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.

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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.

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 obèses. / The 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.

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.

The thesis describes a demonstration of the use of drama and psychodrama approach as a method when working with a drug dependent client during the treatment in a therapeutic community. In the theoretical part I focus on clarification of terms associated with the name of thesis, especially with the concepts of dramatherapy, psychodrama, catharsis, abreaction, corrective emotional experience. Furthermore, the theoretical section contains information on individual methods and possibilities of their use. The main objective of thesis was to illustrate a specific therapeutic method by the analysis of particular work, in my case dramatherapy and psychodrama. In the practical part I analysed from available documents and observing to which extent dramatherapy and psychodrama may be beneficial for a client in the treatment in the therapeutic community and demonstrated their impact on the client. The outcome of thesis is a description of each session, which can serve as an inspiration for starting dramatherapists working with drug dependent clients. Furthermore, it is also the analysis of client's development, a progress in the treatment and a thorough analysis during and after the sessions. KEYWORDS dramatherapy, psychodrama, catharsis, abreaction, corrective emotional experience, therapeutic community...

Please read the abstract in the 00front of this dissertation. / Dissertation (MA)--University of Pretoria, 2011. / Psychology / unrestricted

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.

The thesis "Basic Therapy in the Direct Care of Gerontological Client" was focused on the description of basic therapies in the direct care of gerontological client with the aim to describe, analyze, and suggest the most optimal approaches in social care that can be realized within basic types of therapy. The text of the work was divided into four chapters which present expert opinions of various authors. The theoretical part consists of three chapters. The first chapter is devoted to the description of the preferred therapy, the second chapter analyzes the social - health aspects of the old age, and the third chapter gives the insight into the representation of the basic legislation in the care of the seniors. Principal fourth chapter interprets data obtained by qualitative survey that was realized with the help of the cooperation of several methodological procedures, available interviews, the observation in the particular institutional facility implementing a mixed group of six elderly people, who in the course of approximately one year were involved to assemble the case studies and take part in different types of therapies and activities. The obtained data was segmented and analyzed in details, the emphasis was put on ethical, dignified approach and cooperation with social workers. I evaluate the...

In hierdie studie is psigoterapeutiese uitkoms navorsing gedoen (Lindegger, 1999). Die navorser het as intern opvoedkundige sielkundige ‘n groepgebaseerde gestalt-dramaterapie program van 12 sessies ontwikkel ten einde selfagting-ontwikkeling by die kind met leerhindernisse aan te spreek. Gebrekkige motivering, ongunstige selfagting, sowel as problematiese sosiale vaardighede word geassosieer met leerhindernisse (DSM-IV-TR, 2000). Die Self-Esteem Index (SEI) is as meetinstrument gebruik en met aanvang en terminering van die intervensie afgeneem. Sekere strategieë is toegepas ten einde leerhindernisse te akkommodeer tydens die afneem van die meetinstrument. Na afloop van die intervensie, wat hoofsaaklik bestaan het uit dramatisering en rollespelle in kleingroep-verband, is die versamelde data statisties geanaliseer ten einde te bepaal of die intervensie moontlik tot die ontwikkeling van gunstige selfagting by die betrokke leerdergroep bygedra het. Die steekproef (n=17) is vanuit die SEI-vraelysdata van die Afrikaanssprekende Graad 4-leerders (tussen die ouderdomme van 10 tot 12 jaar) verbonde aan die betrokke remediërende skool, wie aan die LOD-program deelgeneem het, op sistematiese wyse getrek. Gepaarde t-toetse is gedoen ten einde te bepaal of daar enige statisties betekenisvolle verskille tussen die voortoets-/natoets-data bestaan. Die terapeutiese proses waartydens die data gegenereer is vir hierdie studie, was soortgelyk aan die pre-eksperimentele een groep voortoets-/natoets ontwerp. Die navorsingsresultate het aangedui dat die nulhipotese nie verwerp kan word nie. Die alternatiewe hipotese moet dus verder ondersoek word en vele moontlikhede vir toekomstige navorsing het vanuit die studie ontwikkel. ENGLISH : In this study psychotherapy outcome research was conducted (Lindegger, 1999). The researcher developed a group based gestalt drama therapy program during her internship as educational psychologist in a remedial school. The main therapeutic aim was to develop the self-esteem of the child with barriers to learning. Demoralization, low self-esteem, and deficits in social skills may be associated with barriers to learning (DSM-IV-TR, 2000). The intervention was facilitated over 12 sessions and all the Grade 4 pupils of the specific school participated in the intervention. The Self-Esteem Index (SEI) was administered during the beginning and at the end of the intervention. Certain strategies were used to accommodate barriers to learning during the administration of the SEI. After termination of the intervention the data were statistically analysed. The pretest/posttest results were compared in order to determine if the intervention contributed to self-esteem development of the participants. A data-sample (n=17) was systematically drawn from the Afrikaans speaking Grade 4 learner participants’ (between the ages of 10 to 12 years) SEI questionnaires. The therapeutic process during which the data was generated resembled a pre-experimental one group pretest/posttest design. Paired t-tests were used and the research results indicated no statistical significance which means that the null hypothesis could not be rejected. This resulted in the formulation of further hypothesis. The aim of this study therefore was to explore the possible effect of the intervention on the self-esteem development of the child with barriers to learning. Possibilities for further research emerged from this research study. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted