Rozprawy doktorskie na temat „Drama therapy”
Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Drama therapy.
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych rozpraw doktorskich naukowych na temat „Drama therapy”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
1
Jones, Gaybrielle Irene. "Using Drama Therapy Techniques in Secondary Education". University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1334167898.
Pełny tekst źródła
2
Bye, Kristina. "The drama therapy database : a comprehensive and interactive bibliography". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0004/MQ43684.pdf.
Pełny tekst źródła
3
Przibislawsky, Csilla. "Authentic neutral mask : a new method of drama therapy". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ47878.pdf.
Pełny tekst źródła
4
Haist, Victoria. "Body drama : the utilization of drama therapy for the exploration and treatment of negative body image". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ54358.pdf.
Pełny tekst źródła
5
Gaffney, Cyndy. "Where is the therapy in drama therapy when working with children with severely disruptive behavior?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ54357.pdf.
Pełny tekst źródła
6
Goddard, Michael S. "A Drama-Based Group Intervention for Adolescents to Improve Mentalization". Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1597409479861618.
Pełny tekst źródła
7
Galligan, Joshua M. "DE-MASKING THE SILENCE - Drama Therapy: For Children with ASD". VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1793.
Pełny tekst źródłaStreszczenie:
This dynamic form of pedagogy attempts to cross the interdisciplinary boundaries between theatre, psychology, and modern medicine. What I attempt to present in this thesis is a systematic developmental framework for the theoretical use of drama therapy with children suffering from Autism Spectrum Disorder. This approach has been based on in-depth interdisciplinary study which makes use of the most current research looking at the neurological makeup of the autistic brain. This systematic approach examines the mirror neuron system which has been labeled as a major defect in children with ASD. Through the use of theatrical techniques such as acting, movement, voice and speech combined with modern theatre theory and clinical practice this creative approach allows for integration of imagination and self discovery. By engaging autistic children in drama therapy intervention I believe it is possible to stimulate the underdeveloped mirror neurons which cause the defects in social, emotional, and language skills. By pushing the perceived concept of theatre beyond aesthetics it is possible to expose its obligation to a healthier society.
8
Boyd, Kathryn. "Becoming oneself, a call to action : drama therapy with female adolescents". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ47875.pdf.
Pełny tekst źródła
9
Thomas, Amy E. "An adolescent in individual drama therapy : exploring meaning, power, and creativity through co-construction and narrative therapy influences". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0015/MQ54360.pdf.
Pełny tekst źródła
10
Stefens, Andrea M. M. "(re)Birth| Using Drama Therapy for Emotionally Healing from Traumatic Pregnancy Experiences". Thesis, New York University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1549233.
Pełny tekst źródłaStreszczenie:
Pregnancy is a short but extremely impactful time in a woman's life. When trauma occurs during the course of pregnancy the negative emotional consequences can be long-lasting. They can also be complex both for the client to understand and for the therapist to treat. This thesis explores the hypothesis that because drama therapy allows the client such tools as the safety of distancing, full use of the body, embracing of paradox, role investigation, and a way to express the emotional responses to both met and unmet societal expectations it is therefore uniquely suited to helping women who have been through traumatic pregnancies reclaim feelings of emotional well-being. A comprehensive literature review is presented which looks at the reasons why a traumatic pregnancy is such a complicated event to achieve emotional closure with, the appropriateness of drama therapy methodologies for use with this population, and the difficulties inherent in therapeutically approaching situations of ambiguous loss and difficult to define traumas. Finally, this author presents data from the writing and performing of a script exploring her personal experience as a survivor of two extremely physically traumatic pregnancies (script included herein) and documenting how drama therapy advanced her process towards healing.
11
Batzoglou, Antonia. "Towards a theatre of psychagogia : an experimental application of the Sesame approach into psychophysical actor training". Thesis, Central School of Speech and Drama, 2012. http://crco.cssd.ac.uk/381/.
Pełny tekst źródłaStreszczenie:
This thesis based in practice as research proposes a pedagogical model for supporting the actor’s inner psychological process within the area of psychophysical actor training. By invoking Socrates’ concept of psychagogia, I critically examine key aspects of psychophysical actor training in order to clarify the conceptual and pragmatic meaning of ‘psyche’ within the psychophysical process. Socrates describes psychagogia as the educational art of leading the psyche towards dialectical examination of the good. It is Aristotle, however, who identifies the art of tragedy as the greatest form of psychagogia, and it is in this context that the thesis re-introduces psychagogia for actor training. My research investigates in practice the application of a modified Sesame Drama and Movement Therapy approach for actors. It entails a series of projects and workshops exploring a pedagogical model based on the Sesame methodology and structure, and using ancient Greek myths as vehicles to encounter conscious and unconscious aspects of the psyche. The research addresses the necessity for an embodied experience and awareness of the psyche by confronting creatively its conscious and unconscious aspects. I aim to show how a Sesame Drama and Movement Therapy approach facilitates this process in a safe and reflexive way, raising the actor’s awareness of this tacit and intangible inner quality.
12
Burns, Mary Elizabeth. "An exploration of the importance of self-care to the drama therapy intern". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0015/MQ54353.pdf.
Pełny tekst źródła
13
Bulmer, Leigh. "Using picture books in drama therapy with children : a therapeutic model and annotated bibliography". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ54352.pdf.
Pełny tekst źródła
14
Jones, Philip Richard. "Dramatherapy : its development and core therapeutic processes". Thesis, University of Hertfordshire, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369761.
Pełny tekst źródła
15
O'Connor, Peter J., i n/a. "Reflection and Refraction: The Dimpled Mirror of Process Drama: How Process Drama Assists People to Reflect on Their Attitudes and Behaviours Associated with Mental Illness". Griffith University. School of Vocational, Technology and Arts Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031210.113358.
