to find statistical significance. Qualitative results produced prominent themes of transformation, connection and joy. Clinical implications and future directions are discussed.
A. Musicka-Williams and
A. Cook,
"Making connections across countries between creative approaches in qualitative interviewing with dis/abled communities",
Disability & Society,
pp. 1—22,
2022.
Abstract:
This paper examines the application of similar creative techniques utilized in qualitative interviewing undertaken in two different countries alongside and with disabled people. Featuring two studies, one conducted in Australia and one in the United States, each utilized drama therapy techniques, such as role play, dramatic tableau, visual storytelling, and puppetry, to provide different ways of gathering data during qualitative interviews. As qualitative interview formats privilege verbal participants, the drama therapists conducting the studies wished to provide alternative methods for the participants to communicate their experiences during the interview process. After a methodology focused overview of each study, featuring participant vignettes and examples, this article explores the potential value of incorporating dramatic and creative techniques in research studies which seek to explore the lived experiences of disabled communities through qualitative interviewing. Common themes will be explored that were seen across different cultural and community contexts.
DOI: 10.1080/09687599.2022.2090901
Abstract:
This paper examines the application of similar creative techniques utilized in qualitative interviewing undertaken in two different countries alongside and with disabled people. Featuring two studies, one conducted in Australia and one in the United States, each utilized drama therapy techniques, such as role play, dramatic tableau, visual storytelling, and puppetry, to provide different ways of gathering data during qualitative interviews. As qualitative interview formats privilege verbal participants, the drama therapists conducting the studies wished to provide alternative methods for the participants to communicate their experiences during the interview process. After a methodology focused overview of each study, featuring participant vignettes and examples, this article explores the potential value of incorporating dramatic and creative techniques in research studies which seek to explore the lived experiences of disabled communities through qualitative interviewing. Common themes will be explored that were seen across different cultural and community contexts.
M. Gopalakrishna and
S. Govindan,
"My real family: Using drama therapy to challenge normative notions of family",
The Indian Journal of Social Work,
vol. 83,
no. 4,
2022.
Abstract:
This article describes a drama therapy group intervention called ‘My Real Family’ conducted with children from non-conventional family backgrounds in Bangalore, India. The drama therapy group process revealed that participants’ difficulties were largely due to being repeatedly confronted by a narrow discourse of what constituted a “normal middle-class urban Indian family”. This article articulates this normative discourse by drawing on findings of an opinion poll, in-depth interviews and research from the domains of family studies, law, education and media. It places the description and critical evaluation of the ‘My Real Family’ drama therapy group into this context. The authors make a case for the value of interventions such as this in broadening notions of family. It also asserts the need for individuals to make conscious choices within their domains of influence in order to embrace a pluralistic idea of family.
DOI: 10.32444/IJSW.2022.83.4.603-620
Datei : https://journals.tiss.edu/ijsw/index.php/ijsw/article/view/899
Abstract:
This article describes a drama therapy group intervention called ‘My Real Family’ conducted with children from non-conventional family backgrounds in Bangalore, India. The drama therapy group process revealed that participants’ difficulties were largely due to being repeatedly confronted by a narrow discourse of what constituted a “normal middle-class urban Indian family”. This article articulates this normative discourse by drawing on findings of an opinion poll, in-depth interviews and research from the domains of family studies, law, education and media. It places the description and critical evaluation of the ‘My Real Family’ drama therapy group into this context. The authors make a case for the value of interventions such as this in broadening notions of family. It also asserts the need for individuals to make conscious choices within their domains of influence in order to embrace a pluralistic idea of family.
K. Afary and
E. M. Alteet,
"Narradrama, intersectionality and devised therapeutic theatre in the prison communication studies classroom",
Drama Therapy Review,
vol. 8,
no. 1,
pp. 23—44,
2022.
Abstract:
This article presents examples of incorporating drama therapy techniques and critical narrative theories in a curriculum for a communication studies classroom at a men’s prison. It focuses on Narradrama and intersectionality, aiming to illustrate the benefits this approach offers by (1) raising awareness of intersectionality by using critical narrative theory-based interventions for guiding participants in expanding their identity and (2) using the principles of the nine steps of Narradrama in devised performances that support restorying student self-narratives.
