Collaborative discourse analysis on the use of drama therapy to treat trauma in schools

Abstract

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.

Implementation of drama therapy services in the North American school system: Responses from the field

“…Sajnani et al's (2019) collaborative discourse analysis focuses on three trauma-based drama therapy programs in U.S. schools, with findings emphasizing the importance of metaphor, storytelling, and theater participation in supporting students and school systems to manage trauma-related behaviors. One of these programs, ENACT, uses role play, theater activities, and integrated classroom discussions to address traumatic stressors and foster socio-emotional skills (Burch et al, 2019;Feldman et al, 2009Feldman et al, , 2015Sajnani et al, 2019). A program evaluation of ENACT centralized the role of drama therapy in promoting school engagement and facilitating change among the student community (Feldman et al, 2015).…”

“…A minority of these articles focus specifically on individual trauma interventions with students (Christensen, 2010; Domikles, 2012; Pitre et al, 2016; Zeal, 2012; Zografou, 2002). The majority of literature in this domain is qualitative and focuses on group or school‐wide trauma interventions, highlighting the capacity of drama therapy to facilitate relationship building, social and behavioral skills, communication, emotional expression, and individual and group advocacy (Burch et al, 2019; Dix, 2015; Feldman et al, 2009, 2015; Frydman & Pitre, 2019; Landy, 2010; Mayor & Dotto, 2014; McAdam & Davis, 2019; Sajnani et al, 2014; Sajnani et al, 2019). Sajnani et al's (2019) collaborative discourse analysis focuses on three trauma‐based drama therapy programs in U.S. schools, with findings emphasizing the importance of metaphor, storytelling, and theater participation in supporting students and school systems to manage trauma‐related behaviors.…”

“…One of these programs, ENACT, uses role play, theater activities, and integrated classroom discussions to address traumatic stressors and foster socio‐emotional skills (Burch et al, 2019; Feldman et al, 2009, 2015; Sajnani et al, 2019). A program evaluation of ENACT centralized the role of drama therapy in promoting school engagement and facilitating change among the student community (Feldman et al, 2015).…”

“…Although drama therapists have been working in schools since the 1970s, the articulation of the practice within North America has only recently been codified. As drama therapists have refined their efforts in the school setting, the past decade has brought ongoing dialogue concerning service delivery, interrogation of established models, and broadened scholarly investigation (e.g., Feldman et al, 2015; Pitre et al, 2016; Sajnani et al, 2019; Sajnani et al, 2014). However, within school‐based drama therapy, no known studies have explored how direct intervention work is delivered, the role of consultation and faculty support within indirect service provision, or barriers to implementation and facilitation.…”

Creative arts therapy in the United States school system: An integrative systematic review of empirically evaluated interventions from the past decade

“…Notably, school‐based CAT programs are often individually structured to respond to their specific school environments (Glassman & Prasad, 2013; Isis et al, 2010; Johnson et al, 2020; Nelson, 2010; Sajnani et al, 2019). For example, North American drama therapists articulate their role as being reactive supports in schools, often positioned as responsive to emergent needs of individual students, within classrooms, or as called for on a school‐wide basis (Frydman & Mayor, 2021).…”