A systematic review to investigate dramatherapy group work with working age adults who have a mental health problem

Bourne, Jane; Andersen-Warren, Madeline; Hackett, Simon

doi:10.1016/j.aip.2018.08.001

Cited by 15 publications

(13 citation statements)

References 15 publications

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“…We then drew connections between awe and depression, relying on the same levels. Finally, we combined this evidence into a proposal resulting in specific intervention guidelines for solutions exploiting the therapeutic potential of awe for the depression domain, where scientifically valid accessible and feasible solutions are always needed (e.g., Biddle and Asare, 2011 ; Bourne et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

The Potential Role of Awe for Depression: Reassembling the Puzzle

Chirico

Gaggioli

2021

Front. Psychol.

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Recently, interest in the unique pathways linking discrete positive emotions to specific health outcomes has gained increasing attention, but the role of awe is yet to be elucidated. Awe is a complex and transformative emotion that can restructure individuals' mental frames so deeply that it could be considered a therapeutic asset for major mental health major issues, including depression. Despite sparse evidence showing a potential connection between depression and awe, this link has not been combined into a proposal resulting in specific intervention guidelines. The aim of this perspective was three-fold: (i) to provide a new unifying model of awe's functioning—the Matryoshka model; (ii) to show systematic and explicit connections between this emotion and depression; and (iii) to suggest specific guidelines of intervention utilizing the potential therapeutic role of awe for mental health, specifically for depression. This theoretical endeavor in its entirety has been framed within the health domain.

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Section: Introductionmentioning

confidence: 99%

The Potential Role of Awe for Depression: Reassembling the Puzzle

Chirico

Gaggioli

2021

Front. Psychol.

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“…Multiple studies point at the positive effects of drama therapy, particularly in terms of emotion regulation, self-esteem and social functioning (Bourne et al, 2018;Doomen, 2018). A study regarding forensic in patients with personality disorders demonstrated that art Nienke Verstegen and Wineke Smid are both based at Research Department, De Forensische Zorgspecialisten, Utrecht, The Netherlands.…”

Section: Drama Therapymentioning

confidence: 99%

Drama education as part of a good lives model treatment approach

Verstegen

Smid

Schoot³

2021

JFP

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Purpose Forensic psychiatric treatment is aimed at reducing violence risk factors (Bonta and Andrews, 2017) and achieving positive, prosocial life goals (Willis et al., 2013). Drama education can be provided as part of this treatment, but the evidence base is scarce. Therefore, the present study aims to provide insight into experiences with drama education as part of forensic psychiatric treatment. Design/methodology/approach A qualitative study was conducted, based on participant observation and 16 interviews, to explore the experiences of patients and treatment providers with drama education during forensic psychiatric treatment. Analyses were conducted following the consensual qualitative research method (Hill et al., 1997). Findings The five central themes that emerged from the analysis were knowledge, happiness, excellence in play, community and staff-patient hierarchy. Participants reported that they enjoyed the drama lessons, appreciated the group atmosphere and were able to practice their social-emotional skills. Furthermore, patients and their treatment providers became better acquainted with each other because the power differences between patients and staff decreased during the drama lessons. Practical implications Drama education can be considered a useful part of clinical forensic psychiatric treatment, given the positive experience of participants and its perceived positive impact on treatment. Originality/value This was one of the first studies to examine the influence that drama education may have on forensic psychiatric treatment. Four of the five themes were in line with the good lives model (Willis et al., 2013), indicating that drama education fulfiled basic human needs or “primary goods” that are important to address in forensic psychiatric treatment, as it decreases the need to compensate these goods with criminal behaviour.

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“…“This physicalized knowing and being within a dramatic representation of a problem or issue makes a crucial difference to the verbal recounting or description of a client's material” (Jones, , p. 113). A systematic literature review by Bourne, Warren‐Anderson, and Hackett () on dramatherapy groups identified a range of benefits from twelve studies, which collectively highlight friendship building, improved means of communication, social interaction, self‐awareness and empowerment. The review also makes links made with Leamy, Bird, Le Boutillier, Williams, and Slade () CHIME model as a framework for personal recovery in mental health.…”

Section: Introductionmentioning

confidence: 99%

Learning from support workers: Can a dramatherapy group offer a community provision to support changes in care for people with learning disabilities and mental health difficulties?

Bourne

Selman

Hackett

2020

Brit J Learn Disabil

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Accessible summary Dramatherapy groups are being used to help people with learning disabilities move from hospital back to their homes. The staff who support people to attend the groups talked about their experiences. The staff felt the groups help people stay well, build friendships and get support quickly if needed. The staff felt that the groups were helpful for themselves too as they felt supported and learned new skills. Abstract BackgroundThe UK Government's Transforming Care Agenda for people with learning disabilities has struggled to meet its goals of reducing inpatient beds and building community‐based support. This article reports on the experiences of support staff who attended dramatherapy groups developed to assist transitions from an inpatient hospital and to prevent re‐admissions through post‐discharge support. The groups provide ongoing support and a place where relationships can be developed between supporter and those supported. Materials and MethodsA focus group with a purposive sample of paid support staff. The data was synthesised using a thematic framework approach. ResultsThemes include: (a) new way of supporting and (b) hospital connection. The groups helped improve social interaction, friendship building, communication and self‐confidence. Additional benefits include the pooling of support and a connection with professionals that enables difficulties to be caught early. ConclusionsSupport workers valued these dramatherapy groups, recognising how the intervention enabled people with learning disabilities to develop relationships and provide easy access to mental health professionals. Support staff also found benefits for themselves which included shared support and an increased understanding and insight into the people they support.

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A systematic review to investigate dramatherapy group work with working age adults who have a mental health problem

Cited by 15 publications

References 15 publications

The Potential Role of Awe for Depression: Reassembling the Puzzle

The Potential Role of Awe for Depression: Reassembling the Puzzle

Drama education as part of a good lives model treatment approach

Learning from support workers: Can a dramatherapy group offer a community provision to support changes in care for people with learning disabilities and mental health difficulties?

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