Theatertherapie Literaturdatenbank
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2023
M. Buckley,
"The aesthetics of language, body and distancing in dramatherapeutic trauma work",
Dramatherapy,
vol. 44,
no. 1,
pp. 1—13,
2023.
Abstract:
This theoretical article identifies the intentional aesthetic use of embodied language as one of the unique contributions of dramatherapy to trauma treatment. Despite the centrality of narrative, fictional and dramatic language to dramatherapy practice, there has been little written about the aesthetics of language and their application in trauma work, nor about the relationship between embodiment and language use in dramatherapy. The article proceeds from the assumption that aesthetics are at the core of dramatherapy process, and therefore, that it is crucial to the understanding of therapeutic change in dramatherapy to explore the aesthetic aspects of practice. Reviewing the literature on language in trauma work and aesthetics in dramatherapy, the article provides a preliminary typology of the aesthetic elements of language as used in dramatherapy, with illustrative examples from the literature and from the author’s arts-based research. The core process of aesthetic distancing is applied as the dramatherapist’s primary tool for moment-to-moment assessment and decisionmaking regarding interventions, particularly with regard to titrating exposure to traumatic content; this is necessary to sustain a robust dramatic reality capable of containing the potentially affectively and physiologically intense work of trauma resolution. The article concludes with recommendations for future research into language use in dramatherapy trauma work.
DOI: 10.1177/02630672231209693
Abstract:
This theoretical article identifies the intentional aesthetic use of embodied language as one of the unique contributions of dramatherapy to trauma treatment. Despite the centrality of narrative, fictional and dramatic language to dramatherapy practice, there has been little written about the aesthetics of language and their application in trauma work, nor about the relationship between embodiment and language use in dramatherapy. The article proceeds from the assumption that aesthetics are at the core of dramatherapy process, and therefore, that it is crucial to the understanding of therapeutic change in dramatherapy to explore the aesthetic aspects of practice. Reviewing the literature on language in trauma work and aesthetics in dramatherapy, the article provides a preliminary typology of the aesthetic elements of language as used in dramatherapy, with illustrative examples from the literature and from the author’s arts-based research. The core process of aesthetic distancing is applied as the dramatherapist’s primary tool for moment-to-moment assessment and decisionmaking regarding interventions, particularly with regard to titrating exposure to traumatic content; this is necessary to sustain a robust dramatic reality capable of containing the potentially affectively and physiologically intense work of trauma resolution. The article concludes with recommendations for future research into language use in dramatherapy trauma work.
Y. Lu and
Y. Shen,
"The Analysis of Causes and Treatments of Adolescents' Psychological Disorders in China",
Journal of Education, Humanities and Social Sciences,
vol. 8,
pp. 2307—2313,
2023.
Abstract:
According to the Report on Development of Youth in China, about 30 million children and adolescents under the age of 17 are suffering from various mood disorders and behavioral problems. Studies have pointed out the worsening effect of the lack of personality development in schools and the backwardness of family values on this phenomenon. Under this circumstance, this study mainly focuses on how family factors and school education deteriorate emotional disorders of adolescents. In addition, this study also discusses the possible treatments, drama therapy, and psychological counseling in alleviating adolescent emotional disorders. The Integrative Five Phase Model, the Role Method, and Developmental Transformation are three approaches introduced in this study in drama therapy. In the end, this study explored the impacts of family and school as contributors to emotional disorder and the alleviating effects brought by drama therapy and psychological counseling. This paper hopes to contribute to the development of mental health in adolescents.
Abstract:
According to the Report on Development of Youth in China, about 30 million children and adolescents under the age of 17 are suffering from various mood disorders and behavioral problems. Studies have pointed out the worsening effect of the lack of personality development in schools and the backwardness of family values on this phenomenon. Under this circumstance, this study mainly focuses on how family factors and school education deteriorate emotional disorders of adolescents. In addition, this study also discusses the possible treatments, drama therapy, and psychological counseling in alleviating adolescent emotional disorders. The Integrative Five Phase Model, the Role Method, and Developmental Transformation are three approaches introduced in this study in drama therapy. In the end, this study explored the impacts of family and school as contributors to emotional disorder and the alleviating effects brought by drama therapy and psychological counseling. This paper hopes to contribute to the development of mental health in adolescents.
S. Snow,
N. Segalowitz,
M. D'Amico and
E. Mongerson,
"The audience impact of an ethnodrama based on the lived experiences of family caregivers of loved ones with a mental illness",
Drama Therapy Review,
vol. 9,
no. 2,
pp. 239—257,
2023.
Abstract:
There is paucity of research on the issues concerning family caregivers of loved ones with mental illness despite an increasing awareness of the importance of caregiving as an essential component of care. In this study, we examine the impact of an ethnodrama to (1) authentically reflect the experience of caregivers for people diagnosed with a mental illness and (2) impact audience beliefs and feelings about mental health and caregiver realities. Two focus group sessions were held with 21 family caregivers from a community support group from which an ethnodrama was developed and then presented across four performances to a total of 110 audience members. Audience members completed pre- and post-performance questionnaires containing items related to stigma, respect, caregiving attitudes and self-evaluation. Results indicated that audience members reported the play to realistically reflect the reality of caregiving for a loved one with mental illness, and statistical analyses revealed significant pre-post changes in the four categories of beliefs and feelings examined. The results indicate that witnessing the performance was a valuable educational experience and that ethnodrama has a place in mental health and mental illness education.
DOI: 10.1386/dtr_00131_1
Abstract:
There is paucity of research on the issues concerning family caregivers of loved ones with mental illness despite an increasing awareness of the importance of caregiving as an essential component of care. In this study, we examine the impact of an ethnodrama to (1) authentically reflect the experience of caregivers for people diagnosed with a mental illness and (2) impact audience beliefs and feelings about mental health and caregiver realities. Two focus group sessions were held with 21 family caregivers from a community support group from which an ethnodrama was developed and then presented across four performances to a total of 110 audience members. Audience members completed pre- and post-performance questionnaires containing items related to stigma, respect, caregiving attitudes and self-evaluation. Results indicated that audience members reported the play to realistically reflect the reality of caregiving for a loved one with mental illness, and statistical analyses revealed significant pre-post changes in the four categories of beliefs and feelings examined. The results indicate that witnessing the performance was a valuable educational experience and that ethnodrama has a place in mental health and mental illness education.
