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In this article we take a strength-based approach to understand how Applied Theatre as a vehicle, provides opportunities for embodied voices to have a positive influence on the wellbeing, and attitudes to health, of young people who have been 'pushed' to the margins. We begin by explaining the concepts of wellbeing, embodiment and embodied voices, and Applied Theatre, followed by an example of practice from Canada with Indigenous youth to illustrate these concepts, and finally present some recommendations for professionals using Applied Theatre for co-creation with 'marginalised' youth for their wellbeing.

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Early reflective practice drew on the work of Dewey (1916, 1938) and the concept of learning-by-doing involving individual reflection on, and in, action. Bradbury, Kilminster, Zukas, Frost and Zukas (2010) take the practice of reflection into a more socially constructed sense of knowing where the individual 'reflexes' in and through experiences as felt ways of knowing. This concept forms the basis of this article. We will explore a process of learning called the 6 Part Story Method (6PSM). Originally created in the field of Dramatherapy as a diagnostic tool to enable child victims of trauma to be supported (Lahad, 1992), Author 1 further developed it (2015) to support the development of self awareness and practice the enhancement of education professionals and leaders. Author 2 then utilized it in teaching a course on ethical practice in a graduate programme; the course's epistemological underpinning is the concept of "ethical know-how" (Varela, 1999). We then include the work of Author 3, a student in the programme, as she explores the story she developed through the 6PSM and then analyzes the effect of it on herself one year later.

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