Pełny tekst źródłaStreszczenie:
The National Project to Counter Stigma and Discrimination was established by the New Zealand government in 1997. The Project recognised that people with a diagnosis of mental illness are marginalized and excluded from full participation in society. The Mental Health Foundation was contracted to provide workshops for mental health service providers to shift workplace attitudes and behaviours that were discriminatory or stigmatising. This thesis used a case study approach to capture and evaluate the significance and nature of the transitory form of process drama in three workshops I facilitated in largely Maori communities in the far north of the North Island. The principles of reflective practitioner research informed the use of research tools, data collection and analysis. This research focused particularly on reflective strategies that occurred inside process drama work and the way in which meaning was constructed in that context. The central research question asked: 'In what ways does process drama work to assist people to reflect on their attitudes and behaviours associated with mental illness?' This raised a secondary question: 'What potential is there for a model to counter stigma and discrimination that uses process drama as a central strategy?' This thesis posits a new model for understanding the nature of reflection in process drama. The mimetic notions of the fictional and the real as discrete and defined entities should instead be seen as permeable frames of existence that on occasions collide and collapse into each other. The double paradox of process drama is that, having created an empathetic relationship with the roles taken, we purposefully structure distance so we can then deliberately collapse the distance to create deep moments of reflection. I suggest a more accurate term to describe reflection in process drama is refraction. Refraction acknowledges that, rather than clarity, process drama seeks ambiguity: instead of resolving issues it seeks to further problematise and complexify. The tension of working with a democratic and open-ended art form towards a pre-ordained end as part of the project is closely examined. The impact of performative rituals and proto drama processes as part of the context of working in Maori settings is also explored. A three step model for countering stigma and discrimination is formulated and workshopped. The content of the model is based on an analysis of research undertaken within an anti-racist context, and models that have informed similar mental health campaigns. The form of the model is process drama. An analysis of the workshops demonstrated that the first model developed was limited in its effectiveness. Instead, participants should engage in repeating cycles of generating and investigating images. This leads to the development of what I have termed the Spiral Three Step Model. Although the effectiveness of the Spiral model is not tested in this research, it became apparent that the workshops based on this structure provided opportunities for participants to consider and reflect/refract deeply on their workplace's attitudes and behaviours.
16
O'Connor, Peter J. "Reflection and Refraction: The Dimpled Mirror of Process Drama: How Process Drama Assists People to Reflect on Their Attitudes and Behaviours Associated with Mental Illness". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366538.
Pełny tekst źródłaStreszczenie:
The National Project to Counter Stigma and Discrimination was established by the New Zealand government in1997. The Project recognised that people with a diagnosis of mental illness are marginalized and excluded from full participation in society. The Mental Health Foundation was contracted to provide workshops for mental health service providers to shift workplace attitudes and behaviours that were discriminatory or stigmatising. This thesis used a case study approach to capture and evaluate the significance and nature of the transitory form of process drama in three workshops I facilitated in largely Maori communities in the far north of the North Island. The principles of reflective practitioner research informed the use of research tools, data collection and analysis. This research focused particularly on reflective strategies that occurred inside process drama work and the way in which meaning was constructed in that context. The central research question asked: 'In what ways does process drama work to assist people to reflect on their attitudes and behaviours associated with mental illness?' This raised a secondary question: 'What potential is there for a model to counter stigma and discrimination that uses process drama as a central strategy?' This thesis posits a new model for understanding the nature of reflection in process drama. The mimetic notions of the fictional and the real as discrete and defined entities should instead be seen as permeable frames of existence that on occasions collide and collapse into each other. The double paradox of process drama is that, having created an empathetic relationship with the roles taken, we purposefully structure distance so we can then deliberately collapse the distance to create deep moments of reflection. I suggest a more accurate term to describe reflection in process drama is refraction. Refraction acknowledges that, rather than clarity, process drama seeks ambiguity: instead of resolving issues it seeks to further problematise and complexify. The tension of working with a democratic and open-ended art form towards a pre-ordained end as part of the project is closely examined. The impact of performative rituals and proto drama processes as part of the context of working in Maori settings is also explored. A three step model for countering stigma and discrimination is formulated and workshopped. The content of the model is based on an analysis of research undertaken within an anti-racist context, and models that have informed similar mental health campaigns. The form of the model is process drama. An analysis of the workshops demonstrated that the first model developed was limited in its effectiveness. Instead, participants should engage in repeating cycles of generating and investigating images. This leads to the development of what I have termed the Spiral Three Step Model. Although the effectiveness of the Spiral model is not tested in this research, it became apparent that the workshops based on this structure provided opportunities for participants to consider and reflect/refract deeply on their workplace's attitudes and behaviours.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Vocational, Technology and Arts Education
Full Text
17
Benathen, Weisz G. Zeeva. "Analysis of a journey : an exploration of one child's and one therapist's experience of individual drama therapy". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/MQ43682.pdf.
Pełny tekst źródła
18
Butler, Elmien. "Poetic and therapeutic encounters with adolescents". Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-08212007-123522.
Pełny tekst źródła
19
Nicholson, Nichole. "Diagnosed Identity: Using Performance to Rupture Dominant Narratives of Adult Children of Alcoholics". OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/383.
Pełny tekst źródłaStreszczenie:
Using autoethnography, performance praxis, and narrative theory, this thesis seeks to examine the discourses of the Recovery Industry in relationship to Adult Children of Alcoholics (ACoA). The Recovery Industry creates normalized identity scripts that may be problematic for some people who fall under this diagnosis/category. By using subversive performance praxis, the author hopes to rupture these dominant narratives in hope of creating new possibilities for identity narratives.
20
Petropoulou, Ioanna. "A portfolio of academic, therapeutic practice and research work including an investigation of clients' experiences of drama techniques in therapy : A qualitative analysis". Thesis, University of Surrey, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529450.
Pełny tekst źródła
21
Bangham, Nicola. "An experiment in integration : working with "Youth at-risk" in performative style drama therapy at the Centre for the Arts in Human Development (Concordia University)". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ54351.pdf.
Pełny tekst źródła
22
Clifford, Sally Margaret. "Why have you drawn a wolf so badly? : community arts in healthcare". Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/35893/1/35893_Clifford_1997.pdf.
Pełny tekst źródłaStreszczenie:
Community arts is often criticised for its tendency to be more about welfare than art. This thesis investigates this claim through the environment of a growing number of
arts projects taking place in healthcare settings. Healthcare settings inherently deal with the field of welfare. This research has recognised that many of these projects are participation-based community arts projects. I have termed these projects arts-inhealth
and they form the case studies of this research.
Arts-in-health is not art therapy. Arts-in-health is a community arts-based approach to artmaking which enables people to access art processes and skills which are not part of the treatment or diagnosis of their illness. This thesis recognises that people belong to a communal web of relationships which can often be severed when they
become ill. Because arts-in-health encourages artmaking beyond a treatment framework, it can re-connect people to their communal web. is thesis claims that for community art to have this impact it must be designed and
implemented through artistic processes and not treatment, therapeutic or clinical ones. If community art processes do become distorted by therapeutic processes, they
will become more about welfare and less about art; consequently, they contribute less to the community in which individuals live.
