"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:
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:
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 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!
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!
Thanks Lucy looks like some ares of research for Module 3.
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