Utilizing an embodied, play-based intervention to reduce occupational stress for teachers

Abstract

Due to the occupational demands of teaching, including classroom management, instructional delivery and administrative tasks, teachers are at high risk for occupational stress. Intervention models that have attempted to provide social-emotional supports for teachers, in the form of burnout prevention, have shown generally small effect sizes. A lack of a larger effect has been attributed to these methods operating from a broader stress model rather than adjusting to the specific contextual factors of the school setting. Short-form Developmental Transformations (DvT), an embodied, playful and individualized method of drama therapy, may address the need for a more subjective approach to teacher stress reduction. With its emphasis on interpersonal engagement, physical expression and play, short-form DvT offers teachers an opportunity to directly and metaphorically engage with occupational stressors that may impede their work performance and impact overall well-being. A case example of short-form DvT is provided, followed by a discussion to highlight the potential limitations and benefits of the method for teachers.