Theatertherapie Literaturdatenbank

O. Mizrahi Shapira, N. Shem-Tov and S. Keisari, "Social role development in playback theater groups in light of the Mackenzie and Livesley model", The Arts in Psychotherapy, vol. 80, pp. 101942, 2022.

DOI: 10.1016/j.aip.2022.101942

Abstract:
Playback theater is a form of improvisational theater created in a response to personal stories. It can take place as a performance and in the setting of an ongoing group. In such groups, members create improvised theatrical responses to personal stories shared by other group members. Group dynamics are both represented in the discourse and interaction between members, and manifested and shaped through theatrical expression. Draw on the thinking of MacKenzie and Livesley, who outline four types of group roles, this paper demonstrates the interrelatedness of a member’s role type and the dynamic unfolding on the group stage. In order to explore this relation, the authors propose three distinct perspectives or lenses: i) dramatic role; ii) the rules of dramatic play; iii) and the theatrical encounter with the story’s contents. These three lenses help conductors recognize the interrelatedness and mutual influence of the social role of the individual member of a Playback group and the drama unfolding on stage and thereby choose methods and interventions in theatrical space that could promote development and role-expansion for individual members.

Z. Daccache, "The Blue House: An analysis of the production of Johar Up in the Air!", Drama Therapy Review, vol. 8, no. 1, pp. 9—22, 2022.

DOI: 10.1386/dtr_00090_1

Abstract:
This article provides an analysis of a drama therapy process carried out during 2012‐17 with a group of imprisoned persons labelled by the Lebanese Penal Code as ‘insane, mad, or possessed’, some of whom were housed in the notorious Blue Building in Roumieh Prison in Beirut, Lebanon. The author argues for the use of a hybrid approach to drama therapy inside prisons that simultaneously includes forms of self-advocacy, legislative theatre and self-revelatory modes in order to successfully hold up a mirror to Lebanese society, implicating its anachronistic legal codes in the oppression that often leads to chaos and madness. In the course of collaborating on their artistic journey, two segregated populations of participants, one identified by the Lebanese Penal Code as ‘insane’ and the other as ‘regular’, collaborated and revealed stories of domestic violence, traumatic childhoods, social dysfunctions, the lingering impact of an earlier civil war and the deprivation of legal and human rights. Standing up before numerous audiences, including high officials of the government, they dared not only to reflect on their own lives but also to heal their own and their community’s wounds.

J. S. Frydman, A. Cook, C. R. Armstrong, C. Rowe and C. Kern, "The drama therapy core processes: A Delphi study establishing a North American perspective", The Arts in Psychotherapy, vol. 80, pp. 101939, 2022.

DOI: 10.1016/j.aip.2022.101939

Abstract:
Over the past decade, several initiatives have been launched to increase empirical research in drama therapy. In alignment with this intention, the drama therapy core processes were investigated to establish communal conceptualization and advance operationalization. A Delphi method was modified and utilized to determine makeup, verbiage, and scope of these distinct elements of practice according to North American drama therapists (N = 30). The study was conducted over four rounds, initially inviting expert original panelists (n = 5) to review and edit iterations of previous core processes and subsequently utilizing additional evaluators (n = 25) to provide consensus ratings and feedback on these revisions. Among additional evaluators, inter-rater reliability met threshold criteria for each core process, advancing consensus-derived definitions. Notable changes occurred through the Delphi process, including the elimination, integration, and addition of several core processes. The finalized schematic featured a tripartite definition format for each of the following seven core processes: active witnessing, distancing, dramatic play, dramatic projection, embodiment, engagement in dramatic reality, and multidimensional relationship. This study communally and systematically conceptualizes and supports the operationalization of core process definitions. Considerations for future research directions are offered.

M. Kejani and Z. Raeisi, "The effect of drama therapy on working memory and its components in primary school children with ADHD", Current Psychology, vol. 41, no. 1, pp. 417—426, 2022.