23
Schiff, Heather. "This ain't a circle : the use of drama and movement therapy in providing containment to adolescents with learning difficulties within a group therapeutic intervention : a case study exploration". Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7405.
Pełny tekst źródłaStreszczenie:
Bibliography: leaves 76-92.This dissertation attempts to illustrate by way of clinical material a method of working therapeutically using drama and movement therapy with a group of adolescents with learning difficulties. The study is located within a theoretical context of an understanding of the emotional aspects of learning While many interventions with learning difficulties stress the cognitive dimension of these problems, this study explores their emotional basis and consequences. Bion's theory of thinking and the Container-Contained model of early object relations is used to formulate the idea that the adolescents participating in the study had not yet internalised an object capable of knowing, making it difficult for them to think about themselves and to express verbally their needs and feelings. An important aspect of the therapeutic function, that of providing a container within which to hold feelings and make thoughts thinkable, is thus explicated. It is further noted that the Way in which adolescents communicate their feelings in therapy is frequently beyond words, and ascertained by way of symbolic expression, non-verbal responses and projective-identification processes. This assumption is actively engaged by establishing drama and movement therapy as the primary therapeutic mode in the work. The potential of the creative arts therapies in assisting these young people in negotiating their difficulties is explored. Through an analysis of case material, the dissertation explores how difficult feelings associated with learning problems can be enacted, named and recovered for reflection and expression Both the notion of the therapist as a container for the adolescents' feelings, as well as the potential usefulness of drama and movement as 'concrete' containers for the exploration of internal and external experience, are examined.
24
Bernadet, Régis. "L'obèse en théâtre ou théâtre de l'obésité ? : approche expérimentale de théâtre thérapeutique auprès de personnes obèses". Thesis, Toulouse 2, 2012. http://www.theses.fr/2012TOU20026.
Pełny tekst źródłaStreszczenie:
Ce travail de thèse étudie l'impact du théâtre thérapeutique utilisant à la fois des exercices d’improvisation et des jeux théâtraux structurés auprès de patients obèses. Ainsi, 44 sujets bénéficient-ils de 5 séances avec cette modélisation dans le cadre d'un programme d'éducation thérapeutique au cours d’une hospitalisation standardisée de 3 semaines. Un groupe de 50 sujets bénéficient du même programme de soin mais sans de théâtre thérapeutique ; ils forment le groupe contrôle. Tous ont été explorés en procédure test/retest au niveau de l’alexithymie (TAS-20), l’estime de soi (ETES), les troubles du comportement alimentaires (EDI-2), et les stratégies de coping (Brief COPE). Par ailleurs, les représentations et le vécu du groupe expérimental a été recueilli en post hospitalisation (questionnaires ECTM). Les résultats indiquent une augmentation significative des scores de l'estime de soi émotionnelle, une diminution de pensée orientée vers l’extérieur et les scores d'utilisation des stratégies de coping tournées vers le soutien social augmentent. De même, leur investissement dans ses activités parait s’inscrire durablement comme processus de changement et contribue à leur inscription socioculturelle. Cette étude permet d'avancer la pertinence d'utiliser une technique de théâtre thérapeutique structurée et manuélisée auprès de patients obèsesThe work of this thesis studies the impact of drama therapy using improvisation exercises as well as structured theatre games with obese patients. In this context 44 individuals received 5 sessions using this model of therapy in the context of a therapeutic education program during a standardized 3-week hospitalization. A group of 50 individuals received the same program of care but which did not include drama therapy; they formed the control group. All were estimated, in test/retest procedure, at the level of the alexithymia (TAS-20), self-esteem (ETES), the eating disorder, and strategies of coping (Brief COPE). Furthermore the representations and experiences of the experimental group were collected post-hospitalization (ECTM questionnaires). The results indicate a significant increase in scores of emotional self-esteem, a decrease in outward-oriented thinking and an increase in the scores of coping strategies geared towards social support. This study suggests the appropriateness of using structured and codified drama therapy techniques with obese patients. Similarly, the participation in those activities seems to indicate a sustainable process of change and to contribute to their socio-cultural assimilation
25
Johnston, Emma Anne. "Healing maori through song and dance? Three case studies of recent New Zealand music theatre". Thesis, University of Canterbury. Theatre and Film Studies, 2007. http://hdl.handle.net/10092/980.
Pełny tekst źródłaStreszczenie:
This thesis investigates the way "healing" may be seen to be represented and enacted by three recent New Zealand music theatre productions: Once Were Warriors, the Musical-Drama; The Whale Rider, On Stage; and Footprints/Tapuwae, a bicultural opera. This thesis addresses the ways each of these music theatre productions can be seen to dramatise ideologically informed notions of Maori cultural health through the encounter of Maori performance practices with American and European music theatre forms. Because the original colonial encounter between Maori and Pakeha was a wounding process, it may be possible that in order to construct a theatrical meeting between the "colonised" Maori and the "colonial" non-Maori, "healing" is an essential element by which to foster an idea of the post-colonial, bicultural togetherness of the nation. In all three productions, Maori song and dance forms are incorporated into a distinctive form of western music theatre: the American musical; the international spectacle; Wagnerian opera. Wagner's attempts to regenerate German culture through his music dramas can be compared to Maori renaissance idea(l)s of cultural "healing" through a "return" to Maori myths, traditions and song and dance.
26
Hickson, Andy. "Can young people develop and deliver effective creative anti-bullying strategies?" Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/97886.
Pełny tekst źródłaStreszczenie:
Using action research within a critical paradigm framework the author investigated young people’s ability to develop a programme of work that raises awareness of bullying in schools. The research group was made up of six young people, to whom the author and other specialists offered anti-bullying and participatory training techniques. The group eventually designed their own anti-bullying activity programme, which they delivered in creative workshop style sessions to other young people in schools. The author located this research in critical enquiry, engaging the group in a self-reflective process that aimed to be democratic, equitable, liberating and life enhancing. This report is written in the form of a narrative and evaluates the author’s practice as an educative theatre practitioner. Central themes to this research are bullying, power, creative activity and youth participation. Schools, teachers and adults are often described as sucking out the creativity of young people and thus not allowing many of them achieve their full potential. In this context young people are often powerless to deal with some of the difficult issues in their lives such as bullying. The author suggests that peer support is a key strategy to deal with bullying in schools. The author introduces a new concept of peer support called external peer support, which he has evaluated against the current literature. The definition of bullying is explored in depth, as is its relationship to power. The author suggests peer support to be a key strategy in youth participation and ultimately helping youth empowerment.