DOI: 10.1386/dtr_00091_1
Abstract:
This article presents examples of incorporating drama therapy techniques and critical narrative theories in a curriculum for a communication studies classroom at a men’s prison. It focuses on Narradrama and intersectionality, aiming to illustrate the benefits this approach offers by (1) raising awareness of intersectionality by using critical narrative theory-based interventions for guiding participants in expanding their identity and (2) using the principles of the nine steps of Narradrama in devised performances that support restorying student self-narratives.
S. Keisari,
Y. Palgi,
D. Yaniv and
A. Gesser-Edelsburg,
"Participation in life-review playback theater enhances mental health of community-dwelling older adults: A randomized controlled trial",
Psychology of Aesthetics, Creativity, and the Arts,
2022.
Abstract:
Playback theater is a form of improvisational theater that combines artistic expression with an exploration of life stories in a group creative process. The goal of the current study was to examine an integrative intervention for older adults, which includes participation in playback theater in accordance with the life-review method. We examined the effect of the intervention on the positive and negative aspects of mental health among community-dwelling older adults in adult day centers. In a randomized controlled trial, data were collected from 78 participants consisting of older adults in 4 adult day centers (Mage = 79.60 years, SD = 6.89: range = 63–96), randomly assigned to a 12-week playback theater group or care-as-usual group. The participants reported on aspects of mental health and mental illness before, immediately after, and 3 months after the intervention. The results show a significant Time
DOI: 10.1037/aca0000354
Abstract:
Playback theater is a form of improvisational theater that combines artistic expression with an exploration of life stories in a group creative process. The goal of the current study was to examine an integrative intervention for older adults, which includes participation in playback theater in accordance with the life-review method. We examined the effect of the intervention on the positive and negative aspects of mental health among community-dwelling older adults in adult day centers. In a randomized controlled trial, data were collected from 78 participants consisting of older adults in 4 adult day centers (Mage = 79.60 years, SD = 6.89: range = 63–96), randomly assigned to a 12-week playback theater group or care-as-usual group. The participants reported on aspects of mental health and mental illness before, immediately after, and 3 months after the intervention. The results show a significant Time
M. Gopalakrishna,
"Practicing in an expanded paradigm: Case examples and ethical anchors for creative arts therapists working in community-based social justice contexts",
The Arts in Psychotherapy,
vol. 80,
pp. 101921,
2022.
Abstract:
This article builds on the body of knowledge that calls for an expansion of the frame of creative arts therapy practice beyond and outside the paradigms of conventional psychotherapy. It offers three diverse case examples from the practice of the author in India as a basis for developing potential ethical anchors when practicing in an expanded frame that includes community-based social-justice paradigms. By analyzing the nature of the contract, the foundations of care work and the role of the facilitator, the article explores and articulates certain useful questions and ethical anchors for CATs hoping to work in this expanded paradigm. These include (1) Being part of an ecosystem of care for collective liberation (2) Learning, critical self-reflection and radical (self) care (3) Three levels of collaboration (4) Power, language and representation. The article closes with a rationale for an expanded paradigm particularly in these politically precarious times.
DOI: 10.1016/j.aip.2022.101921
Abstract:
This article builds on the body of knowledge that calls for an expansion of the frame of creative arts therapy practice beyond and outside the paradigms of conventional psychotherapy. It offers three diverse case examples from the practice of the author in India as a basis for developing potential ethical anchors when practicing in an expanded frame that includes community-based social-justice paradigms. By analyzing the nature of the contract, the foundations of care work and the role of the facilitator, the article explores and articulates certain useful questions and ethical anchors for CATs hoping to work in this expanded paradigm. These include (1) Being part of an ecosystem of care for collective liberation (2) Learning, critical self-reflection and radical (self) care (3) Three levels of collaboration (4) Power, language and representation. The article closes with a rationale for an expanded paradigm particularly in these politically precarious times.
Z. Moula,
J. Powell and
V. Karkou,
"Qualitative and Arts-Based Evidence from Children Participating in a Pilot Randomised Controlled Study of School-Based Arts Therapies",
Children,
vol. 9,
no. 6,
2022.