A. Dix and
L. Lea-Weston,
"The creative container: Supervision and schools in a time of trauma",
Dramatherapy,
pp. 026306722211488,
2023.
Abstract:
This article explores creative supervision with Headteachers and Senior Leaders following the Covid-19 pandemic. It examines the effects of a global trauma on schools and the need for effective supervision to provide a safe container for school staff. Different forms of creative supervision are considered, including the use of symbol and metaphor as well as working outdoors, in nature.
DOI: 10.1177/02630672221148869
Abstract:
This article explores creative supervision with Headteachers and Senior Leaders following the Covid-19 pandemic. It examines the effects of a global trauma on schools and the need for effective supervision to provide a safe container for school staff. Different forms of creative supervision are considered, including the use of symbol and metaphor as well as working outdoors, in nature.
D. Fried and
G. Zehavi,
"The Experience of Social Rejection: Developmental Transformations and a Multimodal Art Response Model as Applied to Art-based Research",
Creative Arts in Education and Therapy,
vol. 8,
no. 2,
pp. 185—199,
2023.
Abstract:
In this preliminary study, we propose an expressive and interactive research method using a developmental transformations (DvT) model and a multimodal art response as applied to an art-based research (ABR) design, specifically relating to the experience of social rejection. We explored three research questions: Can the experience of social rejection be understood through playful interactions in DvT play? How does playing with the experience of rejection vary in solo play, play with an object, and play with a partner—i.e., otherness? How do researchers’ responses to participants enrich this understanding? This study delineates subjective and expressive ways of understanding the lived experience of social rejection through a multimodal approach, the DvT theory, and practice in an ABR design. Four DvT practitioners participated in a three-session pilot study, exploring rejection on their own and in pairs, then shared their experiences in a group discussion. Between sessions, the researchers shared their response films and visual response art with the participants. The outcomes of the study suggest that the experience of social rejection impacts both individual and partnered play, although its intensity seems to increase in pair interaction, and that response art supports participants’ exploration of this experience. Our research outcomes emphasized the need for expressive and interactive research methods, such as the application of DvT in ABR, in the study of complex and intersubjective social phenomena such as the experience of social rejection.
Datei : https://caet.inspirees.com/caetojsjournals/index.php/caet/article/view/408
Abstract:
In this preliminary study, we propose an expressive and interactive research method using a developmental transformations (DvT) model and a multimodal art response as applied to an art-based research (ABR) design, specifically relating to the experience of social rejection. We explored three research questions: Can the experience of social rejection be understood through playful interactions in DvT play? How does playing with the experience of rejection vary in solo play, play with an object, and play with a partner—i.e., otherness? How do researchers’ responses to participants enrich this understanding? This study delineates subjective and expressive ways of understanding the lived experience of social rejection through a multimodal approach, the DvT theory, and practice in an ABR design. Four DvT practitioners participated in a three-session pilot study, exploring rejection on their own and in pairs, then shared their experiences in a group discussion. Between sessions, the researchers shared their response films and visual response art with the participants. The outcomes of the study suggest that the experience of social rejection impacts both individual and partnered play, although its intensity seems to increase in pair interaction, and that response art supports participants’ exploration of this experience. Our research outcomes emphasized the need for expressive and interactive research methods, such as the application of DvT in ABR, in the study of complex and intersubjective social phenomena such as the experience of social rejection.
M. Swanepoel and
U. Conradie,
"The medicine in the circle: A case example of embodied arts-based community practice to address intergenerational trauma in rural South Africa",
Dramatherapy,
vol. 44,
no. 1,
2023.
Abstract:
This article shares extracts from an arts-based community model of mental healthcare that works with family and social systems to develop collective resilience and address intergenerational trauma in a culturally informed manner. The practice is situated in an African philosophy of collectivism, where the group is a resource and source of support. It invites arts therapists to engage with psychological practices outside of an individualistic focus with a practical approach to considering the ecosystem which influences health and well-being. Theories such as embodiment and polyvagal theory, community and collective resilience and intergenerational trauma are explored and translated to practise with an example of implementation in a remote farming community in the Western Cape of South Africa. The authors focus on practice elements derived from Dramatherapy and Applied Drama, which highlights embodied practices as they are applied to address intergenerational trauma and develop collective resilience.
DOI: 10.1177/02630672231214649
Abstract:
This article shares extracts from an arts-based community model of mental healthcare that works with family and social systems to develop collective resilience and address intergenerational trauma in a culturally informed manner. The practice is situated in an African philosophy of collectivism, where the group is a resource and source of support. It invites arts therapists to engage with psychological practices outside of an individualistic focus with a practical approach to considering the ecosystem which influences health and well-being. Theories such as embodiment and polyvagal theory, community and collective resilience and intergenerational trauma are explored and translated to practise with an example of implementation in a remote farming community in the Western Cape of South Africa. The authors focus on practice elements derived from Dramatherapy and Applied Drama, which highlights embodied practices as they are applied to address intergenerational trauma and develop collective resilience.
E. Richards,
"Thriving with chronic pain: A newly qualified Dramatherapist’s journey towards learning her body’s language",
Dramatherapy,
vol. 44,
no. 1,
pp. 41—50,
2023.
Abstract:
This paper implements an Autoethnographic lens to explore a newly qualified Dramatherapists relationship to her chronic pain and body, the society is exits within, the process of overcoming internalised stigma and the journey taken through training. An analysis of how society has impacted the authors relationship of her body that is affected by chronic pain will take place, as well as unpacking her experiences of having chronic pain and endometriosis. Chronic pain has been a constant within the authors adult life. This pain and societies attitudes toward disability informed a belief that becoming a Dramatherapist was not an achievable ambition. The author will delineate the steps taken, challenges overcome and drastic shifts in thinking that took place before training, during and once qualified. Through this Autoethnographic exploration of the authors lived experiences, she discovered the essential pillars of turning surviving into thriving were community, connection, education and self-advocacy.