27
Morelos, Ronaldo. "Symbols and power in the theatre of the oppressed". Thesis, Queensland University of Technology, 1999.
Znajdź pełny tekst źródłaStreszczenie:
Augusto Boal developed Theatre of the Oppressed as a way of using the symbolic language of the dramatic arts in the examination of power relations in both the personal and
social contexts. Boal understood that symbolic realities directly influence empirical reality and that drama, as an art form that employs the narrative and the event, serves as a powerful interface between symbols and actuality. In the dramatic process, the creation and the environment from which it emerges are inevitably transformed in the process of enactment. These transformations manifest in the context of power relations - in the context of the receptor's ability to make decisions and to engage in actions, and the communicator's ability to influence the receptor's opinions and behaviour. This thesis will examine two different
practices in which symbolic realities have been utilised in the context of human relations of power. Primarily, this thesis examines the theory and practice of Theatre of the Oppressed as it has developed. Additional(v, Theatre of the Oppressed will be examined in comparison with another body of theory and practice - one grounded in the martial and political fields. The similarities and differences between the two practices will be used as a way of elaborating
upon the objectives and methods of Theatre of the Oppressed, and as a way of examining the overall practice of 'cultural activism'. This thesis will look at the work of Augusto Boal from 1965 to 1998, and the body of his work known as Theatre of the Oppressed. Also examined will be the work of Edward Geary Lansdale from 1950 to 1983, chiefly his work in the Philippines and Vietnam. One is a theatre worker, a writer, director, theorist and politician.
The other retired as a major general in the US Air Force, a renowned intelligence operative and expert. This thesis will argue that they are working in the same field, albeit at different points in spectrums of material resources and ideology. They are both cultural activists. This
thesis will examine the way these two practitioners have used the narrative and the event, the myth and the ritual, to colour the canvas of cultures. Cultural activism is the orchestration of narratives and events. Cultural activists work with the symbolic in order to influence the actual.
28
Litwak, Jessica. "My Heart is in the East: Exploring Theater as a Vehicle for Change, Inspired by the Poetic Performances of Ancient Andalucía". Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1432152428.
Pełny tekst źródła
29
FU, YA-CHUN, i 傅雅群. "Working with Image through Drama Therapy". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/84953174383895125989.
Pełny tekst źródłaStreszczenie:
碩士國立臺北教育大學
心理與諮商學系碩士班
105
The purpose of this study was to explore the content and process of working with image. Focusing on a dramatherapy group with the use of story, drama enactment and artmaking, the study explored the images and the inner process of working with image through the experiences of three participants. Narrative inquiry and in-depth interview were employed in the study to collect and present qualitative data. The discussion is summarized below: 1. The discussions of the method: there were three stages in the group process, included the initial stage, the middle stage, and the final stage. The main goal of the initial stage is to establish a supportive envioronment for spontaneous creative activity. In the middle stage, participants ineracted deeply with their images and facilitate the life within images. In the final stage, the most important work is to integrate the images. Then, the three main elements of working with image, including story, drama enactment and artmaking, were discussed here. The three elements were utilized together to deepen the process of working with image. 2. The emerge of the image: Through the understanding of both the participants and researcher, the study suggested that images bring meaning from four different dimensions. From the consciousness, images are related to the reality. From the unconsciousness, images reveal the inner mental structure. From the collective unconsciousness, images contain meanings and energy from the psychic world. Furthermore, image has its own independent spirit, and that brings individual external strenght and insight. 3. Working with image: The inner process working with image suggested to go throuth the state in order, to the state in chaos, and ends up in the state of reintegration. In the end, the study concluded the critical characters of image, including it’s like a living organism, and can be keeping the link with individual. Working with image opens up the turning opportunity, rebuilds the relationship between inner images, and bring actual influence in real life.
30
Martin, Glaucia Cristina. "The alliance between drama therapy and emotional intelligence". Thesis, 2001. http://spectrum.library.concordia.ca/1682/1/MQ85281.pdf.
Pełny tekst źródłaStreszczenie:
In respect and in honor of the power that is innate in every human being, this paper explores the possibility of integrating two different fields never before combined, Drama Therapy and Emotional Intelligence. Both put faith in the whole individual and emphasize the importance of fully developing one's potential as a human being. Both fields open up the possibility of positive transformation and use different tools to accomplish this goal. The intention of this paper is to create a Preventative Program based on Drama Therapy techniques that are designed to promote Emotional Intelligence in schools. Schools are the intended environment for parents, teachers and children to use the program to work together towards self-healing and inner transformation. The topics included in this paper are: a relevant literature review of Emotional Intelligence Theory and Self-Science curriculum, a study combining Drama Therapy methods and lessons taught by the Self-Science curriculum and the final development of a Preventative Program
31
Perecowicz, Tamar. "Creative interventions in drama therapy for treating families". Thesis, 2002. http://spectrum.library.concordia.ca/1792/1/MQ74867.pdf.
Pełny tekst źródłaStreszczenie:
This paper addresses the centrality of families in our lives and the conflicts members experience that bring them into therapy. Such conflicts are addressed within the context of dysfunction, noted by a breakdown in the family's communication or an inpairment in inter-member relationships. Dysfunction is addressed in a thorough discussion of two conventional therapeutic approaches. Bowenian therapy-built on systems theory and CBT or cognitive behavioral therapy with families are outlined for their therapeutic benefits and limitations. Their limitations highlight the need for alternative, more innovative interventions in family therapy. Drama therapy and four of its interventions; play, psychodramatic and sociometric techniques, and sculpting are discussed for their creative and dynamic approaches to helping people make sense of their struggles. Social constructionism is also explored for its ability to help family members "re-author" the unit's current, troublesome life story. This paper explores the usage and benefits of combining drama therapy with social constructionism in family therapy and suggests new avenues to explore in further research and clinical practice.