Abstract:
(1) Background: There is limited evidence on the impact of arts therapies as a tool for the prevention of mental health difficulties in childhood. This pilot randomised controlled study aimed to investigate the impact of arts therapies on children's mental health and well-being; the qualitative and arts-based evidence is presented in this article. (2) Methods: Sixty-two children (aged 7-10) with mild emotional and behavioral difficulties were recruited across four primary schools and were randomly assigned to either art therapy, music therapy, dance movement therapy, or dramatherapy. All children were interviewed individually after their participation in arts therapies. (3) Results: Children verbally and artistically expressed that they experienced positive changes in their mental health and well-being, such as improved self-expression, safety, empowerment, hope, and optimism for the future. The arts were particularly important for expressing complex emotions and feelings that cannot be easily verbalised. Recommendations are provided to improve the quality of group arts therapies in future interventions, such as through smaller groups, longer sessions, and strategies to protect the therapeutic environment. (4) Conclusions: This study embraced all arts therapies as one research domain and set children's verbal and non-verbal responses at the heart of outcome evaluation. This article highlights the importance of incorporating qualitative and arts-based methods to capture changes in children's mental health well-being in future experimental studies.
Abstract:
(1) Background: There is limited evidence on the impact of arts therapies as a tool for the prevention of mental health difficulties in childhood. This pilot randomised controlled study aimed to investigate the impact of arts therapies on children's mental health and well-being; the qualitative and arts-based evidence is presented in this article. (2) Methods: Sixty-two children (aged 7-10) with mild emotional and behavioral difficulties were recruited across four primary schools and were randomly assigned to either art therapy, music therapy, dance movement therapy, or dramatherapy. All children were interviewed individually after their participation in arts therapies. (3) Results: Children verbally and artistically expressed that they experienced positive changes in their mental health and well-being, such as improved self-expression, safety, empowerment, hope, and optimism for the future. The arts were particularly important for expressing complex emotions and feelings that cannot be easily verbalised. Recommendations are provided to improve the quality of group arts therapies in future interventions, such as through smaller groups, longer sessions, and strategies to protect the therapeutic environment. (4) Conclusions: This study embraced all arts therapies as one research domain and set children's verbal and non-verbal responses at the heart of outcome evaluation. This article highlights the importance of incorporating qualitative and arts-based methods to capture changes in children's mental health well-being in future experimental studies.
C. Manalastas and
D. N. Sayre,
"Queer(ing) Healing: Reimagining Wellness through Drama Therapy during the Dual Pandemics",
QED: A Journal in GLBTQ Worldmaking,
vol. 9,
no. 3,
pp. 158—164,
2022.
Abstract:
During 2020, two nonbinary drama therapists meet on Zoom to explore queer(ing) drama therapy. Each represents different intersectional identities, yet both envision a decolonized, queer methodology that transcends current limitations in drama ther- apy practice. Their resulting dual reflections are separated by a series of asterisks. The North American Drama Therapy Association defines drama therapy as the inten- tional use of drama and/or theatre processes to achieve therapeutic goals.1 Through variations of methodologies like play, storytelling, role theory, projection, and wit- nessing, drama therapy creates several threads of possibilities across the spectrum of healing.
DOI: 10.14321/qed.9.issue-3.0158
Abstract:
During 2020, two nonbinary drama therapists meet on Zoom to explore queer(ing) drama therapy. Each represents different intersectional identities, yet both envision a decolonized, queer methodology that transcends current limitations in drama ther- apy practice. Their resulting dual reflections are separated by a series of asterisks. The North American Drama Therapy Association defines drama therapy as the inten- tional use of drama and/or theatre processes to achieve therapeutic goals.1 Through variations of methodologies like play, storytelling, role theory, projection, and wit- nessing, drama therapy creates several threads of possibilities across the spectrum of healing.
M. Minerson,
"Reflections on action: An intervention triptych",
Drama Therapy Review,
vol. 8,
no. 1,
pp. 121—127,
2022.
DOI: 10.1386/dtr_00096_7
M. Schubert,
"Seeking dramatic reality in the digital world",
Drama Therapy Review,
vol. 8,
no. 2,
pp. 235—248,
2022.
