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No abstract

Although a growing body of literature describes drama therapy intervention models and case examples of school-based work, there has yet to be a comprehensive study that details the prevalence and practice of drama therapy in North American schools. Members of the North American Drama Therapy Association received an online survey designed to gather quantitative descriptive data and qualitative experiences of drama therapists currently practicing in schools. This article presents findings related to the former, reporting data focused on relevant training and experience, organizational information, scope of practice, clinical engagement and obstacles to the introduction and implementation of services. Interpretation of reported descriptive data is provided and future research directions are considered regarding school-based, drama therapy practice.

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.

Drama therapy is an emerging mental health practice in North American schools. Yet little research has focused directly on the role of drama therapists in schools or their service navigation practices and challenges. From February to July of 2018, drama therapists affiliated with the North American Drama Therapy Association currently working in North American schools were invited to participate in an online Qualtrics survey. A qualitative thematic analysis was conducted on open-ended response items, the results of which reflect drama therapists' experiences pioneering direct and indirect services and responding to implementation challenges. Findings suggest that while drama therapists provide a number of critical school services, there are identifiable barriers to full integration into the system. Implications for drama therapists include the need for a further specified and structured role, formalized inclusion in student support teams, consistent opportunities to support both students and staff, more secure funding sources, clear implementation logistics, and increased awareness and education about drama therapy among school administrators, faculty, and mental health support staff.