DOI: 10.1007/s12144-019-00564-8

Abstract:
Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders among children and is correlated with several consequences such as working memory impairment. The present study aimed to determine the effect of drama therapy on working memory and its components in primary school children with ADHD. This study was quasi-experimental with pre-test, post-test, and control group design. The statistical population of this study was primary school students diagnosed with ADHD in Isfahan, Iran, during the academic year of 2017–2018. For the purpose of the present study, 45 students were randomly selected and assigned to experimental (n = 21) and control (n = 24) groups. It should be mentioned that the total number of the experimental group was 24 at the outset of the study; however, the number reduced to 21 due to attrition. The working memory was measured in pre- and post-intervention phases by the working memory subscales of the Wechsler Intelligence Scale for Children-Fourth Edition. The experimental group participated in a 12 session intervention (each 90 min) during 6 weeks, while the control group received no intervention and the collected data were analyzed using MANCOVA. The results revealed a significant difference between the working memory performance of students in the experimental and control groups (p≤. 05). The experimental group showed significant changes in their working memory, compared with the control group. In fact, the findings confirm that drama therapy can be effective in improving working memory whose deficit is one of the outcomes of ADHD.

S. S. Keating, L. Baker-Nauman and M. Shine, "The healing art of performing and witnessing Shakespeare: Transferring drama therapy skills to the theatre classroom inside prison and beyond", Drama Therapy Review, vol. 8, no. 1, pp. 59—78, 2022.

DOI: 10.1386/dtr_00093_1

Abstract:
This article analyses a structured approach to facilitating Shakespeare groups in prison that interweaves a trauma-informed lens with four critical principles developed by Marin Shakespeare Company. The CREW principles are (1) Connection, (2) Reflection, (3) Expression and (4) Witnessing. We describe the work we have been doing for sixteen years with Marin Shakespeare Company facilitating Shakespeare classes and performances in various California prisons with incarcerated men, women and trans-women. Throughout the article, a blend of theory, guiding quotes and case examples from participants is used to demonstrate how the study and performance of Shakespeare in prison, when rooted in a trauma-informed lens and supported by the four principles mentioned above, is helpful in healing trauma and fostering social and emotional well-being amongst individuals who are incarcerated.

J. Shailor, "Theatre of Empowerment", Drama Therapy Review, vol. 8, no. 1, pp. 45—58, 2022.

DOI: 10.1386/dtr_00092_1

Abstract:
This article is an updated assessment of ‘The Shakespeare Prison Project’ (SPP, Wisconsin), informed in part by post-COVID-19 reflections. Founder and artistic director Jonathan Shailor provides an exploration of the theory and practice that informs his work, which he calls the Theatre of Empowerment: storytelling, dialogue and performance, in the service of personal and social evolution. The key to understanding this work is seeing the prison theatre ensemble as a ‘community of practice’ that cultivates the virtues of individual empowerment, relational responsibility and moral imagination. The author tests these claims with a preliminary analysis of participants’ stories and draws conclusions from this analysis that will inform the next chapter of ‘The Shakespeare Prison Project’: Shakespeare’s Mirror, an approach that connects themes from Shakespeare’s plays with the personal narratives of incarcerated actors.

Z. Moula, "\textquotedblI didn't know I have the capacity to be creative\textquotedbl: children's experiences of how creativity promoted their sense of well-being. A pilot randomised controlled study in school arts therapies", Public Health, vol. 197, pp. 19—25, 2021.

DOI: 10.1016/j.puhe.2021.06.004

Abstract:
OBJECTIVES Creativity has been found to be one of the key therapeutic elements in arts therapies. Arts therapies are psychotherapeutic approaches that aim to facilitate psychological change and personal growth through arts media, such as music, drama, dance, movement and virtual arts. This article presents the findings from children's experiences of participating in arts therapies, particularly those related to creativity. STUDY DESIGN This study followed a pilot randomised controlled design with embedded qualitative and arts-based methods. Sixty-two children with mild emotional and behavioural difficulties were recruited across four primary schools in North West England. RESULTS The creative activities with the greatest impact on children's health and well-being were as follows: a) story-making and story-telling; b) drawings; c) puppetry; d) songwriting; and e) empowerment activities. Based on the interviews with children, these activities led to emotional expression, group bonding, empowerment and optimism. The findings were discussed through the lenses of the empowerment theory and the PERMA theory of positive psychology. CONCLUSIONS Arts therapies allowed children to share experiences and emotions that they may not have otherwise expressed merely through verbal means. During a period where COVID-19 has disrupted academic schedules and sparked a transitional period at schools, opportunities for creativity and engagement with the arts may contribute significantly to support children's emerging health needs.

