Dementia care: learning through drama

Abstract

During 2001 a dementia care project was undertaken by Juliet Kelly, lecturer/practitioner with the Oxfordshire Practice Development Unit. The findings emphasized the need for better communication and an inter‐professional approach. As one way of meeting these recommendations the Practice Development Unit, in conjunction with the Oxford Deanery, arranged a county‐wide event in January 2003. The event brought together a wealth of experience and expertise in the field of dementia. Over the two days more than 100 people attended and contributed to the learning. What made this training different was that it was led by a theatrical communication company ‘CragRats’ who specialize in using drama as a vehicle for sharing and learning. A script was developed using the experience and expertise of Oxfordshire staff groups. During the day, scenes were acted out after which multidisciplinary groups were able to tease out and discuss the issues raised. The day proved to be very successful and well received. People said that they left with a better understanding of dementia and a new awareness of the support networks that exist. Many commented that they had gained increased awareness of the impact that dementia has on the family of the person with a dementia and of the importance of collaborative working. Copyright © 2005 Whurr Publishers Ltd.

Research based theatre in dementia knowledge transfer: views from the front line

“…However, participants' immediate reaction to the event was overwhelmingly positive with this appreciation being expressed on emotional as well as cognitive levels. These emotional reactions reflect the findings of other research which suggests that such responses are significant when dramatic techniques are used as a knowledge transfer strategy and are more likely to lead to sustained responses than when engagement is on a solely cognitive level (McKay and Bright, 2005). Further evidence of this potentially sustained response was apparent in the optional resolutions to improve practice made by over half of the respondents to the initial questionnaire.…”

“…The session involved mutual introductions and a discussion of the play and its perceived resonance with participants own working role. This was followed by an exercise in "hot seating" or "interactive ethno-drama" (McKay and Bright, 2005) which required participants to adopt the role of a person with dementia. This individual was then addressed by other members of the group in an effort to ascertain their needs for assistance in the activities of daily living.…”

The Art of Mental Health Practice: The Role of Drama in Developing Empathy

“…Stuttard () has argued that while drama has been used in health care to teach the art of caring, it has been underused. Variations originating from drama (e.g., simulation training, role play, supervision role play) have all been judged to benefit insights into practice (Aliner, Hunt, Gordon, & Harwood, ; Borders & Brown, cited in Andersson, King, & Lalande, ; Cox, ; Deloney & Graham, ; Lepp, Ringsberg, Holm, & Sellersjo, ; McKay & Bright, ; Parathian & Taylor, ; Wiener, ). However, practices such as role play (the changing of one's behavior to fulfill a social role) are emphasized in much of the literature cited, there is little specific focus on emotions involved, as compared with drama and the specific skills associated with acting.…”