DOI: 10.1177/02630672231176684
Abstract:
This paper implements an Autoethnographic lens to explore a newly qualified Dramatherapists relationship to her chronic pain and body, the society is exits within, the process of overcoming internalised stigma and the journey taken through training. An analysis of how society has impacted the authors relationship of her body that is affected by chronic pain will take place, as well as unpacking her experiences of having chronic pain and endometriosis. Chronic pain has been a constant within the authors adult life. This pain and societies attitudes toward disability informed a belief that becoming a Dramatherapist was not an achievable ambition. The author will delineate the steps taken, challenges overcome and drastic shifts in thinking that took place before training, during and once qualified. Through this Autoethnographic exploration of the authors lived experiences, she discovered the essential pillars of turning surviving into thriving were community, connection, education and self-advocacy.
V. Alfonso-Benlliure and
T. Motos Teruel,
"To perform or not to perform, that is the question: Drama activities and psychological wellbeing in adolescence",
Applied Theatre Research,
vol. 11,
no. 2,
pp. 155—173,
2023.
Abstract:
There is a substantial body of evidence on how important it is for adolescents’ wellbeing to engage in meaningful activities such as drama classes. The aim of this study is to assess whether the wellbeing and self-concept of young people who choose to take part in drama activities are significantly different from those adolescents who do not. A group of 198 subjects between the ages of 14 and 20 years participated in the study. The results showed some significant differences in certain wellbeing components – environmental mastery and personal growth – in favour of drama students. One of the most relevant results was the finding of important gender differences in the impact of drama experience on adolescents’ psychological wellbeing and self-concept. Drama girls showed higher levels of self-acceptance, environmental mastery and global wellbeing than non-drama girls. The study also revealed better academic, social and physical self-concepts. These results are discussed in terms of their educational implications in adolescence.
DOI: 10.1386/atr_00082_1
Abstract:
There is a substantial body of evidence on how important it is for adolescents’ wellbeing to engage in meaningful activities such as drama classes. The aim of this study is to assess whether the wellbeing and self-concept of young people who choose to take part in drama activities are significantly different from those adolescents who do not. A group of 198 subjects between the ages of 14 and 20 years participated in the study. The results showed some significant differences in certain wellbeing components – environmental mastery and personal growth – in favour of drama students. One of the most relevant results was the finding of important gender differences in the impact of drama experience on adolescents’ psychological wellbeing and self-concept. Drama girls showed higher levels of self-acceptance, environmental mastery and global wellbeing than non-drama girls. The study also revealed better academic, social and physical self-concepts. These results are discussed in terms of their educational implications in adolescence.
D. Darrell and
J. Pinnock,
"Transformation and representation in the clinical space",
Drama Therapy Review,
vol. 9,
no. 1,
pp. 69—80,
2023.
Abstract:
So a lot has transpired in the world. These last few years have highlighted the ways in which Black and Brown bodies are historically underrepresented, misunderstood and dismissed. As two Black Caribbean clinicians, we worked with various Black Caribbean people in an acute care setting over five years; this article focuses on how representation impacted their care. Black and Brown people often receive inadequate care, care that does not speak to the wholeness of their humanity. We sought to create a methodology that represented our patients’ cultural identities and allowed them to feel seen. We did this by transforming the clinical space into a culturally relevant play space and explored adaptive social skills in preparation for community reintegration and to build ego strength through creative reflection. This work breathed life into us as we explored what it means to be seen in an oppressive system.
DOI: 10.1386/dtr_00120_1
Abstract:
So a lot has transpired in the world. These last few years have highlighted the ways in which Black and Brown bodies are historically underrepresented, misunderstood and dismissed. As two Black Caribbean clinicians, we worked with various Black Caribbean people in an acute care setting over five years; this article focuses on how representation impacted their care. Black and Brown people often receive inadequate care, care that does not speak to the wholeness of their humanity. We sought to create a methodology that represented our patients’ cultural identities and allowed them to feel seen. We did this by transforming the clinical space into a culturally relevant play space and explored adaptive social skills in preparation for community reintegration and to build ego strength through creative reflection. This work breathed life into us as we explored what it means to be seen in an oppressive system.
L. Ma,
"Transforming Paper into a Therapeutic Drama Stage: A Case Study of a Chinese Primary Student on the Use of Drawing in a Drama Counseling Model",
Creative Arts in Education and Therapy,
vol. 9,
no. 2,
pp. 164—179,
2023.
Abstract:
This article presents a case study of how drawing paper can be integrated into a therapeutic drama stage. It will propose drawing in drama counseling as a new model of integral drama- based pedagogy. The article illustrates the connection of drawing, drama, and counseling. The model was developed by the author using the methods of integral drama-based pedagogy to counsel a Chinese primary school student who was angry about rejection and exclusion by his classmates. The study demonstrates how the student could use drawing paper to become his drama stage and how a student acted out a drama by drawing on that paper stage. The case study describes a method that could lead to a new therapeutic model in individual mental health coun- seling allowing for emotional catharsis, expression, and release. The article especially discusses the drawing in drama counseling model from Wu-wei of the Chinese culture.
Abstract:
This article presents a case study of how drawing paper can be integrated into a therapeutic drama stage. It will propose drawing in drama counseling as a new model of integral drama- based pedagogy. The article illustrates the connection of drawing, drama, and counseling. The model was developed by the author using the methods of integral drama-based pedagogy to counsel a Chinese primary school student who was angry about rejection and exclusion by his classmates. The study demonstrates how the student could use drawing paper to become his drama stage and how a student acted out a drama by drawing on that paper stage. The case study describes a method that could lead to a new therapeutic model in individual mental health coun- seling allowing for emotional catharsis, expression, and release. The article especially discusses the drawing in drama counseling model from Wu-wei of the Chinese culture.
R. Keeling,
"Translucence and non-visible disability: The development of a disabled dramatherapist",
Dramatherapy,
vol. 44,
no. 1,
pp. 51—63,
2023.