D. R. Johnson, R. Pitre and C. Davis, "A DvT-based clinical assessment of toxic stress in young children", Drama Therapy Review, vol. 7, no. 2, pp. 207—221, 2021.

DOI: 10.1386/dtr_00074_1

Abstract:
A clinical assessment procedure is described for identifying possible sources of toxic stress among young children (ages 3–10), using a semi-structured modification of Developmental Transformations. This modification consists of improvisational play combined with a pre-determined sequence of roles symbolic of common adverse childhood experiences of neglect or emotional or physical threat. While conducting this procedure, the therapist carefully observes the client’s responses within the play to note the presence of play disruptions (e.g. hesitation, shift of scene and/or emotional arousal). These shifts may arise from prior experiences that remain distressing to the client and might merit further exploration. A review of the literature concerning toxic stress and assessments of children (particularly those that are play-based), along with an illustration of the clinical assessment, are presented. Strategies for follow-up and early intervention possibilities are highlighted. Key ethical considerations of this procedure are also discussed.

A. Cook, "A post-intentional phenomenological investigation of inclusivity in a therapeutic theatre production", Drama Therapy Review, vol. 7, no. 2, pp. 169—191, 2021.

DOI: 10.1386/dtr_00072_1

Abstract:
This article presents a dissertation study that investigated the lived experiences of participants engaged in an inclusive therapeutic theatre production through a post-intentional phenomenological lens, informed by critical dis/ability theory. The study included ten participants aged 14–26 with a variety of dis/ abilities. The data were gathered through semi-structured interviews and a focus group and analysed using thematic analysis. The qualitative findings included six themes and fifteen subthemes. These findings suggested that the participants experienced belonging and community, personal growth and insight, feelings of empowerment and the desire to make societal change by being a part of the inclusive production.

T. Noice and H. Noice, "A theatrical evidence-based cognitive intervention for older adults", Drama Therapy Review, vol. 7, no. 1, pp. 9—22, 2021.

DOI: 10.1386/dtr_00058_1

Abstract:
This article describes a 35-year program devoted to determining the cognitive learning strategies of professional actors and then using those strategies to lower the risk factors for dementia in older adults. Details of a series of successful evidence-based theatrical interventions are provided along with the identification of areas in which our work directly overlaps drama therapy research. The methods involved in this endeavour include protocol analysis, behavioural testing and pre- and post-intervention data comparison. Most recently, these results have been verified by neuroscientists using functional magnetic resonance imaging (fMRI). It is hoped that drama therapists will find elements of this program that will be applicable to their work with older adults.

M. K. Roohan and D. G. Trottier, "Action-based DBT: Integrating drama therapy to access wise mind", Drama Therapy Review, vol. 7, no. 2, pp. 193—205, 2021.

DOI: 10.1386/dtr_00073_1

Abstract:
This article explores the potential of utilizing drama therapy techniques to assist clients in the acquisition and generalization of dialectical behaviour therapy (DBT) skills. A foundational DBT skill, wise mind, is introduced through the lens of Landy’s Role Theory. Case material illustrates how action-based DBT increases the propensity of learning the skill of wise mind through incorporating role-play and embodiment within a supportive group environment.

R. A. Versaci, "Adapting the Six-Part Storymaking Method for use with siblings of infants on the neonatal intensive care unit", Drama Therapy Review, vol. 7, no. 2, pp. 223—242, 2021.

DOI: 10.1386/dtr_00075_1

Abstract:
When an infant is hospitalized on the neonatal intensive care unit (NICU) it can have a profound influence on the psychosocial well-being of the infant and their older sibling(s). This article presents a case vignette of the use of the Six-Part Storymaking Method with the sibling of an infant hospitalized on the NICU. The article reviews the therapeutic aims and benefits of the intervention, including: supporting emotional expression, providing opportunity for the sibling to be deeply witnessed by caregivers, therapist and hospital staff, empowering the sibling to inhabit the big sibling role and fostering insight into the sibling’s thoughts, feelings and behaviours as related to their infant’s hospitalization. Considerations for facilitation and assessment are also discussed.