32
Caplan, Kerri. "Drama therapy : a possible intervention for children with autism". Thesis, 2006. http://spectrum.library.concordia.ca/9267/1/MR34585.pdf.
Pełny tekst źródłaStreszczenie:
The most widely used and most successful treatment for children with autism is known as Intensive Behavioral Intervention (IBI) and allows for a significant increase in cognitive, behavioral and language skills. However, there seems to be a gap in this form of treatment between the known benefits and the possible improvements in emotional expression and social interaction. I have witnessed the gains in cognitive, behavioral and language skills for children with autism receiving IBI, but I have yet to see these children increase their range of emotional expression and social interaction with the aid of IBI. An important question that I would like to pose is, is it possible for other treatments such as Drama Therapy to be an effective intervention for this population and can it fill that gap? This paper examines the process of two children with autism and the use of drama therapy as an intervention for these children. The first case study looks at the process of a four year old male with autism who is non verbal and the second case study follows the process of a seventeen year old male with autism who is verbal. The main goal for each child was to have them learn how to express their emotions through drama therapy as well as increase their social interaction skills through drama therapy. I incorporated the guidelines of non-directive play therapy created by Virginia Axline (1969) and through this incorporation I witnessed each client learn how to form a new relationship, express their emotions and learn new social skills
33
Annandale, Amari. "Exploring embodiment in drama therapy for enhancing intercultural communication". Thesis, 2017. https://hdl.handle.net/10539/23792.
Pełny tekst źródłaStreszczenie:
A research report submitted to the Wits School of Arts in partial fulfilment of the requirements for the degree of Masters of Arts by coursework and research report in the field of Drama Therapy, in the faculty of Humanities, University of the Witwatersrand, Johannesburg.
March 2017This qualitative research study examines the ways in which embodiment in drama therapy can be an effective intervention aimed at enhancing intercultural communication amongst South Africans. South Africa is a multicultural society owing to the diverse cultures people belong to. Communication is required in order for multiculturalism to succeed and peaceful coexistence to be stimulated. This study involved six participants who engaged in a series of six drama therapeutic group sessions focused on embodiment. Using interpretative phenomenological analysis the study found that the participants were able to enhance the intercultural communication amongst them as well as develop cross-cultural relationships. This research report consists of an exploration of the South African context. Thereafter embodiment, culture and communication are discussed to understand how these aspects influence the participants and their daily lives. Chapter three is the exploration of both globalisation and intercultural communication. Chapter four gives an explication of embodiment as a drama therapy approach and what embodiment offers the individual, followed by chapter five which demonstrates the methodology applied to investigate the method of embodiment. The main chapter of this study is chapter six and discusses the embodied drama therapy process and how it became a comfort zone for the participants in which they could communicate and develop meaningful relationships with the fellow participants. Chapter seven concludes and discusses the limitations and recommendations for the research. The drama therapy methodologies empowered participants and enabled them to think about themselves, their behaviour and how they communicate in a different way. It further enabled unconscious material to surface to the conscious mind, thereby evoking introspection and reflection.
MT 2018
34
Mogomotsi, Mmabatho. "Making amends: towards a restorative practice in drama therapy". Thesis, 2016. http://hdl.handle.net/10539/19891.
Pełny tekst źródłaStreszczenie:
Submitted in Partial Fulfillment of the Requirements for the degree
MASTER OF ARTS IN DRAMA THERAPY
In the Faculty of Humanities
University of the Witwatersrand
March 2015.This research is a theoretical comparative examination of two practices through their similarities and differences based on a qualitative method with an Interpretative Social Science approach. The intention is to find where these two practices, Drama Therapy and Restorative Justice synergise- whereupon lies a collaboration of approaches. To achieve this, Role Method as advocated for by Robert Landy, one of the proponents of drama therapy was employed. The outcome is a role method-based Restorative Drama Therapy process that is aimed at juveniles in diversion with minor crimes. It is the researcher’s believe that through a restorative drama therapy, the client (juveniles in diversion) can be allowed to travel into the distant memory and retrieve the dormant roles, interrogate and rehearse them as they prepare to inhabit them. This is because drama therapy and restorative justice share similarities especially in role creation. The synergy, I found in the similarities. In the differences though, is where I sit with the best practices in drama therapy to complement and anchor restorative principles in a drama therapy process.
35
Mlangeni, Patience. "A feminist paradigm for drama therapy in South Africa". Thesis, 2020. https://hdl.handle.net/10539/30594.
Pełny tekst źródłaStreszczenie:
A thesis submitted for the degree of Masters in Drama Therapy to the Faculty of Humanities, Wits School of Arts, University of the Witwatersrand, 2020This research looks at the possibility of a feminist paradigm that can frame the practice of drama therapy in South Africa. The paper explores the challenges that black South African women are still battling with twenty-five years post-Apartheid. While investigating the notions of gender and the significance of the different waves of feminism, and how feminist pedagogy has come to help us understand gender as a social construct. Through five interviews with practising Drama Therapists in South Africa, the paper distils the themes that these practitioners face in their daily encounters. The research stresses the importance of feminism as a way of working towards deconstructing the taboos that inform gendered roles. It further explores the historical legacy of Apartheid in present-day South Africa. It also looks at the issues of body politics and how capitalism continues to exploit black bodies especially those of women for profit. Also, it explores silence and its uses
CK2021
36
Rae, Kalie. "Bullying prevention and the drama therapist in schools : a comparison of four drama therapy prevention models". Thesis, 2009. http://spectrum.library.concordia.ca/976285/1/MR63271.pdf.
Pełny tekst źródłaStreszczenie:
This study provides a survey of bullying research throughout childhood and adolescence, and analyzes 4 bullying prevention models developed by drama therapists: ActingOut (M. Cossa, S. Ember, L. Glass & J. Hazelwood, 1996), Kathryn Boyd's The Shape of a Girl (J. MacLeod, 2002), ENACT (D. Feldman & F. S. Jones, 2001), and STOP-GAP (D. Laffoon & S. Diamond, 2001). Each model follows a common format utilizing core drama therapy processes (P. Jones, 1996) designed to expand social-emotional competencies (A. Bandura, 1997) through "rehearsals for living" (D. Diamond, 2007). This investigation also highlights interviews with 5 drama therapists who share successes and challenges when working in the school setting. Although drama therapy is perceived as an intervention service, this author advocates for broader applications that would promote drama therapy as prevention. Recommendations for future anti-bullying programs include greater focus on empowering the bystander, assessing underlying causes of maladapted behaviors (including PTSD), and developing whole school approaches that offer ongoing workshops. This research underscores the need for early intervention to help children at-risk (S. Goldbaum, W. M. Craig, D. 1. Pepler & J. Connolly, 2003) develop language and communication skills, as deficits in these areas are linked to increased bullying behaviors (H. Ward, 2008) throughout the school-age years.
