Dramatherapy research

Throughout my inquiry, I have come across many interesting pieces of literature regarding my topic of the use of Dramatheraoy within drama teaching. However, one book I ended up purchasing has been central to my inquiry. The book is called 'Dramatherapy and Drama Education: exploring the space between disciplines' by Clive Holmwood.
Clive has been part of both professions, drama teaching and Dramatherapy, therefore what he has to say is incredibly interesting. His book was published in 2014 so also a great piece of literature to display what is happening now in the profession. His book explores social, political, therapeutic and artistic influences, discussing how the two fields are linked. I have made many notes so far whilst reading his book so thought I would share some of the things I jotted down:

Clive based the core of his research in actual practice. His struggles are narrated with sensitivity and honestly. His book is perfect for any teacher who wonders - as increasing numbers must these days - about the personal, affective and emotional needs of children and ways in which the arts, persistently ignored and downgraded by the government, can feed and nourish their well being.

Drama helps children find their own playful ways to express, represent, performance and create. Also help them understand situations  and emotions.

Clive found concern over the fact drama teachers and dramatherapists are kept at arms length of each other. He created this book to share a personal journey of how these two fields connect and can learn from sharing knowledge.

There is a lack of depth and breadth in the literature on dramatherapy compared to other professions like psychotherapy and psychology. Dramatherapy is emerging rather than established.

Dramatherapy is a form of psychological therapy in which all of the performance  arts are utilised within the therapeutic relationship. Drama therapists are both artists and clinicians and draw on their trainings in theatre/drama and therapy to create methods to engage clients in effecting psychological, emotional and social changes.

"My latest thinking is that all drama is about the same thing....about people creating a distance between the every day reality and the reality of imagination." (Professor Robert Landy, one of the founders of Dramatherapy)

In the last few years, Dramatherapy seems to be specifically aligned to health care and medicine rather than education.

During The Great Debate at Ruskin College in 1976, Callaghan said:

"The goals for our education, from nursery school through to adult education are clear enough. They are to equip children to the best of their ability for a lively, constructive place in society and also to fit them to do a job of work. Not one or the other but both."

This led to grater government involvement in education and Thatcher's legacy of a national curriculum.
1960s-1980s - education with the management of the economy in mind. There are now more options of getting jobs in the arts.
Drama in education pioneers: Caldwell Cook (1917)
                                                Peter Slade (1954)
Influenced by people like US educator John Dewey.

The book touches on how kids in schools are judged on their exam results nowadays. Kids learn to regergatate knowledge, like a memory test, but could they actually apply that knowledge to something, do they actually understand it.
I can absolutely relate to this. At school I excelled in exams but I just learnt the work like a script. I had a great memory so would just learn pages and pages of information. I had no idea what half of it meant!

"Mankind likes to think in extreme opposites. It is given to formulating it's beliefs in terms if either-ors, between which it recognises no intermediate possibilities." (Dewey 1938:1)

It's important to have  an inter-disciplinary state between institutions, organisations and professions.

Dramatherapy is one way of allowing individuals to describe, represent and understand aspects of their life froma fresh perspective.

There is a section in the book that relates to literature links. However, there are current debates with the drama therapy profession around the purpose and use of ritual within training.

Jones (1996a:102) discusses that involvement in dramatic activity with Dramatherapy allows a shift to occur for a client to re-engage with the emotional and creative aspects of themselves.

"Children can be fractious and unpleasant, and that creative stimulation which they have to continuously inject into the successful drama lesson makes quite unique demands on drama teachers."  (Hombrook 1998:44)

 "The triangle concept describes the way the therapist, the client and the art form create dramatherapy space together." Phil Jones (2010:10)

Dramatherapy is traditionally seen as mental health therefore service is located in hospitals and clinics, not schools.

Dramatherapy allowsnthe client to stand back from difficult material by using drama through metaphor or symbol. Draws a parallel between actual (social) space and psychological space.

Involvement in dramatic activity in Dramatherapy sessions allows a client to re engage with the emotional and creative aspect of themselves.

"I'm sure Dramatherapy will be the political theatre of the future." (Baron Cohen and the king 1997:283)

"Dramatherapy is a practical way of taking stock of what is going on around us in the world." (Warren and Grainger (2000:160)

Dramatherapists work with distance as a safe mechanism to protect clients from difficult emotions.

Nussbaum (1986) sees it more as clarifying and learning through emotion and feeling, drawing in ideas of Brecht and Boal, which is similar to drama teachers.

