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official training courses were created (Jones, 2007). Cimmermans (2014) asserted that three main schools of thought emerged in dramatherapy in The
Netherlands: The Creative Process Theory, the Analogue Process Model and the Cognitive Behavioural Model. According to Cimmermans, the Creative Process Theory was influenced by psychoanalytical and Rogerian theory. Henk Smeijsters (2006) wrote that the Creative Process Theory is based on the idea that through the creative arts process the client explores his or her needs, rediscovers suppressed needs, lets go of rigid patterns and experiments with new behaviour that fulfils the new discovered needs. The important element is the ‘aesthetic illusion’ that creates a safe distance in exploring the suppressed needs, which makes it less threatening for the client (Smeijsters, 2006). The Analogue Process Model is based on how the personal characteristics and the mental health issues of the client resonate with the client’s expression in the artistic process. The therapist tunes in with the client’s creative expression and explores alternative ways of thinking, feeling and acting together with the client through play and creativity (Smeijsters, 2006). Cognitive Behavioural Therapy (CBT) can be implemented in dramatherapy, for instance in skills-based trainings (Cleven,2004). The emphasis here is on ‘rationalising objectively what clients hear, where and when, based on the idea that thoughts influence the experience, just such as the feeling about and meaning of the thoughts’ (Cleven, 2004, p.44, translated from Dutch). The dialectical behavioural therapy and schema therapy as sub-branches of CBT, are part of this school of thought in dramatherapy (Cimmermans, 2014).
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dramatherapy in the context of ancient traditions and rituals (Jones, 2007). However, according to Jones (2007), the specific connection between drama and therapy did not emerge until the nineteenth century and developed further throughout the twentieth century. The development of dramatherapy did not occur through one given pioneer, or even in one field, country or moment. Ideas about drama and healing were formed through several individual journeys and more or less accidental elements. David
Johnstone and Renée Emunah stated that in the early stages of dramatherapy most dramatherapists started as doers, actors or clinicians, ‘who discovered for themselves the exciting possibility of linking drama with healing’(Johnstone and Emunah, 2009, p.16). Robert Landy noted that ‘(t)he field of drama therapy is an expansive one, developing in a number of countries simultaneously, most notably England, the United States and the Netherlands’(Landy, 1994, p.32).
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ideas about character building, the use of unconscious material, the re-creation of feeling and improvisation (Meldrum, 1994). The work of Artaud was inspired by symbolism and was a response to the dominance of realism which he found to be too word-bound and moralistic (Styan, 2003). Artaud argued that emotion is not verbal in itself and thus words cannot communicate the fullness of the human experience. Growtowski’s Poor
Theatre was characterized by the rediscovery of the religious and mythical roots of drama (Meldrum, 1994). The Sesame Institute for drama and movement therapy cannot be excluded when discussing important influences in the field of dramatherapy in England. The institute was founded by Marian Lindkvist in the 1960s as a response to the dominant drug oriented treatments of mental illnesses (Sesame Institute, 2014). Therapies are based on the key concepts of drama, movement, ritual, play, psyche and touch.
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influenced by ‘play therapy’. Two main influencers in the early stages were Lex Wils and Jan
Boomsluiter, who wrote about drama as therapy in the 1950s. Dutch dramatherapist Gé Cimmermans argued that the arts therapies, including dramatherapy, were initially mainly practiced by artists from Art Academies (Cimmermans, 2014, interviewed by Jorine Beck). Cimmermans (2014) also pointed to the influence of the School of Middeloo. This school was initially set up to train carers who had to work with children that were affected by the Second World War (van der Linde, 2010). Students were trained in using play and creative activities as the main methodology, and gained knowledge in psychology, pedagogy and other courses related to human development. In the 1960s the school started to offer different art therapy courses, based on the experience in teaching both creativity and human development.
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an optimism about new ideas and approaches to learning and the arts was embraced. These radical approaches can similarly be found in
Grotowski’s new way of training actors -through laboratory theatre, in which the process was therapy for the actors and spectators- and the work of Heathcote, who encouraged children to learn and reflect through drama. Meldrum noted that these radical ideas frightened the establishment, but despite that other practitioners were influenced by these ideas and centres for remedial drama and dramatherapy started to be formed.
