The effect of drama therapy on working memory and its components in primary school children with ADHD

Kejani, Mina; Raeisi, Zohreh

doi:10.1007/s12144-019-00564-8

Cited by 9 publications

(12 citation statements)

References 29 publications

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“…For instance, the psychodrama technique may assist youngsters with attention deficit/hyperactivity disorder (ADHD) to reduce their aggressive behaviour and concentration difficulties [ 62 ]. Furthermore, drama therapy can be utilised as an effective intervention to lower the expenses of ADHD treatment, particularly for strengthening working memory in adolescents with ADHD [ 59 ]. Using a dramatic diary and monologue, cognitive-behavioral psychodrama group therapy promoted critical thinking and decreased defensiveness in inadequately guarded male adolescents [ 53 ].…”

Section: Discussionmentioning

confidence: 99%

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Effectiveness of Drama-Based Intervention in Improving Mental Health and Well-Being: A Systematic Review and Meta-Analysis during the COVID-19 Pandemic and Post-Pandemic Period

2023

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As a creative form of psychotherapy, drama appears to assist individuals in the COVID-19 pandemic and post-pandemic period in altering crisis conditions and challenging negative perspectives. Drama-based intervention is presented as an option for addressing mental health issues in clinical and general populations by utilising various multidisciplinary sources, such as psychodrama and role playing. In this study, a systematic review and meta-analysis were employed to assess the impact of drama on mental health and well-being during the COVID-19 pandemic and post-pandemic. Four electronic databases (PubMed, Cochrane, Web of Science, and ScienceDirect) were extensively searched from December 2019 to October 2022. Quality assessment and Risk of Bias tool of the Cochrane Collaboration were performed. Using a random effect model, standardised mean difference (SMD) values and 95% confidence intervals (CI) were calculated. In the final analysis, 25 studies involving 797 participants were included. The study revealed that drama-based interventions have the potential to improve mental health (e.g., trauma-related disorders) and well-being (e.g., psychological well-being), which could position drama as an adjunctive method of mental health care. This original review offered the newer, more comprehensive recommendations for drama-based intervention based on evidence.

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Section: Discussionmentioning

confidence: 99%

“… Risk of bias summary for each included study [ 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 58 , 59 , 60 , 61 , 62 , 63 , 64 , 65 , 66 , 67 , 68 , 69 , 70 , 71 , 72 , 73 , 74 ]. …”

Section: Figurementioning

confidence: 99%

Effectiveness of Drama-Based Intervention in Improving Mental Health and Well-Being: A Systematic Review and Meta-Analysis during the COVID-19 Pandemic and Post-Pandemic Period

2023

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“…Specifically, authors noted the aesthetic frame of drama afforded a developmentally appropriate opportunity to safely engage with issues that might otherwise be overwhelming or destabilizing (Bornmann et al, 2007 ; Cropper & Godsal, 2016 ; Johnson et al, 2021 ; Sajnani et al, 2019 ; Webb, 2019 ). Furthermore, SBDT’s focus on creative expression through socially-focused drama activities, structured role plays, and projective objects (e.g., puppets) establishes an inviting therapeutic environment to address socio-emotional content (Akhmetzhan et al, 2020 ; Kejani & Raeisi, 2020 ; Lau, 2019 ; Mayor & Frydman, 2021 ; Moula, 2021 ). These activities provide an opportunity for young children to draw parallels between what occurred in the dramatic space and connections to their real world relationships and emotional experiences (Ellinor, 2019 ; Kejani & Raeisi, 2020 ; Lau, 2019 ; Mayor & Frydman, 2021 ; Sajnani et al, 2019 ).…”

Section: General Findingsmentioning

confidence: 99%

“…In a mixed group of neurotypical young students and those diagnosed with ASD, Dyer ( 2017 ) identified the use of play, embodiment, and metaphoric representation as factors in increased friendship skills and verbal communication, enhanced capacity for extended relational play, and expanded awareness of others. In a cohort of elementary school children diagnosed with ADHD, Kejani and Raeisi ( 2020 ) found significant improvements in working memory for those who received SBDT, including role playing and script generation, when compared against a no-treatment ADHD control group. The findings suggest that improvement in working memory is linked to a potential increase in self-regulation capacities and social awareness and decreases in classroom problem behaviors related to executive functioning deficits.…”