"The separation between meaning and unthinking or irrational emotion carries a complexity of implications for drama and for therapy. For it is within the spaces between these levels of reality and identity that understanding and healing can occur." (Landy on Brecht 1997:368)

"Dramatherapy is a powerful method of healing because it provides a way to re experience pain, sometimes overwhelming pain, through the safety of aesthetic distance." (Landy 1997:372)

Interviews

I must say I am thoroughly enjoying the interview process. It's been refreshing to chat about topics of interest with like minded professionals and I feel I have not only been ticking off the answers to my inquiry questions but also learning a lot about different techniques and methods others use when teaching. This has really impacted my lessons and I have found myself approaching situations in completely different ways. The last few weeks have also allowed me to focus on my career path and think about my plan of action after I have finished my degree. I can't believe how much my plans have changed in the last few months! My research, both reading and interviews, have had a big impact on my future plans.
I have been overwhelmed with the kindness people have shown. I emailed several Dramatherapists that I had researched and have ended up having 2 interviews via Skype. These ladies took time out of their busy schedules to chat to a complete stranger! One of them is even on maternity leave!  I feel extremely grateful for all of their help and kindness. I feel I am making good professional contacts that will grow even after this degree is finished.
I have interviewed two colleugues in my current workplace, which has been fantastic. I feel very fortunate that my workplace is so supportive of my study and my boss has even set out time in the next two weeks for me to present to my team as part of my artefact. During the interviews we have also been bouncing ideas off each other regarding our workplace and new and exciting plans we want to implement. We have decided to hold an optional 8.30am meeting for anyone who wishes to discuss any students or issues they are having in class. The research of my workplace has made me realise how many of my colleugues are stressed  and exhausted yet won't ask for help. By setting up this weekly meeting it gives everyone the chance to off load and gain advice from their peers on challenging topics in the workplace. These meetings will be lead by myself and I am fully committed to being there every week to help and learn and grow as a team.
I've started seeing the bigger picture with regards to this degree. I have taken the stress of essays  and deadlines away by focusing on my career after my degree and what I hope to study in the future. This has made the literature reviews and research enjoyable as it is an area I am genuinely interested in.
I have completed 4 interviews and have my final 3 set up this week. I was quite frustrated at first that I couldn't get them all done sooner but people have busy lives and this I have learnt to accept. I have been reading the most wonderful book by a man called Clive Holmwood called 'Drama education and dramatherapy - exploring the space between the disciplines'. I had to pay about £35 for it but I highly recommend. I found this book just through researching and was so pleased that during one of my interviews with a dramatherapist she recommended the same book, which gave me a boost of confidence that I was on the right track!
I had been quite frustrated by the university library system and felt like I was wasting so much time searching for what I was looking for! On reflection I think my generation quite often expect instance results. After all we grew up in the age of Google! I am not used to having to sift through masses of information to find an answer! I also then reflected that I have always been incredibly impatient. I loose focus very easily if something doesn't keep my attention. Even as an adult I am easily bored and easily distracted! I use this to my advantage when teaching and my lessons are always high energy  and fast paced! I think this way of learning and this course has, in reflection, been very different to any study I have even done before and I have found this aspect very challenging at times. I do however hope to complete a masters so feel the skills I am acquiring will be extremely beneficial for the future. "Never Stop Learning!" :-)

Creativity

A few days ago I read the slide show that Paula had put together after the Skype sessions last week. One of the first points was about Creativity and who inspires you creatively. I wanted to link this to my current topic of inquiry so of course the first person who came to mind in the educational field was Ken Robinson. I've always enjoyed watching his Ted Talks and this weekend I revisited his work. An interesting video I found questioned whether Creativity can be taught. Here is the link:

https://m.youtube.com/watch?v=vlBpDggX3iE

I also watched another one if his talks regarding creativity in schools. Here is the link: 

https://m.youtube.com/watch?v=iG9CE55wbtY

My inquiry is questioning whether Dramatherapy techniques and strategies could be useful for drama teachers. I guess this is also questioning the creativity of my own lessons and this is something I have been looking into this week. My main purpose for choosing the inquiry topic that I have is that I felt children were being lost in the system. There are many children who I teach that are struggling with social, emotional  and behavioural issues but they over looked when it comes to referrals in schools due to their case not being extreme enough or lack of funding. This then means that it's down to the parent to voluntarily access a psychologist and relies on the parent to be knowledgable in drama therapy to take it one step further and research into drama therapy services. I felt that my colleagues and I could learn more about Dramatherapy and incorporate techniques into our drama lessons to aid those children. The more I research into drama therapy the more I am beginning to understand and engage with what it offers. I'm also understanding how valuable it is to children struggling with social, emotional or behavioural issues. I have actually taken it one step further this week and have contacted quite a few service providers in the UK in the hope of gaining knowledge of their expertise in the field. I have been reading lots of literature the past few weeks but now understand the importance of having up to date, current information as week. Reading a book published in 1977 will give me a certain level of information but that date of publication needs to be in the back of my mind too. How relevant is it to today. 

