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| Id: | 54 |
| Author: | Martin Cope |
| Title: | Approaching Client Experience of Individual Dramatherapy: a narrative phenomenological analysis |
| Award: | MA |
| Discipline: | Dramatherapy |
| Keyword: | dramatherapy; child-centred; narrative; narrative analysis; arts-approach; transcendental phenomenology; |
| University_College: | University of Plymouth |
| Country: | United Kingdom |
| Year: | 2005 |
| Language: | English |
| Abstract: | This study presents a new therapeutic arts-based approach to research called Narrative Phenomenological Analysis. A purposeful population of ten individual dramatherapy clients took part in the study. All participants were residents or day pupils at a therapeutic community for young people with emotional and behavioural disadvantage. The aim of the study was to empower clients to offer their own perspective on their individual dramatherapy in order to bridge the gap between therapist interpretation of dramatherapy process and client experience of dramatherapy. Partcipants were exposed to open narrative interviews based within the dramatherapy creative process. Results were related back to narrative perspectives and discussed with regards to building upon the body of knowledge of dramatherapy. contribution of dramatherapy to their reintegration into a mainstream college. This qualitative research is a case study. A holistic analysis of the entirety of two cases has been possible due to my embedded knowledge of wroking in this field and my involvement with these students as a dramatherapist, teacher and manager of the Student Support Unit. A form of thematic analysis has been used to elicit meanings from the resulting mass of data. The experiences and perceptions of the individuals suggest that dramatherapy has a psotove impact on the boys. The findings indicate that issues of loss have affected the students' ability to reintegrate into mainstram school and the dramatherapy work undertaken has been transformative as it has addressed the feelings of loss and grief that transpired, enabling the boys to develop a sense of belonging. This has implications for future individual and group work within the SSU and in other educational settings that are actively trying to reduce exclusion. |
| Email: | martincope@yahoo.com |
| Date: | 6/23/2007 1:48:02 PM |