An Investigation of the Therapeutic Potential of Stories in Dramatherapy with Young People with Autistic Spectrum Disorder

Abstract

Stories are vehicles for understanding, expressing and communicating concepts important to individual and cultural identity. In autistic spectrum disorder (ASD) pretence and the ability to act ‘as if’ is impaired. Might Dramatherapy, through stories, have potential, not only to teach, practise and improve social skills and functioning but also offer an imaginative frame to enable processing of personal psychological material? A 10 session Dramatherapy group was evaluated in a special school. ‘Theory of Mind’ tests were completed. Qualitative methodology was used to structure the investigation. Three students with ASD were recruited. In the group, all engaged in imaginative play and used imaginative structures in stories. All completed the group and completed the Theory of Mind tests correctly. All in the group were able to use stories in the Dramatherapy group. These data refute the hypotheses of an absolute inability to pretend and ability to use story, inherent in some constructions of autism. All clients were able to use their imagination through story and all underwent a journey. This study suggests that Dramatherapy using stories presents a real and exciting set of possibilities for engaging young people with ASD in a positive therapy, likely to benefit their emotional, psychological and social development.