Abstract:
This article explores how having two non-visible disabilities, Optic Disc Coloboma and Addison’s Disease, has contributed to my development as a dramatherapist. I consider how disability led to me linking health and the arts, how my identity and therapeutic practice has developed alongside expectations, knowledge and consequences of disability. I reflect on how the translucence of my disabilities, where little is certain, developed my understanding of self and therapy. I then discuss how the specifics of my disability have led to an engagement with the effects of the hormone cortisol when considering the therapist-client relationship. Finally, I consider possible benefits of making non-visible disabilities more visible.
DOI: 10.1177/02630672231187968
Abstract:
This article explores how having two non-visible disabilities, Optic Disc Coloboma and Addison’s Disease, has contributed to my development as a dramatherapist. I consider how disability led to me linking health and the arts, how my identity and therapeutic practice has developed alongside expectations, knowledge and consequences of disability. I reflect on how the translucence of my disabilities, where little is certain, developed my understanding of self and therapy. I then discuss how the specifics of my disability have led to an engagement with the effects of the hormone cortisol when considering the therapist-client relationship. Finally, I consider possible benefits of making non-visible disabilities more visible.
N. Sajnani,
B. M. Williams,
M. Yuan Low,
J. Edwards,
S. Dixon,
A. D. -. Stevens,
M. E. Morris,
S. Yeung Li,
I. Garcia Rodriguez,
S. Ikram,
W. Bell and
C. Rodriguez Perez,
"Turbulence: Arts-based participatory action research on the experience of creative arts therapists and creatives who identify as Black and people of colour",
Drama Therapy Review,
vol. 9,
no. 1,
pp. 129—154,
2023.
Abstract:
Following the production of Turbulence, an original play featuring the experiences of creative arts therapists and creatives who identify as Black and people of colour (BPOC), members of the ensemble agreed to engage in an arts-based participatory action research process in which co-researchers drew on dramatic, visual, musical and poetic forms of inquiry to ask themselves about the realities and hopes faced by this community and the environmental conditions that would support their movement, growth and mobility. Findings emphasized the value and necessity of creative affinity groups together with sustainable structural, financial and relational support to encourage the hopes and dreams of BPOC students and professionals.
DOI: 10.1386/dtr_00123_1
Abstract:
Following the production of Turbulence, an original play featuring the experiences of creative arts therapists and creatives who identify as Black and people of colour (BPOC), members of the ensemble agreed to engage in an arts-based participatory action research process in which co-researchers drew on dramatic, visual, musical and poetic forms of inquiry to ask themselves about the realities and hopes faced by this community and the environmental conditions that would support their movement, growth and mobility. Findings emphasized the value and necessity of creative affinity groups together with sustainable structural, financial and relational support to encourage the hopes and dreams of BPOC students and professionals.
D. Dokter,
L. Lea-Weston and
T. Thornewood,
"Waving and drowning: The gradations of therapist fitness to practise",
Dramatherapy,
vol. 44,
no. 1,
pp. 7—17,
2023.
Abstract:
This article uses autoethnographic research vignettes from the authors’ experience to illustrate questions around gradations of fitness to practise in relation to chronic illness (cancer) and resulting Dis/ability or gradations of fitness to practise. How do we know when we are not waving but drowning? We will look at how awareness of social justice issues can inform the way these questions are worked with. This involves an awareness of dramatherapy as a profession and the institutional contexts that shape our profession; balancing the need to accept personal limitations with the need to challenge institutional and systemic injustices. In our personal/professional lives we have experience of the impact of chronic illness (breast cancer) and disability before, during and post training. Trauma experienced in childhood can be a rationale for training as arts therapists. If therapists become ill or experience trauma while practising, in the form of vicarious traumatisation, triggering of early trauma or current personal life trauma: how do we assess whether we are fit to practise? The article aims to address how to obtain advice and support and the longer term impact of gradations to practice. Do we find ourselves in pursuit of self-care practising more defensively, in greater depth, with different tipping points when mortality and vulnerability are highlighted through illness and Dis/ability?
DOI: 10.1177/02630672231171326
Abstract:
This article uses autoethnographic research vignettes from the authors’ experience to illustrate questions around gradations of fitness to practise in relation to chronic illness (cancer) and resulting Dis/ability or gradations of fitness to practise. How do we know when we are not waving but drowning? We will look at how awareness of social justice issues can inform the way these questions are worked with. This involves an awareness of dramatherapy as a profession and the institutional contexts that shape our profession; balancing the need to accept personal limitations with the need to challenge institutional and systemic injustices. In our personal/professional lives we have experience of the impact of chronic illness (breast cancer) and disability before, during and post training. Trauma experienced in childhood can be a rationale for training as arts therapists. If therapists become ill or experience trauma while practising, in the form of vicarious traumatisation, triggering of early trauma or current personal life trauma: how do we assess whether we are fit to practise? The article aims to address how to obtain advice and support and the longer term impact of gradations to practice. Do we find ourselves in pursuit of self-care practising more defensively, in greater depth, with different tipping points when mortality and vulnerability are highlighted through illness and Dis/ability?
2022
L. A. Bradley,
L. Combes,
A. Perry and
R. Brooks,
"‘Client's perspectives and the efficacy of Dramatherapy for Early Psychosis’",
Psychosis,
pp. 1—13,
2022.
Abstract:
Background Dramatherapy is not a standard treatment pathway within Early Intervention in Psychosis (EIP), but it appears evident that it has a place in locations where treatment options are insufficient for some within this population. Aims To review service evaluation data following an 8-year period of Dramatherapy in EIP. We wanted to understand how Dramatherapy was relevant to recovery from the client’s perspective and evaluate the specific change ingredient present in Dramatherapy interventions. Methods We carried out a thematic analysis upon 47 client feedback questionnaires following a period of Dramatherapy. Results The analysis illustrated two main themes; clients’ “experience of Dramatherapy” and “the process of change”. Findings indicated the importance of a place to reflect using theatrical techniques. They valued the method of co-produced sessions which prioritised shared experience engendering peer support which enabled clients to gain new perspectives together. Dramatherapy supported clients to become more communicative with others, more able to engage in activities and develop new perspectives. Discussion Dramatherapy is a much-required additional intervention for those experiencing psychosis and for EIP settings which are dominated by cognitive approaches. Client perspectives have been able to demonstrate the value of dramatic techniques in their recovery.
