The socio-emotional world of adolescents with intellectual disability: A drama therapy-based participatory action research

Geiger, Anat; Shpigelman, Carmit‐Noa; Feniger-Schaal, Rinat

doi:10.1016/j.aip.2020.101679

Cited by 10 publications

(7 citation statements)

References 29 publications

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“…Watching drama can also be therapy for certain mental illnesses (Novy, 2018). Because acting activities use dramatic verbal and non-verbal expressions it can improve the performance of social actions in society (Geiger et al, 2020). Through drama, a writer can maintain the circulation of the development of language ideology (Robertson, 2019).…”

Section: Discussionmentioning

confidence: 99%

Increasing youth awareness of local culture through active learning

Rosa

Olivia

Gayatri

et al. 2021

CJES

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This study aims to determine the influence of practice-based active learning on students' interest and response in learning local culture in drama classes. The research was conducted at public universities in Indonesia using two active learning strategies. Qualitative methods using participatory techniques, interviews, and observations were carried out in collecting data for this study. The sample of this research is fifty drama class students. The analysis of data was done after the drama classes ended, which was marked by the process of assessing student learning outcomes through stage performances. This study showed a statistically significant increase in students' interest and response to learning local culture through collaborative learning methods and role-play in drama classroom learning. This study recommends adopting an active learning strategy in teaching local cultural materials to students. Further research is recommended on designing different active learning strategies with other variables and in different locations. Keywords: Scriptwriting; classroom drama teaching; teaching local culture; active learning.

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Section: Discussionmentioning

confidence: 99%

Increasing youth awareness of local culture through active learning

Rosa

Olivia

Gayatri

et al. 2021

CJES

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“…The present study employed an art- based method to learn more about the relationship between these adolescents and their mothers. The engagement and accessibility of the art activity for this population is a significant strength of the JPP, as was found in other art-based studies with adolescents, as well as with young people with ID (see for example, [ 66 , 67 ]. It enables direct access to the lived experience of these adolescents in the context of a relationship dynamic with their mothers.…”

Section: Discussionmentioning

confidence: 56%

Relationship Aspects of Mothers and Their Adolescents with Intellectual Disability as Expressed through the Joint Painting Procedure

2022

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The quality of the interaction between mothers and their children with an Intellectual Disability (ID) plays a crucial role in their development and in particular during adolescence. This qualitative study was designed to provide a better understanding of aspects of the relationships between mothers and their adolescents with ID through an art-based tool, the Joint Painting Procedure. The qualitative analysis of six dyads of mothers and adolescents with severe, moderate and mild ID was based on the principles of narrative and phenomenological inquiry. The findings yielded three key themes that emerged from the relational dynamics during the JPP: (1) from dependency to autonomy, (2) the joint painting as a way to foster verbal communication, and (3) playfulness and enjoyment. The JPP appeared to serve as a meaningful art-based assessment of the implicit and explicit aspects of the relationships which evolved during the interaction. The findings underscore the potential of the JPP as a non-verbal, art-based tool that allows researchers and clinicians to learn more about the dynamics of relationships between mothers and their adolescents with ID. It also enables a context where the expression of relational issues can be communicated and even transformed.

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“…The most common treatment for children and adolescents with psychosocial problems are cognitive behavior therapy focusing on cognitive behavior, psycho-education, emotion regulation, communication, interpersonal skills, or parent training [ 23 , 24 , 25 , 26 , 27 ]. Some studies suggest that cognitive-behavioral therapy is less appropriate for young children and for children and adolescents who have difficulty expressing themselves verbally [ 28 , 29 , 30 , 31 , 32 , 33 ]. Activating strategies, such as role-playing, are emphasized as effective elements in treatment for these children and adolescents.…”

Section: Introductionmentioning

confidence: 99%

“…In particular, role play is seen as important for modeling behavior, to expose fears, and as an opportunity to develop coping skills [ 27 ]. Activating strategies, and role play, in particular, are important elements in drama therapy to treat psychosocial problems in children and adolescents [ 31 , 34 , 35 ].…”

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 socio-emotional world of adolescents with intellectual disability: A drama therapy-based participatory action research

Cited by 10 publications

References 29 publications

Increasing youth awareness of local culture through active learning

Increasing youth awareness of local culture through active learning

Relationship Aspects of Mothers and Their Adolescents with Intellectual Disability as Expressed through the Joint Painting Procedure

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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