In the Skype session review I also really liked the Stunk and White (1959, p19) example of wordiness. This is definitely something I need to keep in mind when writing as I have the tendency to waffle on! 

Another quote I loved from the slide show was:

"The task of teaching is to promote cognitive, behavioural and affective results from students. How to motivate learners to achieve the desired ends or discourage them from undesirable outcomes is a central problem for a teacher in any field." 

Lazaroff, Elizabeth M (2001) 'Performance and Motivation in dance education, Arts Education policy review, 103, 2; pp. 23-26

I'm also starting to recognise the importance of routine. My work schedule is unbelievably busy at the moment and I'm often working late and on my days off. This has meant that I have had to be incredibly organised when it comes to uni work. And for me the key has been routine. If part of my daily routine is to read a piece of literature before bed or comment on 3 blogs on my train journey home then I do it. I am too busy from now until Christmas to leave it until the last minute. Organisation is key! 

I highly recommend that even if you miss a Skype session, take the time to look over the notes made on that session. It has been a massive help to me this week. 

Visual learner

I love reading, but as a visual learner I sometimes find it hard to focus on long sections of text. My mind drifts if the information doesn't really engage me and I find myself having to read sections over and over again! During my literature research I have been doing a lot of reading but find it essential to break it up by watching videos related to my topic of inquiry. Not only does this motivate me it also gives my mind a break from reading. Plus, I am still researching so it isn't time wasted. I've got into a good habit of doing this, especially if I have 10 or 15 minutes whilst having breakfast or lunch. I can just youtube Ted talks or research other related videos. Obviously, we have to complete a literature review but I highly recommend also researching videos related to your chosen topic as I have found it extremely interesting and very useful.
Here are some I have recently been watching related to my topic of Drama therapy.

https://m.youtube.com/watch?v=DULKnm1SFhE Introduction to drama therapy

https://m.youtube.com/watch?v=F-HAsTr2LO4 Documentary on drama therapy in schools

https://m.youtube.com/watch?v=uZc8VPEusKI Example of how drama therapy is used in the NHS

https://m.youtube.com/watch?v=e1wlfRNzwEI A drama therapist describing the process and benefits

https://m.youtube.com/watch?v=b81dCC9yCVo Studying drama therapy at CSSD

https://m.youtube.com/watch?v=d33U2I2lf_M Ted talk - power of imagination and drama therapy

https://m.youtube.com/watch?v=_6Ei7X6gDKk A drama therapy service provider in the UK

Module 3

Due to the nature of my chosen topic, a lot of my thoughts have been documented in my personal journal the last few months. However, today I put aside some time to just read and connect with fellow students blogs. I had become so overwhelmed with everything I needed to do for my own study that reading and commenting on other peoples blogs had become last on my 'to do' list. Living in Singapore I have often felt quite alone studying for this degree. The time difference makes organising Skypes extremely difficult. With technical issues of not being able to access the university library, financial issues figuring out a way to pay for my final module and working full time as a teacher, it's  definitely been a stressful start to module 3! I know I find it difficult to ask for help and always feel like I'm bothering people as everyone is so busy. I also feel like I should be able to find the answer myself. However, reading blogs this morning has made me realise the importance of connection and discussion. I have learnt so much just by reading other peoples journeys so far. This has really given me confidence.
I have been making notes about all the literature I have been reading in a notepad. For me, I just prefer hand writing my notes. I'm now wondering though whether I should write these all up onto my blog....or whether that would be bad time management. I have definitely learnt that it is ok to go at your own pace and that I shouldn't compare where I'm up to with others. This is a big learning curve for me.

Research paper

I have recently found a fantastic resource in the form of an investigation into how drama intervention can help children with social, emotional and behavioural issues. This link is a paper written on an investigation that was done with students of a variety of ages. This is something I will definitely be using during my enquiry.

http://docserver.ingentaconnect.com/deliver/connect/intellect/20547668/v1n1/s3.pdf?expires=1461562909&id=86767488&titleid=75008753&accname=Guest+User&checksum=C588B0ADE19612F6AEC8C78925A800F0

Investigating Dramatherapy

I established in a previous blog what Dramatherapy was and I have continued this week with my research. As part of my inquiry I want to find out how accessible it is and what the procedure of referral is. I'm also interested in how I can incorporate the skills used in my teaching practice. I've found some great websites of companies who offer the service. But what if the family can't afford it? Do Dramatherapists go into mainstream schools? The company Kaleidoscope in Singapore have a great description on their website:

"Creative therapy builds self expression and develops imagination and flexibility. It can be an emotional outlet and also supports language and communication."