DOI: 10.1080/17522439.2022.2141843
Abstract:
Background Dramatherapy is not a standard treatment pathway within Early Intervention in Psychosis (EIP), but it appears evident that it has a place in locations where treatment options are insufficient for some within this population. Aims To review service evaluation data following an 8-year period of Dramatherapy in EIP. We wanted to understand how Dramatherapy was relevant to recovery from the client’s perspective and evaluate the specific change ingredient present in Dramatherapy interventions. Methods We carried out a thematic analysis upon 47 client feedback questionnaires following a period of Dramatherapy. Results The analysis illustrated two main themes; clients’ “experience of Dramatherapy” and “the process of change”. Findings indicated the importance of a place to reflect using theatrical techniques. They valued the method of co-produced sessions which prioritised shared experience engendering peer support which enabled clients to gain new perspectives together. Dramatherapy supported clients to become more communicative with others, more able to engage in activities and develop new perspectives. Discussion Dramatherapy is a much-required additional intervention for those experiencing psychosis and for EIP settings which are dominated by cognitive approaches. Client perspectives have been able to demonstrate the value of dramatic techniques in their recovery.
S. Reiter,
"“Words are my best friends”: reclaiming voice and soul through twenty years of multi-modal poetry and drama therapy",
Journal of Poetry Therapy,
vol. 35,
no. 3,
pp. 158—168,
2022.
Abstract:
This case study shares the history and treatment of a poet who struggled with multiple sclerosis for over 20 years, and how a clinical social worker and registered poetry/drama therapist continued to work with a person whose writing and speaking capacity progressively diminished. Poetry therapy, drama therapy, family therapy and individual therapy were all used to maintain the core identity of the poet, whose expressive capabilities were essential to her sense of self.
DOI: 10.1080/08893675.2022.2089690
Abstract:
This case study shares the history and treatment of a poet who struggled with multiple sclerosis for over 20 years, and how a clinical social worker and registered poetry/drama therapist continued to work with a person whose writing and speaking capacity progressively diminished. Poetry therapy, drama therapy, family therapy and individual therapy were all used to maintain the core identity of the poet, whose expressive capabilities were essential to her sense of self.
A. Atsmon,
T. Katz and
S. Pendzik,
"\textquotedblMigrated onto the Screen\textquotedbl: The impact of the COVID-19 pandemic on the clinical practice of drama therapy",
The Arts in Psychotherapy,
vol. 79,
pp. 101913,
2022.
Abstract:
This article analyzes the impact of the COVID-19 pandemic on the clinical practice of Drama Therapy, considering how a forced shift to the online setting impacted drama therapy's concepts and practice. Anchored in a qualitative analysis of 20 interviews with well-established drama therapy practitioners from 19 different countries, we put forward the notion of four positions of reaction to the online setting: resistance, anxiety, adjustment and fluency. Our discussion of the four positions aims to reflect a composite exploration of practitioners' experiences during various phases of their online work. Importantly, we insist that movement between positions is fluid and dynamic. Building on a prior research examining the use of digital resources before March 2020, our analysis utilizes the metaphor of forced migration to consider the range of experiences and challenges that emerged when online work was no longer a choice amidst the spread of the coronavirus. We hypothesize that practitioners who were able to channel the discipline's creative ethos and recognize that online drama therapy presents a qualitatively different phenomenon (vis-a-vis in-person practice) were best able to experience the fluency position. We speculate that \textquotedblonline drama therapy\textquotedbl may be different from \textquotedblpracticing drama therapy online,\textquotedbl wondering whether it will develop into a new brand of drama therapy, as more and more practitioners and clients \textquotedblmigrate onto the screen\textquotedbl.
DOI: 10.1016/j.aip.2022.101913
Abstract:
This article analyzes the impact of the COVID-19 pandemic on the clinical practice of Drama Therapy, considering how a forced shift to the online setting impacted drama therapy's concepts and practice. Anchored in a qualitative analysis of 20 interviews with well-established drama therapy practitioners from 19 different countries, we put forward the notion of four positions of reaction to the online setting: resistance, anxiety, adjustment and fluency. Our discussion of the four positions aims to reflect a composite exploration of practitioners' experiences during various phases of their online work. Importantly, we insist that movement between positions is fluid and dynamic. Building on a prior research examining the use of digital resources before March 2020, our analysis utilizes the metaphor of forced migration to consider the range of experiences and challenges that emerged when online work was no longer a choice amidst the spread of the coronavirus. We hypothesize that practitioners who were able to channel the discipline's creative ethos and recognize that online drama therapy presents a qualitatively different phenomenon (vis-a-vis in-person practice) were best able to experience the fluency position. We speculate that \textquotedblonline drama therapy\textquotedbl may be different from \textquotedblpracticing drama therapy online,\textquotedbl wondering whether it will develop into a new brand of drama therapy, as more and more practitioners and clients \textquotedblmigrate onto the screen\textquotedbl.
A. Cheung,
V. Agwu,
M. Stojcevski,
L. L. Wood and
X. Fan,
"A Pilot Remote Drama Therapy Program Using the Co-active Therapeutic Theater Model in People with Serious Mental Illness",
Community Mental Health Journal,
2022.
Abstract:
The impact of drama therapy on mental health recovery remains poorly understood. We examined the effects of a pilot remote drama therapy program for community members living with serious mental illness. The entire intervention was delivered remotely. Participants with serious mental illness completed a 12-week drama therapy program which included an online performance open to the public. Four quantitative scales were administered pre- and post-program. A focus group was conducted 1~week after the performance. Six participants completed the program and crafted a public performance themed around hope. No significant differences were identified in the quantitative measures. Five themes were identified in the post-performance focus group. Drama therapy presents an opportunity for individuals with serious mental illness to process and share their journeys with their diagnoses and re-create a healthy sense of self with increased community awareness.