P. Ray and S. Pendzik, "Autobiographical Therapeutic Performance as a Means of Improving Executive Functioning in Traumatized Adults", Frontiers in Psychology, vol. 12, pp. 1—8, 2021.

DOI: 10.3389/fpsyg.2021.599914

Abstract:
This article describes the pilot project Shadows & Light Within: Untold Stories-a two-phase, multi-partner community-based project that explores the hypothesis that Autobiographical Therapeutic Performance can help traumatized individuals to improve executive functioning. A group of 10 individuals ranging in age from 32 to 69, with lived experiences at the intersection of trauma, mental health, and the court system, were paired with theater mentor-coaches for a 10-month creative group process, in which they shaped their stories into autobiographical performance pieces, through movement, improvisation, story-telling, and self-discovery. In the second phase of the project, their stories were merged into a theater production, weaving movement, song, and voice, and performed by an ensemble of experienced actors from the community. Pre- and post-interviews and self-report standardized measures of executive functioning were used to assist in establishing criteria and direction for future research. The results suggest that the individuals involved in this pilot may have improved executive functioning and acquired more ability to engage in human service programs designed to increase job readiness and enhance adaptive living skills.

M. Buckley, "Child therapist’s play: Reconsidering the developmental appropriateness of Developmental Transformations", Drama Therapy Review, vol. 7, no. 2, pp. 243—256, 2021.

DOI: 10.1386/dtr_00076_1

Abstract:
Developmental Transformations (DvT) has been presented as a developmentally appropriate therapy approach for children. This conceptual article explores the foundational elements of DvT practice in relation to children’s specific needs in therapy. The article argues for a heightened ethical responsibility to apply core concepts such as encounter, embodiment, mutuality and reversibility in the context of children’s developmental processes, and to acknowledge the power differentials between child clients and adult therapists.

N. B. Cooley, "Crossing the threshold … and crisscrossing, and crisscrossing …: Embodiment and varielation in Developmental Transformations and yoga", Drama Therapy Review, vol. 7, no. 2, pp. 257—271, 2021.

DOI: 10.1386/dtr_00077_1

Abstract:
How does Developmental Transformations (DvT) facilitate growth and change? This article illuminates the process of embodied transformation through repetition, varielation and dimensionalization (techniques in DvT). The author examines these elements in operation within two types of embodied experiences: DvT and yoga. Both theory and the author’s personal experience provide windows into the intersection of these embodied practices as well as elucidating the inner mechanisms of change.

M. L. Mondolfi Miguel, M. D. Savage and S. Fernández-Aguayo, "Designing short-term drama therapy with people who have Parkinson’s disease in Vigo, Spain", Drama Therapy Review, vol. 7, no. 1, pp. 37—59, 2021.

DOI: 10.1386/dtr_00060_1

Abstract:
Empirical research about using drama therapy (DT) for people who have Parkinson???s disease (PD) is absent in the literature despite growing, worldwide prevalence of the disease. This article presents an intrinsic case study involving a concurrent mixed-method design within a social constructivist framework that explores the benefits of a short DT program designed for a small group of people who have PD in Vigo, Spain. Two Spanish drama therapists and eight research participants co-designed and co-created material for analysis during five DT workshops that took place once every two weeks over ten weeks. In addition to this, psychometric instruments to assess self-esteem, quality of life (QoL), depression, and purpose in life were administered prior to and after the five-week intervention. Findings are supported by qualitative analysis and are not statistically significant, but suggest an amelioration of depressive symptoms as well as other benefits.

A. M. Hopf, J. Junker and A. Büssing, "Die Bedeutung der Spiritualität in ihrer Vielschichtigkeit im Kontext Künstlerischer Therapien (Studie und Tagung)", The relevance of spirituality in its complexity in the context of art therapies (study and conference), vol. 10, no. 3, pp. 303—304, 2021.