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Landy, R. J., & Montgomery, D. T. (2012). Theatre for Change: Education, Social Action and
Therapy. New York, NY: Palgrave Macmillan. Page 170 "Like applied theatre, drama therapy occurs within community settings and concerns the exploration of social issues and implementation of actions intended
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Landy, R. J., & Montgomery, D. T. (2012). Theatre for Change: Education, Social Action and
Therapy. New York, NY: Palgrave Macmillan. Page 196 "The one exception is Therapeutic Theatre, a more public form of performance where a particular population, for example, psychiatric patients or Iraq war
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Though drama therapy can be done individually, it is typically done in groups or community settings. Groups can involve hundreds of people at a time, but more commonly range from six to ten people in institutional settings. As a form of counseling drama therapy is usually private and doesn't involve
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that there are nine core processes at the heart of drama therapy. These include projective identification and dramatic distancing. Projective identification is the process whereby a person feels the feelings that the other is unable to access themselves. Dramatic distancing refers to the way that
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According to Brenda
Meldrum (1994), dramatherapy in England evolved from drama in education, theatre in education and remedial drama from the 1960s onwards. Meldrum placed the start of dramatherapy in the context of the 1960s, when the establishment, including psychiatry, was being questioned and
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In the
Netherlands, the emergence of dramatherapy has been closely tied to the jobs of activity leader, youth worker and social welfare worker (Jones, 2007). Learning about therapy and arts in these professions increased during the 1950s. Drama in the context of learning about the arts was strongly
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has called this a "journey through our own psychic landscape." The hope is that by taking on specific roles a person can gain personal insight and break free from barriers. Though this process can be very beneficial and rewarding, it can be very difficult. Progressions and developments can be slow
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The field of drama therapy can be somewhat varied in terms of techniques and procedures. However, there are some general commonalities. At the center of drama, therapy are the elements of role and story. Participants in drama therapy follow roles to tell a story or perform a part, thus embracing a
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In The
Netherlands, there are fulltime (voltijd) and parttime (deeltijd) Bachelor Dramatherapy qualifications, which are usually 4 years long. Institutions which offer the programs are University of Applied Sciences Hogeschool Arnhem and Nijmegen (HAN), Hogeschool Zuyd and Stenden Hogeschool. The
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In the US and Canada, the governing body is the North American Drama Therapy Association (NADTA), which establishes guidelines for the RDT (Registered Drama Therapist) credential and which provides accreditation for MA level programs and guidelines for alternative track training. In North America,
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Landy, R. J., & Montgomery, D. T. (2012). Theatre for Change: Education, Social Action and Therapy. New York, NY: Palgrave Macmillan. Page 197 "Much of the actual practice of Drama Therapy is not very dramatic, in the sense of being exciting. Progress can appear to be very slow and resistance
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Landy, R. J., & Montgomery, D. T. (2012). Theatre for Change: Education, Social Action and Therapy. New York, NY: Palgrave Macmillan. Page 191 "Drama therapy is about theatre and as such, it imposes all the theatrical artifice in the service of exploring a fictional reality underneath that of
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The historical roots of dramatherapy have been discussed by Jones (2007). At different times in history drama had been used for psychological, political and religious change, for example Aristotle’s idea to use tragedy for ‘catharsis’. Several dramatherapists have analysed the historical roots of
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Landy, R. J., & Montgomery, D. T. (2012). Theatre for Change: Education, Social Action and Therapy. New York, NY: Palgrave Macmillan. Page 165 "Not surprisingly these concepts are derived from theatre. The two most essential are role and story. In all forms of Drama Therapy, clients take on
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In China, drama therapy is an emerging field. It was first introduced to China in 2013. There have been a few organizations working on the field recently, such as Apollo, Xinyishe etc. The Hong Kong Association of Drama Therapists was established in 2009. Mr. Eddie Yu (President), Adeline Chan
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In England by 1977 dramatherapy was known as an alternative to psychodrama, and the first dramatherapy courses were established (Meldrum, 1994). According to Meldrum, Stanislavski, Artaud and Growtowski are influential on the practice of dramatherapy in England. The work of Stanislavski provides
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After the initial discoveries of the healing aspect of drama, the emerging field of dramatherapy became more organized. Different schools of emerged in both the Netherlands and England. In the Netherlands the first two art therapy organisations were formed in the 1960s and from 1974 onwards
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at Montreal, Quebec, Canada. Persons who hold a master's degree in a related field can be registered as a Drama Therapist by pursuing what is known as Alternate Route Training, which consists of graduate coursework and internships performed under the supervision of a board-certified trainer.
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to ameliorate distress and oppression. Although drama therapists most frequently work in groups, they also treat individuals, helping them to identify problematic issues in their lives and to discover effective ways to move through their distress."