DOI: 10.1007/s10597-022-00977-z
Abstract:
The impact of drama therapy on mental health recovery remains poorly understood. We examined the effects of a pilot remote drama therapy program for community members living with serious mental illness. The entire intervention was delivered remotely. Participants with serious mental illness completed a 12-week drama therapy program which included an online performance open to the public. Four quantitative scales were administered pre- and post-program. A focus group was conducted 1~week after the performance. Six participants completed the program and crafted a public performance themed around hope. No significant differences were identified in the quantitative measures. Five themes were identified in the post-performance focus group. Drama therapy presents an opportunity for individuals with serious mental illness to process and share their journeys with their diagnoses and re-create a healthy sense of self with increased community awareness.
M. Chamblin,
S. Sarju,
L. L. Wood and
N. Uddin-Schmidt,
"Addressing racism and restoring justice: A theatre and education-based approach to community mental wellness",
Applied Theatre Research,
vol. 10,
no. 1,
pp. 71—93,
2022.
Abstract:
This mixed-methods study explored the impact of a theatre-based community mental health and education initiative to address racism. Comparisons were examined between participants who either just saw a musical that centred on the theme of racism, or who saw the same musical and partook in a post-show experiential workshop that used restorative justice practices and drama therapy/applied theatre exercises. The results established that participants who saw the show and attended the post-show workshop (n = 38), in comparison to participants who only saw the show (n = 69), significantly (p = .001) agreed that the combined experience allowed them to reflect on biases and other forms of discrimination. Researchers also discovered that age and gender yielded considerable differences across groups. Additionally, there were five themes that were derived from the applied thematic analysis. Participants reported: (1) increased knowledge; (2) that they felt emotions; (3) that they connected with others; (4) that they experienced personal transformation in the here and now; and (5) that they were inspired to enact change. These qualitative themes supported quantitative analysis, which concluded that, while the theatre experience alone was impactful, the workshop augmented the central message and cultivated participants’ deeper reflections.
DOI: 10.1386/atr_00063_1
Abstract:
This mixed-methods study explored the impact of a theatre-based community mental health and education initiative to address racism. Comparisons were examined between participants who either just saw a musical that centred on the theme of racism, or who saw the same musical and partook in a post-show experiential workshop that used restorative justice practices and drama therapy/applied theatre exercises. The results established that participants who saw the show and attended the post-show workshop (n = 38), in comparison to participants who only saw the show (n = 69), significantly (p = .001) agreed that the combined experience allowed them to reflect on biases and other forms of discrimination. Researchers also discovered that age and gender yielded considerable differences across groups. Additionally, there were five themes that were derived from the applied thematic analysis. Participants reported: (1) increased knowledge; (2) that they felt emotions; (3) that they connected with others; (4) that they experienced personal transformation in the here and now; and (5) that they were inspired to enact change. These qualitative themes supported quantitative analysis, which concluded that, while the theatre experience alone was impactful, the workshop augmented the central message and cultivated participants’ deeper reflections.
J. Bourne,
C. Brown,
D. Corrigan,
P. Goldblatt and
S. Hackett,
"Advances for future working following an online dramatherapy group for adults with intellectual disabilities and mental ill health during the COVID-19 pandemic: A service evaluation for Cumbria, Northumberland Tyne and Wear NHS Foundation Trust",
British Journal of Learning Disabilities,
2022.
Abstract:
BACKGROUND During the COVID-19 pandemic, social distancing measures were enforced and the national lockdown underlined our reliance on virtual means as a way to communicate. This new way of interacting highlighted that people with an intellectual disability were a large proportion of a digitally excluded population. METHODS A service evaluation, using a mixed method design in the form of four self-reported outcome measures and qualitative feedback. FINDINGS Clinical services need to continue when face to face sessions are not possible. Remote groups can be an alternative option~not only when self-isolating due to pandemics~but when living in remote locations, having physical health problems~or excessive expenses and travel costs. CONCLUSIONS Online dramatherapy groups can be a beneficial alternative when face to face groups are not possible or challenging to attend due to access difficulties. Online groups can offer opportunities to meet with peers, build relationships, improve confidence and learn new skills in technology.
DOI: 10.1111/bld.12462
Abstract:
BACKGROUND During the COVID-19 pandemic, social distancing measures were enforced and the national lockdown underlined our reliance on virtual means as a way to communicate. This new way of interacting highlighted that people with an intellectual disability were a large proportion of a digitally excluded population. METHODS A service evaluation, using a mixed method design in the form of four self-reported outcome measures and qualitative feedback. FINDINGS Clinical services need to continue when face to face sessions are not possible. Remote groups can be an alternative option~not only when self-isolating due to pandemics~but when living in remote locations, having physical health problems~or excessive expenses and travel costs. CONCLUSIONS Online dramatherapy groups can be a beneficial alternative when face to face groups are not possible or challenging to attend due to access difficulties. Online groups can offer opportunities to meet with peers, build relationships, improve confidence and learn new skills in technology.
R. Fabian,
D. Tarasova,
T. Bergmann and
T. Sappok,
"An improvisational theatre intervention in people with intellectual disabilities and mental health problems",
International Journal of Developmental Disabilities,
pp. 1—9,
2022.
Abstract:
People with intellectual disability (ID) generally tend to have difficulties expressing their thoughts and feelings verbally. Art-based therapies rely less on cognitive ability and verbal skills and aim to promote mental health. Drama therapy provides a playful framework to communicate problematic issues and to foster social skills. Improvisational theatre (improv) methods applied in therapy settings were reported to show positive effects on social competences and self-esteem. This pilot study investigates the feasibility (N = 24) and appropriateness (n = 12) of an intervention using improv methods in people with mild to moderate ID. Feasibility was measured on the basis of the average participation period, while appropriateness was assessed through a standardised patient satisfaction questionnaire (CSQ-8) and a self-developed questionnaire. The frequency of the applied methods was compared in two subgroups with participants requiring different support. The average participation rate of 19 months indicated a good feasibility. High CSQ-8 scores (M = 27.6/max. 32) and positive feedback on the self-developed questionnaire indicated the overall appropriateness. The frequency analysis of the applied methods reflected the adaptive nature of the intervention. Further research on the efficacy of improv methods contributing to mental health in people with ID is recommended.
