Dramatherapy in Education by Jennifer Mosley
Master of Education, University of Bristol. September 1987
Synopsis
The majority of schools contain some seriously disaffected pupils. Many educators strongly urge the adoption of approaches which will help all pupils develop more positive, interpersonal relationships, enhance self-concept and encourage young people to establish themselves as purposive and creative agents within their social worlds.
My practical training and experience of the use of dramatherapy in educational settings persuaded me that it could help in the achievement of these goals. In order to evaluate this theory, I established a dramatherapy support group for pupils showing disruptive or withdrawn behaviour. The group met the framework of an ordinary comprehensive school.
The activities and processes which developed over a three-term period are recorded. Observations and responses from all parties significantly involved are discussed and evaluated. The findings give substantial weight to the hypothesis that dramatherapy can be successfully used to solve some of the problems which hamper pupils' progress.
The implication is that the widespread adoption of dramatherapy methods and their supporting theory should be a matter of immediate action.
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