37
Gaffney, Cindy. "Where is the therapy in drama therapy when working with children with severely disruptive behavior?" Thesis, 2000. http://spectrum.library.concordia.ca/1259/1/MQ54357.pdf.
Pełny tekst źródłaStreszczenie:
There are two main themes discussed in this paper. The first is one drama therapy student's growth process over the course of her last academic year. The second theme deals with using drama therapy effectively with different populations and how she learned to adapt drama therapy best to suit her specific clientele of children with severely disruptive behavior. The paper explains how drama therapy can exist on a continuum which moves from drama being therapeutic in and of itself to clients being cognitively aware of the issues in their life which are causing them difficulty. There is an explanation of how goals were re-evaluated to better serve the specific population. In working with this group, there was a new understanding about how to approach therapy. Important themes were the use of boundaries and containment, play, planning, and acceptance and advocacy.
38
Lapinski, Danuta. "Defining, assessing, exploring and improving self-esteem through drama therapy". Thesis, 2002. http://spectrum.library.concordia.ca/1681/1/MQ68506.pdf.
Pełny tekst źródłaStreszczenie:
The following paper describes and summarizes my qualitative research study. The purpose of the research study was to observe and record the effectiveness of a personally developed drama therapy research method for two purposes: firstly, to discover whether the term "self-esteem" is a personally subjective phenomenon; secondly, to use the research process itself as a therapeutic tool to improve adolescent girls' self-esteem. The drama therapy approach used in my study was adapted from an art therapy research method created by Mala Betensky. My approach involves a therapeutic application of guiding the participants to define, assess, explore and improve their own self-esteem. The research paper includes a description of how the drama therapy method was adapted from the phenomenological art therapy research approach. It also contains a literature review that discusses current theories and approaches of improving self-esteem. In addition, the paper describes a newly developed drama therapy method of application and two case studies that demonstrate the process. Two adolescent girls voluntarily participated in the research study, by providing their artwork and voice recordings transcribed in the text. Finally, the paper concludes with the results of the study and a personal commentary
39
Philipose, Leena. "An exploration of four approaches to countertransference in drama therapy". Thesis, 2003. http://spectrum.library.concordia.ca/2411/1/MQ83940.pdf.
Pełny tekst źródłaStreszczenie:
This paper explores four drama therapy models in respect to their treatment of countertransference. This paper is in several sections. The first section traces the origin of the term 'countertransference' to Freud, and follows the development of this term until present day. The second section consists of four subsections, which each detail the contribution of one drama therapist towards our understanding and appreciation of countertransference. Each subsection provides background information about the theorist/drama therapist, details the theoretical model s/he has developed including his/her view of countertransference, presents excerpts from an interview with each theorist, and finally gives specific examples from published literature of how these drama therapists work with countertransference. This paper ends with a chart that cross-references all four models.
40
QIU, XI-LIN, i 邱璽霖. "The Developmental History and Factors of Drama Therapy in Taiwan: Inquiry on Work Experiences of Drama Therapists". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/v2t2kw.
Pełny tekst źródłaStreszczenie:
碩士國立臺北教育大學
心理與諮商學系碩士班
107
This purpose of this study was to explore and describe the developmental history of drama therapy in Taiwan. In order to gain deeper understanding of the topic, the author had participated in field activities and conducted a leading interview. It was found that drama therapy and psychological therapy had established the places in helping profession each in different ways, and were influenced by some social context factors Institutional ethnography was applied in this study, to draw the outline of the development of drama therapy through the daily work life of drama therapists, and to extract the context factors that affected the development of drama therapy. Interviews were carried out for four drama therapists, who had returned to Taiwan and practiced early with foreign drama therapy certification. Institutional ethnography with phenomenology method for data processing were both applied in the study in order to closely describe work experiences of the study participants. Structural analysis of individual participant’s experiences and cross-individual were formed so as to explore the history and factors of drama therapy in Taiwan. Four different working styles of drama therapists were presented in the study, such as "the religion practitioner, turning from" passive "and picking up the mission", ""the stranger", finding and establishing the shelter", ""the leaver", re-advocating her own original intention", and ""the wanderer", clipping in the boundary of two different professions". Three context factors were indicated to have caused influences of development of drama therapy, such as "social impressions", "the relationship of other helping professions", and "the Psychologists’ Act". Findings are discussed in terms of implications for drama therapists, psychologists, and the afterward researchers.
41
Sajnani, Nisha. "The embodied mandala method as an assessment tool in drama therapy". Thesis, 2002. http://spectrum.library.concordia.ca/1589/1/MQ68507.pdf.
Pełny tekst źródłaStreszczenie:
The Embodied Mandala method evolved out of the Mandala method proposed by Dr. Sue Jennings as a viable structure to explore the self. This research is an exploration of the connection between embodiment, projection and role to the mandala structure and is intended as an integrated mind/body approach to understanding the self. The proposed methodology has been explored with adolescents seen individually and in a group format. Applications of this method for assessment within drama therapy as well as cross-cultural adaptability are discussed.
42
Tornyai, Magdalena Munk. "Exploring archetypal images, especially the shadow, through medium of drama therapy". Thesis, 2003. http://spectrum.library.concordia.ca/2049/1/MQ78017.pdf.
Pełny tekst źródłaStreszczenie:
This research paper reflects upon the kind of psychological and cultural development the human species would need in order to master its more and more fateful destructive instincts, in the light of Jung's archetypal psychology. Our archetypes, to which we are predisposed from our birth, are the inner engines and behaviour patterns of our life which, when our environment frustrates them, can cause mental health problems. There is our inner need to live according to these life forces and this is the prerequisite of mental health. The personal shadow part of our self carries our negative characteristics. Someone can become aware of, accept, and successfully integrate his/her dark side through the therapeutic use of drama and theatre. However, even this painstaking kind of work with the shadow is not enough in itself. The shadow work, first of all, is a moral problem. As moral choices are always situated between specific people and context, drama therapy is not only the right medium to help clients to become aware of their unconscious shadow side, but also in this light, to help them make their important moral decisions. Drama therapy is an excellent therapeutic tool as it provides the inter-subjectivity and the fictive context so necessary in this work of mastering the turmoil of communal life caused by the human shadow
43
Fereydoonzad, Saman. "Drama therapy and CBT : an integrative approach in treating anorexia nervosa". Thesis, 2009. http://spectrum.library.concordia.ca/976680/1/MR63171.pdf.