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Loretta Gallo-Lopez, Lawrence C. C. Rubin -Play-Based Interventions for Children and Adolescents on the ... 2012- Page 100 "An overview of drama therapy is provided next, along with support for the use of drama therapy with children with
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new perspective of the character and themselves. Another key element is space, or where the acting takes place. Other components of drama therapy include ritual, conflict, resistance, spontaneity, distance and catharsis.
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and the professional body is the British Association of Dramatherapists (BADth). There are currently four post-graduate training courses in Dramatherapy in the UK that lead to a qualification approved by the
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Many of these universities suggest specific subjects to complete at degree level if you wish to pursue on to a masters programme in Drama Therapy. Some of these subjects are the following,
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emotional and psychological problems can be accessed easier through metaphor. The client has a distanced relationship through metaphor to these problems that make them easier to tolerate.
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Today, drama therapy is practiced around the world and there are presently academic training programs in Britain, Germany, the Netherlands, Canada, Croatia, Israel and the United States.
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roles, and while in the role they tell and/or enact a story. The role is the indivisible piece, as the dramatic moment begins as an actor slips into the skin of another."
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http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/arts-therapists/dramatherapist/entry-and-training/
785:(Vice-president), Dorothy Wong and Kevin Ma are the founding members. Missions are to promote the professional development of drama therapists in Hong Kong.
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Drama therapy works to shed light on feelings and behaviors of a person and helps teach them ways to manage and overcome obstacles they struggle with.
950:, 2010, Page 179: "Frequently the use of expressive therapy is not theoretically isolated but occurs as an adjunct to other theoretical modalities."
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Registered Drama Therapists hold a master's degree from one of five institutions accredited by the National Association for Drama Therapy:
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to drama therapy. Therapeutic theatre entails the performance of a group of people to a selected audience, making it somewhat public.
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765:, accredited by the British Association of Dramatherapists, and recognized by the Department of Health. These courses are offered at
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Barker, Clive (May 1998). "Review of Marina Jenkyns, The Play's the Thing. Exploring Text in Drama and Therapy".
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1130:. East Sussex, G.B. & New York, U.S.: Brunner-Routledge, an imprint of the Taylor & Francis Group.
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Historical background and overview of dramatherapy. In: Jennings, S. et al. The Handbook of dramatherapy
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spectators. The exception to this rule is therapeutic theatre, which blends the techniques of
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In scene. Dramatherapie en ervaringsgerichte werkvormen in hulpverlening en begeleiding
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1230:"Clinical Mental Health Counseling: Drama Therapy Master's Degree- Lesley University"
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Dutch professional body is the NvDt, the Nederlandse Vereniging voor Dramatherapie.
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everyday life, one that can illuminate and in some instances transform the actor."
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Modern drama in theory and practice 2. Symbolism, surrealism and the absurd
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is the use of theatre techniques to facilitate personal growth and promote
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NHS. (2013). entry requirements and training for Dramatherapy. Available:
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1206:"MA Drama Therapy | Graduate Degree | MA Counseling | MA Therapy"
649:. Drama therapy is used in a wide variety of settings, including
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Middeloo 1946-1987. Bakermat van de opleiding creatieve therapie
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Drama as therapy. Theory, practice and research. Second edition
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In the UK, the statutory regulator of drama therapists is the
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North American Drama Therapy Association (USA & Canada)
1382:"badth.org.uk - The British Association of Dramatherapists"
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going, and participants may be resistant to the process.
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A psychotherapist using expressive therapy with a client
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1457:"Entry requirements and training (dramatherapist)"
27:Use of theatre techniques to promote mental health
1587:Società Professionale Italiana Drammaterapia (IT)
948:Introduction to Counseling: Voices from the Field
1012:Dramatherapy: Concepts, theories and practices
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8:
1592:The German Association of Dramatherapy (DE)
1582:British Association of Dramatherapists (UK)
1558:veterans perform for an invited audience".
1298:"HBO opleiding Vaktherapie- Dramatherapie"
1159:"North American Drama Therapy Association"
1014:. Springfield: Charles C Thomas Publisher.
999:. Springfield: Charles C Thomas Publisher.
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946:Jeffrey A. Kottler and David S. Shepard,
1089:. Cambridge: Cambridge University Press.