The company I work for get referrals from Kaleidoscope if they think a child would benefit from being in a group scenario. It's a wonderful company.

I also keep being drawn back to Emma Dawes website. She is a Dramatherapist in London and has a very informative website that is really helping answer some of my questions. I also emailed her this week. This is the link:

http://www.drama-therapist.com

I spoke with a primary school teacher friend of mine. She works in a big school in South East London. She informed me that she hasn't ever heard of a dramatherapist coming in to the school. They have an arts therapist though but it's such a big school and they don't get a lot of her time that only the extreme cases go to her. She agreed with me that there's just not enough time or money to cater for every child. Plus the amount of tests and targets they now have at as young as 5 years old is getting ridiculous! 

Whilst researching I also found a fantastic article! Drama Therapy Review, volume 1, by Nisha Sajnani. I was able to download the material for free! This first section gave me a fantastic introduction and included some interesting questions. Here is the link:

http://docserver.ingentaconnect.com/deliver/connect/intellect/20547668/v1n1/s1.pdf?expires=1461331857&id=86749485&titleid=75008753&accname=Guest+User&checksum=2B0A344701F8BD5E899756603458C992

From this introduction it states that the articles are:

"Encouraging a critical engagement with drama therapy literature, inner and interdisciplinary collaboration, and a diversity of perspectives and methodological approaches, it embodies hope for the growth and development of our field."

What a fantastic resource! Another quote I found interesting was: 

"This study advances our understanding of the health benefits and risks associated with dramatic improvisation" 

I'd never thought before that there are risks! The article makes a point of saying that good  health is not just the absence of disease but complete physical, social and mental well being. The approaches in the following articles are by different dramatherapists who have different approaches which will be a real insight. However, each have the ultimate aim of exploring the potential of dramatic reality to promote wellness. 

"This is commendable given the persistence of mental health trends that privilege
interpersonal distance over physical embodiment and touch; cognitive behavioural interventions over emotional expression; and a focus on the present rather than the past"(Johnson and Emunah 2009)

The article tells me that dramatherapy can be used for a variety of issues including bereavement, eating disorders, autism and couples experiencing conflict. I always thought it was something just used for children as I thought they would be more willing to engage with it. It mentions "Renée Emunah’s article which calls attention to the differences between therapeutic theatre, autobiographical and self-revelatory performance which she considers to be an approach to drama therapy and a genre of theatre in its own right."
Another intriguing article mentioned in the intro to volume 1 is "the thought provoking keynote delivered by Phil Jones at the 2013 North American Drama Therapy Association (NADTA) conference in which he challenged drama therapists to reflect on our relation- ships to research and to resist ‘closed circuits’ by valuing each other’s knowledge." and "Sally Bailey’s review of Trauma-Informed Drama Therapy: Transforming Clinics, Classrooms, and Communities" (Sajnani and Johnson 2014) The one that relates to my work the most is where "Miranda D’Amico, Corinne Lalonde and Stephen Snow introduce a promising quantitative study evaluating the efficacy of a drama therapy intervention with children on the autism spectrum. Their results ‘showed statistically significant improvements in engagement, coupled with decreased externalizing, hyperac- tivity, and inattention, and
 autism spectrum behaviours" (D’Amico, Lalonde and Snow 2014: 35)
These interesting questions are raised too:

"What are the risks and benefits of entering into dramatic reality? 
What are the social contexts in which drama therapy is practiced? 
How do those involved in the process understand their participation? 
What are the goals of drama therapy and who establishes these? 
When and for whom is drama therapy indicated?
How does the use of action and imagination increase wellness or decrease specific kinds of distress?

What is the relationship between drama therapy and other evidence- based therapies?
How do our theories, concepts and practices inform one another and where do they diverge?
How does race, gender, ability, socio-economic status and/or age influence research and practice?
How can we effectively and ethically involve children in research? 
What consideration should be given to aesthetics in therapeutic improvisation and performance?
What are the ethical implications of performing and witnessing private stories in public space?
How does dramatic improvisation and performance constitute forms of knowledge creation?
What is our research culture and how might drama therapists create knowledge together?"

The question "How can we effectively and ethically involve children in research" intriguing as this is the problem I'm facing. I will not lack the material when it comes to Module 3 , but as a teacher and professional working with children how much can I share?
I'm going to try and source these articles by these therapists to help my inquiry. I eel this is a fantastic find though!