Abstract:
More than two years after the beginning of the COVID-19 pandemic, online drama therapy seems to be viewed both by therapists and clients in an extreme way: either as a means of salvation in the limitations of distance and quarantine restrictions or as a discount to in-person therapy. In this conceptual article, the author explores the ways in which online drama therapy utilizes aesthetic distance and dramatic reality. The author theorizes how these concepts translate into an online space without breaking the relationship between therapist and client/group that is already being hindered by the literal distance, the lack of body involvement and the mediation of technology and the screen. Through discussion of the existing literature on aesthetic distance and fantastic/dramatic reality, the author examines these concepts through the lens of the online setting, providing some thoughts that might be of use when planning an online session.
DOI: 10.1386/dtr_00108_1
Abstract:
More than two years after the beginning of the COVID-19 pandemic, online drama therapy seems to be viewed both by therapists and clients in an extreme way: either as a means of salvation in the limitations of distance and quarantine restrictions or as a discount to in-person therapy. In this conceptual article, the author explores the ways in which online drama therapy utilizes aesthetic distance and dramatic reality. The author theorizes how these concepts translate into an online space without breaking the relationship between therapist and client/group that is already being hindered by the literal distance, the lack of body involvement and the mediation of technology and the screen. Through discussion of the existing literature on aesthetic distance and fantastic/dramatic reality, the author examines these concepts through the lens of the online setting, providing some thoughts that might be of use when planning an online session.
R. Feniger-Schaal,
H. Orkibi,
S. Keisari,
N. L. Sajnani and
J. D. Butler,
"Shifting to tele-creative arts therapies during the COVID-19 pandemic: An international study on helpful and challenging factors",
The Arts in Psychotherapy,
vol. 78,
pp. 101898,
2022.
Abstract:
The COVID-19 pandemic has led to an unprecedented shift to online treatment. For the creative arts therapies (CATs) - a healthcare profession that involves the intentional use of the visual art, drama, music, dance, and poetry within a therapeutic relationship - this shift has been highly consequential for practice. This study examined (a) how the COVID-19 pandemic has impacted clinical practice in the CATs, and (b) the features characterizing online practice in an international sample of 1206 creative arts therapists aged 22-86 (92% female). It aimed to identify changes in the use of the arts in therapy, resources that contributed to the delivery of therapy, and the role of therapists' creative self-efficacy in adapting to these changes. Respondents completed close and open-ended questions providing examples of what does and does not work in online practice. The results indicate that creative self-efficacy plays a meaningful role in buffering the impact of therapists' computer comfort on their perceived difference in online clinical practice; confidence in one's abilities positively contributed to their adaptation to online practice. The qualitative analysis yielded four main categories: the challenges of tele-CATs, continuing the therapeutic process through tele-CATs, adaptations for tele-CATs, and future directions. Overall, the results present a timely report on the inevitable transition of the CATs to online practice.
DOI: 10.1016/j.aip.2022.101898
Abstract:
The COVID-19 pandemic has led to an unprecedented shift to online treatment. For the creative arts therapies (CATs) - a healthcare profession that involves the intentional use of the visual art, drama, music, dance, and poetry within a therapeutic relationship - this shift has been highly consequential for practice. This study examined (a) how the COVID-19 pandemic has impacted clinical practice in the CATs, and (b) the features characterizing online practice in an international sample of 1206 creative arts therapists aged 22-86 (92% female). It aimed to identify changes in the use of the arts in therapy, resources that contributed to the delivery of therapy, and the role of therapists' creative self-efficacy in adapting to these changes. Respondents completed close and open-ended questions providing examples of what does and does not work in online practice. The results indicate that creative self-efficacy plays a meaningful role in buffering the impact of therapists' computer comfort on their perceived difference in online clinical practice; confidence in one's abilities positively contributed to their adaptation to online practice. The qualitative analysis yielded four main categories: the challenges of tele-CATs, continuing the therapeutic process through tele-CATs, adaptations for tele-CATs, and future directions. Overall, the results present a timely report on the inevitable transition of the CATs to online practice.