Pełny tekst źródłaStreszczenie:
This research paper is comprised of an extensive literature review outlining the nature of Anorexia Nervosa, followed by an exploration of the current treatments used to address the disorder. The literature suggests that among the forms of intervention used for Anorexia Nervosa, which include Family Therapy, Arts Therapies, and Cognitive Behavioural Therapy, the latter seems to be a consistent choice for the treatment of this eating disorder. Furthermore, relatively new research by Fairburn, Cooper and Shafran, (2002) indicates that there are four mechanisms that contribute to the continuation of Eating Disorders: clinical perfectionism, core low self-esteem, mood intolerance, and interpersonal difficulties. They further argue that since Anorexia Nervosa, Bulimia Nervosa, and EDNOS share common psychopathologies that this theory is transdiagnostic and applies to all of them. It is argued that although beneficial, Cognitive Behavioural Therapy has the tendency to over intellectualize problems (Matto, 1997), which is why this paper proposes an integrated approach that involves addressing the four maintaining mechanisms through Drama Therapeutic techniques. The intention of this program design, which takes place over the course of 20 sessions, is to combine a cognitive approach, with one that uses drama to access deeper emotional content, in hopes of providing the patient with a well rounded therapeutic intervention that will help in her outpatient recovery process.
44
CHOU, YI-JING, i 周宜靜. "The Effectiveness of Drama Therapy for Elderly in Day Care Center". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/96j77w.
Pełny tekst źródłaStreszczenie:
碩士中臺科技大學
護理系碩士班
106
This study is aimed to evaluate the effectiveness of drama therapy in the physical, psychological and social functions of the elderly people in day care center, using a quasi-experimental approach. Through purposive sampling, the drama therapy group (N=19) from a day care center in central Taiwan was compared with participants (N=19) from another day care center in the northern Taiwan. Drama therapy was carried out once a week and three hours for each to reach a total of 20 therapeutic courses in the treatment group, while in the control group, the original activities in the center were maintained. Both pre-test and post-test were conducted for each group. Physical function was assessed via Activities of Daily Living (ADL), Instrumental Activities of Daily Living (IADL), and Auracom. Mental function was evaluated by Chinese Happiness Inventory (CHI) and Emotional Facial Scale, whereas social function was measured by Interpersonal Relationship Scale (IRS). The dada were analyzed using descriptive statistics with SPSS 20.0. The results showed significant improvement (p<.05) of ADL, CHI and IRS after treatment in the experiment group, as well as significant differences in their bioenergy markers, i.e., vigor, stability, balance of five elements, and energy level, monitored by Auracom. Nevertheless, no significant difference (p = .295) was found before and after treatment in IADL analysis of the treatment group. It is suggested that day care centers to provide the training of drama therapists and bring drama therapy into their routine care activities. Our findings also indicate the potential worth of a future larger study, such as extend drama therapy into different cohorts as well as increase the sample size in similar long term care centers, so as to validate the effectiveness of drama therapy in different fields, and finally incorporate drama therapy into educational programs and clinical practice.
45
Chipman, Lindsay. "Expanding the frame : self-portrait photography as applied to drama therapy practice". Thesis, 2005. http://spectrum.library.concordia.ca/8685/1/MR10316.pdf.
Pełny tekst źródłaStreszczenie:
The use of photography in therapy has existed for many years and has been primarily used as an adjunct to verbal therapy or as a medium in Art Therapy. This paper explores the relationship between Drama Therapy and photographic based therapies. Different therapeutic self-portrait photography methodologies such as Photo Therapy, Therapeutic Photography, and Photodrama are examined in relation to certain principle Drama Therapy theories and methodologies. An emphasis is placed on Jones' 9 core processes of Drama Therapy, Landy's role method and theory, and Self-Revelatory Performance methodology when analyzing the connections between disciplines. This paper will illustrate the links between self-portrait photography and dramatic methodologies in therapy, and provide the Drama Therapist with an understanding of how self-portrait photography may work in conjunction with a Drama Therapy theoretical orientation. Also, a review of the legal and ethical aspects of using self-portrait photography in Drama Therapy will be addressed, giving the reader an understanding of the potential implications and dangers of using this medium in therapy.
46
Bilagot, Angel. "The utilization of performative inquiry as a learning tool within drama therapy". Thesis, 2007. http://spectrum.library.concordia.ca/975305/1/MR28970.pdf.
Pełny tekst źródłaStreszczenie:
This study was instigated by a research class presentation - a performance displaying and explicating my therapeutic process with one particular client. My research has evolved beyond the concept of performance as explanation to performance as a site of learning. In this arts-based research, I intentionally utilize all aspects of a performance to engage in the potential for increased learning in order to heighten my understanding of one specific therapeutic process. The process of learning in this study strictly follows the methodology of Performative Inquiry. This is defined as a "(re)search methodology that recognizes explores honors the absences, journey-landscapes, and space-moments of learning realized through performance" (Fels, 1999, p.30). Through the action and interaction of all aspects of a performance, the unknown is played into recognition and learning can occur. This report details my subjective process of applying Performative Inquiry as a learning tool to the modality of Drama Therapy. Additionally, it intends to clearly define Performative Inquiry and its relevance to Drama Therapy. My aim for this research is to highlight the validity and generalizability of Performative Inquiry, specifically, in relation to Drama Therapy
47
Biancolin, Renée. "Her body becomes her(s) : a drama therapy program for female adolescents". Thesis, 2009. http://spectrum.library.concordia.ca/976548/1/MR63088.pdf.