Section: General Findingsmentioning

confidence: 99%

A Scoping Review on the Use and Potential of School-Based Drama Therapy to Enhance Socio-emotional Skills in Early Childhood

Frydman

Mayor

2023

Early Childhood Educ J

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Drama therapy incorporates play, imaginary engagement, embodiment, and perspective taking to promote interpersonal skills and affective functioning. Existing school-based drama therapy (SBDT) research has demonstrated utility with select populations; however, much of the SBDT literature has featured disparate findings. Absent from the current literature is a thorough synthesis of the benefits of SBDT for socio-emotional development in early childhood, an age cohort that may be well suited for drama therapy due to the method’s theoretical and practical focus on action, symbolism, and play. A scoping review was conducted to answer the research question: What is the use and potential of SBDT to enhance socio-emotional skills in early childhood ? Following a thorough database and manual search, 406 articles were identified and, after screening, 16 articles met the inclusion criteria. Based on the results, practice recommendations include the use of metaphor, distance, and life-drama connection to enhance socio-emotional skills, using dramatic play as a tool to address adverse experiences, and applying SBDT to support specific clinical populations. Policy recommendations include the use of SBDT within a public health trauma approach and the need for ecological integration of SBDT into schools. Research recommendations include the need for a broad-level articulation of a scaffolded SBDT research agenda in schools focused on socio-emotional skills and recommendations specific to methodological and reporting rigor.

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“…These outcomes are important effects that may promote self-esteem that buffers the negative effect of stressful life events in adolescence [ 54 ]. Drama therapy experts assume that drama therapy is used to promote understanding of one’s own and others’ behavior in terms of mental states (mentalization) [ 55 , 56 , 57 ], executive functions [ 58 , 59 ], working memory [ 60 , 61 ], and resilience [ 39 , 62 , 63 ]. Most studies on the effects of drama therapy in children and adolescents are based on expert opinions reflecting on their clinical work.…”

Section: Introductionmentioning

confidence: 99%

Drama Therapy for Children and Adolescents with Psychosocial Problems: A Systemic Review on Effects, Means, Therapeutic Attitude, and Supposed Mechanisms of Change

et al. 2022

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Drama therapy is applied to children and adolescents with psychosocial problems. Drama therapy is an experimental form of treatment which methodologically uses drama and theatre processes to achieve psychological growth. Although in clinical practice, drama therapy has been applied successfully, little is known about how and why drama therapy contributes to a decrease in psychosocial problems. A systematic narrative review was performed to obtain more insight into this issue. Eight databases were systematically searched. Ten out of 3742 studies were included, of which there were four random controlled trails, three non-controlled trials, and three pre-and post-test design studies. We identified the results, drama therapeutic means, attitude, and mechanism of change. Positive effects were found on overall psychosocial problems, internalizing and externalizing problems, social functioning, coping and regulation processes, social identity, and cognitive development. An adaptive approach was mentioned as the therapeutic attitude. The means established contribute to a dramatic reality, which triggers the mechanisms of change. These are processes that arise during treatment and which facilitate therapeutic change. We found ten supposed mechanisms of change to be frequently used in all studies. No direct relations were found between the results, drama therapeutic attitude, means, and mechanisms of change.

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The effect of drama therapy on working memory and its components in primary school children with ADHD

Cited by 9 publications

References 29 publications

Effectiveness of Drama-Based Intervention in Improving Mental Health and Well-Being: A Systematic Review and Meta-Analysis during the COVID-19 Pandemic and Post-Pandemic Period

Effectiveness of Drama-Based Intervention in Improving Mental Health and Well-Being: A Systematic Review and Meta-Analysis during the COVID-19 Pandemic and Post-Pandemic Period

A Scoping Review on the Use and Potential of School-Based Drama Therapy to Enhance Socio-emotional Skills in Early Childhood

Drama Therapy for Children and Adolescents with Psychosocial Problems: A Systemic Review on Effects, Means, Therapeutic Attitude, and Supposed Mechanisms of Change

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