Collaborative discourse analysis on the use of drama therapy to treat trauma in schools

Abstract

In this study, the authors used collaborative discourse analysis (CDA) to analyse textual descriptions of three approaches to trauma-informed drama therapy in schools. Findings reflected a shared commitment to the use of metaphor and dramatic media in managing trauma-related symptoms and the need for interdisciplinary collaboration. Each approach differed with regard to the role of aesthetics and ‘safety’, embodiment, the format and recipients of intervention, and the degree to which traumatic events should be directly addressed. Agreement concerning indicators and approaches to evaluation would strengthen future comparative research on the impact of drama therapy in schools.