Pełny tekst źródłaStreszczenie:
The purpose of this research paper is to construct a preventative body image treatment program for adolescent girls based on a review of feminist theoretical and therapeutic approaches, female identity development, risk and protective factors for body image and eating disorder pathology, and research on body image prevention. The 8- week program proposed herein aims to bridge feminist theoretical perspectives with drama therapy practice, with a specific focus on doll-making and narrative. This therapeutic approach intends to serve as a means of reclaiming ownership of the female form, recreating images of female beauty and identity, and relocating young women within the context of their own somatic narratives.
48
LU, YI-HSIN, i 盧怡欣. "The Efficacy of Drama Therapy on Dementia Care: An Evidence-Based Approach". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/6m3uhs.
Pełny tekst źródłaStreszczenie:
碩士弘光科技大學
護理研究所
107
The prevalence of dementia increases along with the growth of the elderly population. About 70% of the dementia patients have significant behavioral and psychological symptoms of dementia (BPSD), which is the main source of stress for caregivers and family members. Caring patient with dementia not only causes the burden on family members, but also increases the cost of medical care. Non-pharmacological intervention is one of strategies to alleviate the degeneration of patients with dementia. Drama therapy is one of the non-pharmacological interventions on dementia care. Since 1998, the experts have explored the effectiveness of drama therapy on dementia, but no study from Taiwan was published in literature. Therefore, the aim of this empirical study was to explore the effects of dramatic therapy on improving the depressive symptoms, attention, and quality of life of patients with dementia in Taiwan. The research method was divided into two parts. The first part, using systematic review, explore the effects of drama therapy for dementia care, so as to understand more about the intervention, duration, frequency, and outcomes of drama therapy. The second part is a pilot study of a randomized controlled trial (RCT). The research subjects were randomly assigned into the two groups, one is the experimental group and the other is the control group. The inclusion criteria were subjects over 65 years of age, being diagnosed as dementia, receiving day care, no hearing impairment who can communicate with general speaking volume and in Mandarin or Taiwanese, and was willing to participate in this study. The experimental group received a weekly, 90-minute, 12-week drama therapy, while the control group maintained the activities of daily living in day care center. The two groups both received pretest before intervention, and post-test at the ninth and thirteenth week of the drama therapy. The statistical analysis was performed with SPSS 22.0 software. The first part of the research results showed that six studies met the inclusion criteria. Two types of drama therapy were found. One is based on psychological structure that suitable for patients with mild to moderate dementia. This type of intervention delivered 90-105 minutes, once weekly, and for 12-16 sessions. The other is based on theater theory and suitable for patients with severe dementia. The duration of intervention can range from 1 to 7 months. The results of the quantitative analyses showed that significant changes were found in engagement and interaction after receiving drama therapy, but the effects on depression and quality of life is different opinions. The results of the qualitative analyses found that the participants could express their feelings and emotion appropriately and reduce problematic behaviors, thereby improving the quality of life. In the future, it is recommended to adopt a random assignment experimental and a mixed study design. It is difficult to process the meta-analysis, due to the measurement report, statistical method and the scoring method is different and incomplete in this paper. The second part of the research results showed that 24 patients with dementia participated in this study (experimental group 14, control group 10). Eight weeks of drama therapy could significantly improved the depression symptoms (ß = -6.21, p < .001), attention (ß = 7.89, p < .001) and the quality of life (ß = -6.90, p < .001). Twelve weeks of drama therapy can significantly improved the depression symptoms (ß = -5.49, p < .05), attention (ß = 9.44, p < .001) and the quality of life (ß = -5.97, p < .01). The intervention of drama therapy significantly improved the depression, attention and quality of life of the elderly patients with dementia. The approach, content, and frequency of drama therapy offers references to conduct a drama therapy of dementia in future.
49
Tsouluhas, Sophia. "The individuation process of a young boy in drama therapy : a child's story". Thesis, 2002. http://spectrum.library.concordia.ca/1679/1/MQ68509.pdf.
Pełny tekst źródłaStreszczenie:
The individuation process according to Carl Jung is a process that refers to the personal journey of bringing forth elements of one's unconscious into the light of consciousness. He has argued that this process can only occur in the second half of life: adulthood, as the ego is mature enough to acknowledge the unconscious. However, child psychoanalysist Michael Fordham has argued that individuation occurs as early as the age of two years. His theory of individuation in childhood has opened the path for me to inquire how drama therapy could help children to engage in this process much sooner. The purpose of this research paper is to suggest that drama therapy has provided a nine year old boy the means to make some aspects of his unconscious, conscious through various projective techniques such as character development through storymaking and play, and embodiment of role. The author suggests that engagement in these techniques as well as verbal processing with a drama therapist enabled this young boy to become more self aware of the elements of his unconscious, the archetypes. In addition, it could also be said that this young boy began his process of individuation that Jung has claimed occurred much later in life. Thus, in order to highlight how Jungian psychology can work with techniques in drama therapy, this paper focuses on a case study of ten therapy sessions that occurred during the later half of this young boy's therapeutic process.
50
Ye, Ghin-Yi, i 葉璟儀. "The Action of Leisure in The Participation of Drama therapy for Juvenile Delinquency". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/44791945421142724235.
Pełny tekst źródłaStreszczenie:
碩士亞洲大學
休閒與遊憩管理學系碩士班
97
The problems of teenagers have become serious increasingly, which result in more attention on the studies of juvenile delinq uency then ever. From the leisure standpoint, this research discusses the effect created by drama therapy in acting on juvenile delinquency, then making some interaction with related theories of art therapy. This study puts to use the methods of qualitative studies including of observing and participating, countryside daily recording and in-depth interviewing. It shows that there is usually a quite complex background and growing experiences being company with juvenile delinquency. Therefore, their backgrounds of life and characters of leisure are generally content of mental over-stress, constraint, disorder, out of focus, and the lack of self-confidence. By participating in the activities of drama, they produce a series of the action of leisure, such as relaxation, escape, self-consciousness, selflessness, sublimation, and self-achievement. Moreover, the following changes in their opinions, attitude, and behaviors happened on themselves, family, and human relationship. Yet, these changes result from the pent-up demands satisfied for the leisure liberty. This study from an integral standpoint of leisure is different from previous researches of art therapy, which mainly based on several kinds of art theories to deliberate psychological effect and behavior adjustments. We touch abundant experiences of leisure liberty during the drama psychotherapy. Through cases study, we point out that how important leisure experiences played in drama art psychotherapy as an agency. The findings of this study might enrich the related theories, catch more attention in future related researches, and in addition improve the lent support to projects of juvenile delinquency.