DOI: 10.1080/20473869.2022.2082826
Abstract:
People with intellectual disability (ID) generally tend to have difficulties expressing their thoughts and feelings verbally. Art-based therapies rely less on cognitive ability and verbal skills and aim to promote mental health. Drama therapy provides a playful framework to communicate problematic issues and to foster social skills. Improvisational theatre (improv) methods applied in therapy settings were reported to show positive effects on social competences and self-esteem. This pilot study investigates the feasibility (N = 24) and appropriateness (n = 12) of an intervention using improv methods in people with mild to moderate ID. Feasibility was measured on the basis of the average participation period, while appropriateness was assessed through a standardised patient satisfaction questionnaire (CSQ-8) and a self-developed questionnaire. The frequency of the applied methods was compared in two subgroups with participants requiring different support. The average participation rate of 19 months indicated a good feasibility. High CSQ-8 scores (M = 27.6/max. 32) and positive feedback on the self-developed questionnaire indicated the overall appropriateness. The frequency analysis of the applied methods reflected the adaptive nature of the intervention. Further research on the efficacy of improv methods contributing to mental health in people with ID is recommended.
A. Miramonti,
"Autobiographical Therapeutic Performance in Armed Conflicts: A Case Study with Western Saharan Refugees",
Educazione Aperta,
2022.
Abstract:
Background: I explore the hypothesis that Autobiographical Therapeutic Performance (ATP) can help people traumatized by armed conflicts heal from their wounds, make their gifts visible and benefit their communities. ~ Methods: I analyse the case of Saleh, a 21-year-old Sahrawi refugee who survived police abuses and displacement in the Western Saharan occupied territories. I analyse the evolution of Saleh’s self-image and capacity to interact with a group of peers during the creation of an autobiographical monologue he performed in front of an audience. Results: the synergic interaction of warm-up exercises, storytelling, embodiment, public performance, and post-performance reflection supported Saleh in re-framing his painful biographic memories, enhancing his self-perception and strengthening his connections with his peers and community. Conclusions: this case study corroborates the hypothesis that ATP could be effective in supporting people affected by traumas related to armed conflicts in creating cohesive life narrative, enhancing their self-image and involving the audience in building a sense of shared belonging to a common history. I recommend further research on ATP in war environments and the intentional and systematic use of ATP in healing traumas of persons affected by armed conflicts.
Datei : http://www.educazioneaperta.it
Abstract:
Background: I explore the hypothesis that Autobiographical Therapeutic Performance (ATP) can help people traumatized by armed conflicts heal from their wounds, make their gifts visible and benefit their communities. ~ Methods: I analyse the case of Saleh, a 21-year-old Sahrawi refugee who survived police abuses and displacement in the Western Saharan occupied territories. I analyse the evolution of Saleh’s self-image and capacity to interact with a group of peers during the creation of an autobiographical monologue he performed in front of an audience. Results: the synergic interaction of warm-up exercises, storytelling, embodiment, public performance, and post-performance reflection supported Saleh in re-framing his painful biographic memories, enhancing his self-perception and strengthening his connections with his peers and community. Conclusions: this case study corroborates the hypothesis that ATP could be effective in supporting people affected by traumas related to armed conflicts in creating cohesive life narrative, enhancing their self-image and involving the audience in building a sense of shared belonging to a common history. I recommend further research on ATP in war environments and the intentional and systematic use of ATP in healing traumas of persons affected by armed conflicts.
S. Ofer and
S. Keisari,
"Butterflies, Dwarves, and Plastic Lollypops: A Case Report on Medical Clowning in a Children's Rehabilitation Hospital",
Children,
vol. 9,
no. 12,
2022.
Abstract:
Medical clowning has been evolving in the past three decades and now plays a significant role in the rehabilitation processes of children who have suffered injuries and undergone complex medical procedures. The current paper focuses on this topic by presenting a case study of a young girl who lost most of her functional abilities due to brain damage. During the child's physiotherapy sessions at the rehabilitation hospital, a medical clown was brought in to work together with the physiotherapist in providing the treatment. The case study brings an in-depth perspective on the therapeutic process, as it is based on documentation of the sessions while addressing key stages in the child's rehabilitation, alongside core concepts in drama therapy. The qualitative analysis shows how the playful space in the rehabilitation process enhanced the child's inner motivation, provided a space for role expansion, and promoted the connection between the child and the environment. This paper demonstrates how the involvement of medical clowns can promote the rehabilitation processes of children who have suffered traumatic injuries and help them cope with functional losses.
Abstract:
Medical clowning has been evolving in the past three decades and now plays a significant role in the rehabilitation processes of children who have suffered injuries and undergone complex medical procedures. The current paper focuses on this topic by presenting a case study of a young girl who lost most of her functional abilities due to brain damage. During the child's physiotherapy sessions at the rehabilitation hospital, a medical clown was brought in to work together with the physiotherapist in providing the treatment. The case study brings an in-depth perspective on the therapeutic process, as it is based on documentation of the sessions while addressing key stages in the child's rehabilitation, alongside core concepts in drama therapy. The qualitative analysis shows how the playful space in the rehabilitation process enhanced the child's inner motivation, provided a space for role expansion, and promoted the connection between the child and the environment. This paper demonstrates how the involvement of medical clowns can promote the rehabilitation processes of children who have suffered traumatic injuries and help them cope with functional losses.
D. N. Sayre,
"Care work and social justice in creative arts therapy: Putting queer performance theory and disability justice in conversation with drama therapy",
The Arts in Psychotherapy,
vol. 80,
pp. 101940,
2022.
Abstract:
The COVID-19 pandemic has increased existing health disparities for the LGBTQIA2S+ community, reducing (or eliminating) access to healthcare through traditional pathways and increasing the value and necessity of community care. Putting queer performance theory in conversation with disability justice frameworks allows for exploration of how the creative arts therapies – and drama therapy specifically – can adapt to meet the emerging needs of marginalized populations. Situating drama therapy within a queer disability justice lens can support drama therapists in reclaiming the most revolutionary aspects of drama therapy theory and principles. Contrasting clinical and community-based approaches to drama therapy via autoethnography, limitations of the medical model of mental healthcare are interrogated while offering examples of alternative approaches to providing care rooted in activism and community organizing.