DOI: 10.1515/spircare-2021-0051

D. Harel and S. Keisari, "Drama therapy in late life: Taking life-story work one step further", Drama Therapy Review, vol. 7, no. 1, pp. 23—36, 2021.

DOI: 10.1386/dtr_00059_1

Abstract:
Integrating life-story work with drama therapy creates new opportunities for the psychological development of older adults. In this conceptual article we suggest five qualities of dramatic reality by which this integration can promote psychological development in old age: its ability (1) to evoke a story, (2) to bring together the personal and the collective, (3) to help in processing unfinished business, (4) to create an integrative view of the self and (5) to open the way to imagining the future. We illustrate each of the five qualities using vignettes from our previous research in the field and show how exploring the life stories of older adults through dramatic reality provides opportunities for active self-exploration in the ‘here and now’ of the group process in a way that goes beyond verbal life-story work.

C. Dintino, "Drama therapy in midlife and beyond: A reformative proposal", Drama Therapy Review, vol. 7, no. 1, pp. 115—130, 2021.

DOI: 10.1386/dtr_00064_1

Abstract:
It is time to imagine a fresh take on midlife in the lifespan. This conceptual article calls for therapists to participate in co-constructing a stage of adult life with new and varied stories, roles and purpose. It proposes a therapy that is future-focused, creative and generative. Finally, this article suggests that drama therapists are the practitioners best suited for the broadening and deepening of the human experience as we age.

A. Cheung, W. B. Reid-Varley, M. Chiang, M. Villemejane, L. L. Wood, J. D. Butler and X. Fan, "Dual diagnosis theater: A pilot drama therapy program for individuals with serious mental illness and substance use disorder", Schizophrenia research, vol. 230, pp. 95—97, 2021.

DOI: 10.1016/j.schres.2020.11.008

J. Mino‐Roy, J. St‐Jean, O. Lemus‐Folgar, K. Caron, O. Constant‐Nolett, J. Després and C. Gauthier‐Boudreault, "Effects of music, dance and drama therapies for people with an intellectual disability: A scoping review", British Journal of Learning Disabilities, vol. 21, no. 5, pp. 101, 2021.

DOI: 10.1111/bld.12402

Abstract:
Accessible summary There are different forms of arts therapy including music, dance and drama therapies. Music, dance and drama can help people with an intellectual disability to improve their wellbeing. To encourage the inclusion of music, dance and drama therapies in different services, it is important to look at their effects on people with an intellectual disability. Music, dance and drama help with self-esteem, social skills, expression and management of emotions. Arts therapies could also increase social inclusion and self-determination. Background Arts therapies take different forms, including music, dance and drama therapies. Access to meaningful activities is limited for people with an intellectual disability. Music, dance and drama therapies could be relevant strategies to improve well-being of people with an intellectual disability. To encourage the inclusion of these modalities in services offered to this population, it is important to look at the effects of music, dance and drama therapies for people with an intellectual disability. Methods This scoping review aimed to document the effects of music, dance and drama therapies for people with an intellectual disability. Findings 72 documents were selected and analysed. Depending on the modality of art therapy, various physical, emotional, cognitive and spiritual benefits were noted. Most of studies presented a limited sample size and had no group control. Conclusion The use of arts therapy modalities music, dance and drama shows promise for people with an intellectual disability. The results of this study may contribute to the development of diversified and meaningful activities.

S. Keisari, "Expanding the Role Repertoire While Aging: A Drama Therapy Model", Frontiers in Psychology, vol. 12, pp. 1—14, 2021.

Abstract:
Drama therapy has been found to improve various facets of mental health while aging. It provides opportunities for personal growth and creative expression and enhances group relationships. Drama therapy is a widely acknowledged way to explore the life stories in late life. However, only a handful of studies have empirically explored the value of drama therapy for the aging population. This conceptual analysis was designed to address this need by developing a new integrative model of drama therapy. The analysis is based on the review of the results of four studies that explored the integration of life-review and playback theater as a drama therapy approach for older adults. The therapeutic process focused on the exploration of life-crossroads stories, a short unique technique which enables the participants to craft a harmonious view of their life stories in a short-term dramatic creative group process. Combining the four results yielded a multidimensional model which points to three potential transformative routes: the evolution of the life story, the evolution of improvised dramatic expression, and the expansion of social engagement. The transformative routes are described through the lens of role theory in drama therapy.