744:(CIIS) at San Francisco, California and
742:California Institute of Integral Studies
1439:"HK Drama Therapists – 香港戲劇治療師協會 HKADT"
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1597:Dramatherapy in Greece and Cyprus (GR)
995:Johnson, David; Emunah, Rene (2009).
796:or another such relevant profession.
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1127:Drama as Therapy, Theatre as Living
716:Drama as Therapy, Theatre as Living
714:Phil Jones has written in his book
1074:. Houten: Bohn Stafleu van Lochem.
1059:. Houten: Bohn Stafleu van Lochem.
997:Current approaches in dramatherapy
775:Central School of Speech and Drama
653:, schools, mental health centers,
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1248:"Drama Therapy - NYU Steinhardt"
688:Further development of the field
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1572:World Alliance of Dramatherapy
1029:. Utrecht: Hogeschool Utrecht.
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736:at Cambridge, Massachusetts;
340:Industrial and organizational
959:Malchiodi, Cathy A. (2003),
740:at New York City, New York;
495:Human factors and ergonomics
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1210:Antioch University Seattle
1025:Linde, van der, M (2010).
763:Health Professions Council
723:Becoming a drama therapist
1517:10.1017/S0266464X00012100
1055:Smeijsters, Henk (2006).
270:Applied behavior analysis
1040:Meldrum, Brenda (1994).
907:Theater of the Oppressed
779:Anglia Ruskin University
732:at Seattle, Washington;
34:A drama therapy workshop
1624:Creative arts therapies
1057:Handboek muziektherapie
659:creative arts therapies
460:Behavioral neuroscience
115:Behavioral neuroscience
1070:Cleven, Gorry (2004).
1010:Landy, Robert (1994).
963:, New York: Guilford,
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510:Psychology of religion
450:Behavioral engineering
134:Cognitive neuroscience
100:Affective neuroscience
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1505:New Theatre Quarterly
837:Applied improvisation
767:Roehampton University
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604:Psychology portal
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1280:"Drama Therapy (MA)"
1177:"Accredited Schools"
1124:Jones, Phil (2002).
1085:Styan, J.L. (2003).
1044:. London: Routledge.
984:. London: Routledge.
980:Jones, Phil (2007).
961:Expressive Therapies
852:Expressive therapies
746:Concordia University
1634:Group psychotherapy
771:University of Derby
455:Behavioral genetics
370:Occupational health
110:Behavioral genetics
41:Part of a series on
1602:2013-09-24 at the
1402:. Mp.weixin.qq.com
1252:steinhardt.nyu.edu
730:Antioch University
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572:Schools of thought
410:Sport and exercise
256:Applied psychology
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867:Narrative therapy
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1400:"国际认证DvT导师项目"
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500:Intelligence
231:Quantitative
196:Mathematical
191:Intelligence
181:Experimental
176:Evolutionary
166:Differential
1548:very high".
1511:: 191–192.
1421:"心艺社 - 心理圈"
1143:23 December
897:Role theory
887:Psychodrama
832:Art therapy
800:In practice
542:Disciplines
415:Suicidology
310:Educational
265:Anomalistic
241:Theoretical
216:Personality
146:Comparative
129:Cognitivism
120:Behaviorism
1613:Categories
1406:2018-08-27
1367:2023-11-06
1307:2023-11-06
1215:2016-01-01
1191:2016-01-01
1110:2023-11-06
924:References
892:Psychology
794:Psychology
470:Competence
335:Humanistic
315:Ergonomics
300:Counseling
275:Assessment
211:Perception
171:Ecological
47:Psychology
1525:191600461
1101:"History"
917:Theraplay
651:hospitals
465:Cognition
380:Political
290:Community
125:Cognitive
75:Subfields
1600:Archived
825:See also
681:England.
577:Timeline
490:Feelings
485:Emotions
445:Behavior
439:Concepts
400:Religion
385:Positive
375:Pastoral
360:Military
325:Forensic
320:Feminist
305:Critical
295:Consumer
285:Coaching
280:Clinical
156:Cultural
95:Abnormal
1629:Theatre
1344:Stenden
665:History
655:prisons
552:Outline
425:Traffic
420:Systems
355:Medical
186:Gestalt
70:History
65:Outline
1523:
1358:"NvDt"
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967:
777:, and
582:Topics
405:School
330:Health
236:Social
139:Social
1521:S2CID
937:ASd."
790:Drama
528:Lists
365:Music
350:Media
345:Legal
201:Moral
1145:2015
1132:ISBN
965:ISBN
758:HCPC
505:Mind
1513:doi
1302:HAN
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