DOI: 10.1016/j.aip.2022.101940
Abstract:
The COVID-19 pandemic has increased existing health disparities for the LGBTQIA2S+ community, reducing (or eliminating) access to healthcare through traditional pathways and increasing the value and necessity of community care. Putting queer performance theory in conversation with disability justice frameworks allows for exploration of how the creative arts therapies – and drama therapy specifically – can adapt to meet the emerging needs of marginalized populations. Situating drama therapy within a queer disability justice lens can support drama therapists in reclaiming the most revolutionary aspects of drama therapy theory and principles. Contrasting clinical and community-based approaches to drama therapy via autoethnography, limitations of the medical model of mental healthcare are interrogated while offering examples of alternative approaches to providing care rooted in activism and community organizing.
V. Pinelopi,
T. Aikaterini,
T. Anna,
N. Alexandrina,
V. Theofanis,
V. Konstantinos and
H. Ioannis,
"Changes in the quality of life of persons with epilepsy, after the implementation of an occupational therapy intervention with drama activities",
Epilepsy & behavior : E&B,
vol. 130,
pp. 108694,
2022.
Abstract:
PURPOSE Epilepsy is a chronic disorder that affects all domains of daily living. Especially, in the case of drug resistance, it is usually associated with impairment of quality of life (QOL). The opportunity to self-express is crucial for maintaining mental health. Therefore, many non-pharmaceutical interventions have been utilized to relieve psychiatric symptoms, such as fear, anxiety, and depression in persons with epilepsy. In this study, we aimed to investigate the effect of the occupational therapy program with drama activities (ODTA) on the QOL of patients with epilepsy. METHODS In total, 15 patients with epilepsy from the region of Thrace, Greece, were enrolled in a 3-month OTDA program focusing on the relief of anxiety symptoms and self-regulation. Each patient's QOL was measured using the Quality of Life in Epilepsy Inventory (QOLIE-31) mean scores. The reliability change index was calculated and the Wilcoxon paired test was used to determine QOL changes post-intervention compared to pre-intervention. RESULTS Statistically significant improvements were observed in fear of having a seizure (p =.004), overall quality (p =.001), emotional well-being (p =.004), energy fatigue (p =.014), and total QOLIE (p =.001) score after the intervention. The changes in the QOLIE score were more prominent among female individuals (male vs female: p =.028 vs p =.008). CONCLUSION This study highlights the importance of providing an ODTA program in patients with epilepsy and proposes its broader combined application as a complementary intervention in such patients.
DOI: 10.1016/j.yebeh.2022.108694
Abstract:
PURPOSE Epilepsy is a chronic disorder that affects all domains of daily living. Especially, in the case of drug resistance, it is usually associated with impairment of quality of life (QOL). The opportunity to self-express is crucial for maintaining mental health. Therefore, many non-pharmaceutical interventions have been utilized to relieve psychiatric symptoms, such as fear, anxiety, and depression in persons with epilepsy. In this study, we aimed to investigate the effect of the occupational therapy program with drama activities (ODTA) on the QOL of patients with epilepsy. METHODS In total, 15 patients with epilepsy from the region of Thrace, Greece, were enrolled in a 3-month OTDA program focusing on the relief of anxiety symptoms and self-regulation. Each patient's QOL was measured using the Quality of Life in Epilepsy Inventory (QOLIE-31) mean scores. The reliability change index was calculated and the Wilcoxon paired test was used to determine QOL changes post-intervention compared to pre-intervention. RESULTS Statistically significant improvements were observed in fear of having a seizure (p =.004), overall quality (p =.001), emotional well-being (p =.004), energy fatigue (p =.014), and total QOLIE (p =.001) score after the intervention. The changes in the QOLIE score were more prominent among female individuals (male vs female: p =.028 vs p =.008). CONCLUSION This study highlights the importance of providing an ODTA program in patients with epilepsy and proposes its broader combined application as a complementary intervention in such patients.
L. Cedar,
A. Coleman,
D. Haythorne,
P. Jones,
D. Mercieca and
E. Ramsden,
"Child agency and therapy in primary school",
Education 3-13,
vol. 50,
no. 4,
pp. 452—470,
2022.
Abstract:
The article reports on, and analyses, qualitative research involving children’s therapy in two primary school contexts in England. It aims to explore the potentials of how agency as a concept can contribute to a challenge to existing theory, research and ways of working concerning therapy in primary school contexts. The article addresses how this challenge can be theorised: drawing on a critical review of how the fields of health, therapy, education and child rights connect to concepts of agency. Themes within this review include different disciplinary paradigms of childhood; how concepts of agency relate to those of child rights and voice; how a field such as therapy, created around concepts of welfare, can shift to acknowledge the presence of a child rights framework; and the complexities of child agency in therapy within primary school contexts. Data are included from the authors’ research projects that access children’s views of their therapy and that engages with them through a questionnaire, a member checking group and as co-researchers into their experiences of therapy. The analysis of the data reveals the challenges, potentials and advantages of recognising and listening to children as ‘active agents’ and ‘experts’ in relation to their therapy.
DOI: 10.1080/03004279.2022.2052231
Abstract:
The article reports on, and analyses, qualitative research involving children’s therapy in two primary school contexts in England. It aims to explore the potentials of how agency as a concept can contribute to a challenge to existing theory, research and ways of working concerning therapy in primary school contexts. The article addresses how this challenge can be theorised: drawing on a critical review of how the fields of health, therapy, education and child rights connect to concepts of agency. Themes within this review include different disciplinary paradigms of childhood; how concepts of agency relate to those of child rights and voice; how a field such as therapy, created around concepts of welfare, can shift to acknowledge the presence of a child rights framework; and the complexities of child agency in therapy within primary school contexts. Data are included from the authors’ research projects that access children’s views of their therapy and that engages with them through a questionnaire, a member checking group and as co-researchers into their experiences of therapy. The analysis of the data reveals the challenges, potentials and advantages of recognising and listening to children as ‘active agents’ and ‘experts’ in relation to their therapy.