M. Witte, H. Orkibi, R. Zarate, V. Karkou, N. L. Sajnani, B. Malhotra, R. T. H. Ho, G. Kaimal, F. A. Baker and S. C. Koch, "From Therapeutic Factors to Mechanisms of Change in the Creative Arts Therapies: A Scoping Review", Frontiers in Psychology, vol. 12, pp. 678397, 2021.

DOI: 10.3389/fpsyg.2021.678397

Abstract:
Empirical studies in the creative arts therapies (CATs; i.e., art therapy, dance/movement therapy, drama therapy, music therapy, psychodrama, and poetry/bibliotherapy) have grown rapidly in the last 10 years, documenting their positive impact on a wide range of psychological and physiological outcomes (e.g., stress, trauma, depression, anxiety, and pain). However, it remains unclear how and why the CATs have positive effects, and which therapeutic factors account for these changes. Research that specifically focuses on the therapeutic factors and/or mechanisms of change in CATs is only beginning to emerge. To gain more insight into how and why the CATs influence outcomes, we conducted a scoping review (Nstudies = 67) to pinpoint therapeutic factors specific to each CATs discipline, joint factors of CATs, and more generic common factors across all psychotherapy approaches. This review therefore provides an overview of empirical CATs studies dealing with therapeutic factors and/or mechanisms of change, and a detailed analysis of these therapeutic factors which are grouped into domains. A framework of 19 domains of CATs therapeutic factors is proposed, of which the three domains are composed solely of factors unique to the CATs: \textquotedblembodiment,\textquotedbl \textquotedblconcretization,\textquotedbl and \textquotedblsymbolism and metaphors.\textquotedbl The terminology used in change process research is clarified, and the implications for future research, clinical practice, and CATs education are discussed.

J. S. Frydman and C. Mayor, "Implementation of drama therapy services in the North American school system: Responses from the field", Psychology in the Schools, vol. 58, no. 6, pp. 955—974, 2021.

DOI: 10.1002/pits.22481

Abstract:
Drama therapy is an emerging mental health practice in North American schools. Yet little research has focused directly on the role of drama therapists in schools or their service navigation practices and challenges. From February to July of 2018, drama therapists affiliated with the North American Drama Therapy Association currently working in North American schools were invited to participate in an online Qualtrics survey. A qualitative thematic analysis was conducted on open-ended response items, the results of which reflect drama therapists' experiences pioneering direct and indirect services and responding to implementation challenges. Findings suggest that while drama therapists provide a number of critical school services, there are identifiable barriers to full integration into the system. Implications for drama therapists include the need for a further specified and structured role, formalized inclusion in student support teams, consistent opportunities to support both students and staff, more secure funding sources, clear implementation logistics, and increased awareness and education about drama therapy among school administrators, faculty, and mental health support staff.

D. Schwenke, M. Dshemuchadse, L. Rasehorn, D. Klarhölter and S. Scherbaum, "Improv to Improve: The Impact of Improvisational Theater on Creativity, Acceptance, and Psychological Well-Being", Journal of Creativity in Mental Health, vol. 16, no. 1, pp. 31—48, 2021.

DOI: 10.1080/15401383.2020.1754987

Abstract:
Improvisational theater (improv) is a form of theater where dialog, characters, and story are created spontaneously by its actors on stage. In the last years, different improv techniques have gained increasing popularity and spread into fields beyond comedy and performing art, e.g., business organizations and educational programs. However, the beneficial impact of improv on psychological variables has barely been investigated. In this study, we aim to fill this gap and contribute to a scientific investigation of improvisational theater on various variables that measure creativity, acceptance, and psychological well-being. In a controlled trial, 30 participants in the intervention group and 28 in the waiting control group completed six different tests and questionnaires prior and post to a 6-week improv intervention or waiting time, respectively. We found significant improvement in participants’ creativity and psychological well-being due to the intervention but no evidence for enhanced acceptance.