“Coming home to myself”: A qualitative analysis of therapists’ experience and interventions following training in theater improvisation skills

Romanelli, Assael; Tishby, Orya; Moran, Galia S.

doi:10.1016/j.aip.2017.01.005

Cited by 15 publications

(6 citation statements)

References 55 publications

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“…A control group from the same cohort of students did not show similar increases. Course participants reported increased mindfulness, boldness, and self-disclosure in their work following training (Romanelli et al, 2017).…”

Section: Increasing Mutual Recognition and Emotional Attunementmentioning

confidence: 98%

Responsiveness in psychodynamic relational psychotherapy.

Tishby¹

2021

The Responsive Psychotherapist: Attuning to Clients in the Moment.

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The unique feature of psychodynamic relational theory is its focus on therapy as an intersubjective process that occurs on both conscious and unconscious levels. Therapist and client cocreate the meaning and form a unique dyadic relationship. This chapter begins with a presentation of basic concepts in the two-person paradigm, followed by a description of relational events that therapists should be attuned to, such as negotiating the alliance, resolving ruptures in the alliance, attuning to the transference-countertransference matrix, processing enactments, and attuning to dissociated self states. These processes are illustrated by clinical vignettes with commentaries. Research in this area is still quite limited, but a number of recent studies that lend support to relational processes in therapy are presented. The chapter also addresses attunement to diversity and implications for training.

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Section: Increasing Mutual Recognition and Emotional Attunementmentioning

confidence: 98%

Responsiveness in psychodynamic relational psychotherapy.

Tishby¹

2021

The Responsive Psychotherapist: Attuning to Clients in the Moment.

Self Cite

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“…In Japan, a training course for nurses and midwives that included experiential role‐playing significantly increased the participants’ psychological mindedness (Saito, Takeda, Yamagishi, Kubo, & Kitamura, 2017). In Israel, the use of improvisation theater skills (e.g., playback theater) was qualitatively reported to enhance self‐awareness and self‐reflection in social‐work students (Romanelli, Tishby, & Moran, 2017).…”

Section: Creative Self‐beliefsmentioning

confidence: 99%

“…Another study with undergraduate counseling students in Turkey found that a 3‐month psychodrama training program increased students’ empathy and self‐awareness (Dogan, 2018). Further, in a clinical social workers’ graduate program in Israel, training in impromptu theater was qualitatively reported to enhance empathy (Romanelli et al., 2017). Similarly, a quantitative study on counselor graduates in the USA reported an increase in empathy after a self‐conducted art session, possibly because observing and explaining artwork to others encourages thinking about the other's feelings and thoughts, which is the basis of empathy (Coletta, 2019).…”

Section: Creative Self‐beliefsmentioning

confidence: 99%

Trajectories of Change in Creative and Personal Factors in First‐Year Creative Arts Therapies Students

Diamant

Orkibi

2022

Journal of Creative Behavior

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There is little research on the transformational processes of creative arts therapies (CATs) students during training compared to other healthcare professions. CATs training relies on arts‐based experiential learning that can develop the therapist’s creative self‐beliefs, psychological mindedness, and perspective‐taking. This single group pre–post study examined the changes in these unstudied, yet essential, creative and personal factors in a sample of 191 CATs students in the first year of their master’s degree program in Israel. It was hypothesized that students would report a statistically significant increase in creative and personal measures from the beginning to the end of their first year of training, but this hypothesis was only partially supported. There were different development trajectories in each CATs discipline in terms of creative identity, creative self‐efficacy, psychological mindedness, and perspective‐taking. The discussion sheds light on these results by considering the domain‐specific differences between the CATs disciplines and their respective training approaches, and through follow‐up interview data collected from trainers in each CATs track. This study thus contributes to a better understanding of the trajectories of change of these attributes in CATs students. Training programs should consider these results when building curricula, to nurture the balance between students’ artistic and helping competencies.

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“…Thus, improvisers are constantly socially interdependent, supportive of each other, and adapting their behavior according to the requirements of the unpredictable and ever-changing scene. This interdependence, reciprocity, and flexibility might explain why improvisation has been applied to fields specifically where social interaction and collaboration are essential, including education (Felsman et al 2018;Holdhus et al 2016), medical education (Gao et al 2018;Hoffmann-Longtin et al 2018), clinical social work and psychotherapy (Romanelli and Tishby 2019;Romanelli et al 2017), and organizational creativity (West et al 2017).…”

Section: Improvisation and Teacher Educationmentioning

confidence: 99%

Effects of Improvisation Training on Student Teachers’ Behavioral, Neuroendocrine, and Psychophysiological Responses during the Trier Social Stress Test

Seppänen

Toivanen

Makkonen

et al. 2020

Adaptive Human Behavior and Physiology

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Objectives Teaching involves multiple performance situations, potentially causing psychosocial stress. Since the theater-based improvisation method is associated with diminished social stress, we investigated whether improvisation lessened student teachers' stress responses using the Trier Social Stress Test (TSST; preparatory phase, public speech, and math task). Moreover, we studied the influence of interpersonal confidence (IC)the belief regarding one's capability related to effective social interactionson stress responses. Methods The intervention group (n = 19) received a 7-week (17.5 h) improvisation training, preceded and followed by the TSST. We evaluated experienced stress using a self-report scale, while physiological stress was assessed before (silent 30-s waiting period) and during the TSST tasks using cardiovascular measures (heart rate, heart rate variability [HRV]), electrodermal activation, facial electromyography (f-EMG), and EEG asymmetry. Hypothalamus-pituitary-adrenal (HPA-axis) reactivity was assessed through repeated salivary cortisol sampling. Results Compared to the control group (n = 16), the intervention group exhibited less f-EMG activity before a public speech and higher HRV before the math task. The low IC intervention subgroup reported significantly less stress during the math task. The controls showed a decreased heart rate before the math task, and controls with a low IC exhibited higher HRV during the speech. Self-reported stress and cortisol levels were positively correlated during the post-TSST preparatory phase. Conclusions These findings suggest that improvisation training might diminish stress levels, specifically before a performance. In addition, interpersonal confidence appears to reduce stress responses. The decreased stress responses in the control group suggest adaptation through repetition.

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“Coming home to myself”: A qualitative analysis of therapists’ experience and interventions following training in theater improvisation skills

Cited by 15 publications

References 55 publications

Responsiveness in psychodynamic relational psychotherapy.

Responsiveness in psychodynamic relational psychotherapy.

Trajectories of Change in Creative and Personal Factors in First‐Year Creative Arts Therapies Students

Effects of Improvisation Training on Student Teachers’ Behavioral, Neuroendocrine, and Psychophysiological Responses during the Trier Social Stress Test

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