Abstract
The vast majority of people around the world have been exposed to dramatic arts in some way, shape, or form, but only recently has drama therapy been accepted as a therapeutic treatment for individuals across the lifespan. This paper provides a general introduction to drama therapy and some of the techniques (e.g., role playing and storytelling) employed in its delivery and hands-on practice. In addition, the paper explores how drama therapy has been used to treat young people (approximately 10-17 years old) who have autism and/or social, emotional, and behavioural difficulties, and older adults (approximately 60-90 years old) who are experiencing normative or non-normative aging. The findings presented here suggest drama therapy may be an efficacious, healing treatment for a myriad of age groups. For instance, its positive effects on individuals with dementia have been observed, and an assortment of intra- and inter-personal improvements have been documented in youth. Considering drama therapy is still a growing field, less drama therapy research exists in comparison to its alternative treatments.
Highlights
The vast majority of people around the world have been exposed to dramatic arts in some way, shape, or form, but only recently has drama therapy been accepted as a therapeutic treatment for individuals across the lifespan
Various studies exploring the role of drama therapy and its implications on young people with autism spectrum disorder (ASD) have begun to emerge
Few studies have been conducted around drama therapy and older adults, but in the past decade new research has started to emerge
Summary
Various studies exploring the role of drama therapy and its implications on young people (individuals ranging from approximately age 10-17 years old) with autism spectrum disorder (ASD) have begun to emerge. Godfrey and Haythorne (2013) collected feedback from parents, caregivers, and teachers in their study, and they examined opinions (i.e., thoughts about the effect of drama therapy on a participant during and after the therapy sessions, and within the home and school environment) of a drama therapy treatment for young people with ASD Themes, such as openness to exploration, building a supportive peer network, social skill development, and anxiety reduction whilst increasing self-confidence emerged. Perceptions of increased confidence, better emotional regulation, feelings of tranquility, reports of catharsis, an appreciation for being understood without having to directly state a problem, and the ability to work through difficulties in a relaxed setting that felt less like therapy and more like a fun, engaging environment were reported (Cobbett, 2016) With this in mind, drama therapy combined with other arts therapies may one day become the norm rather than the exception for helping individuals with ASD and youth with other personal struggles. This seems to suggest that the environment drama therapy is conducted in, especially for individuals with mental health issues or SEBD, may be important, if not more important perhaps, than drama therapy itself
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