Process drama and sex education: Advocating for drama-based components of adolescent health initiatives

Abstract

There is a rich history of applied theatre techniques being used in health education in many areas, including adolescent sex education. Theatrical intervention may take a number of forms and has been implemented around the world by schools, theatre companies, social service agencies and non-governmental organizations. This article will examine the structure of theatrical sex education interventions over the past twenty years and put forth an argument for bringing process drama to the forefront as a way to change attitudes and beliefs around sexuality.

‘I learned to accept every part of myself’: the transformative impact of a theatre-based sexual health and HIV prevention programme

“…Theatre-based interventions have been widely used in health promotion activities to address HIV (Denman et al 1995; Glik et al 2002; Heap and Simpson 2004; Francis 2011) and sexual health (Guzmán et al 2003; Simons 2011; Lieberman et al 2012). The positive effects of theatre-based HIV/AIDS or safer-sex-focused interventions among young people include improved knowledge and attitudes about HIV (Denman et al1995), greater intention to delay sex and use contraceptives (Guzmán et al 2003), and increased sexual health knowledge (Lieberman et al 2012).…”

“…HIV and sexual health theatre-based interventions often utilise participatory theatre methods (Simons 2011). In contrast to conventional theatre, which separates audience members and performers, participatory theatre methods actively engage audience members and communities in the issues being explored aiming to a sense of ownership among those involved (Sloman 2011).…”

“…In contrast to conventional theatre, which separates audience members and performers, participatory theatre methods actively engage audience members and communities in the issues being explored aiming to a sense of ownership among those involved (Sloman 2011). Many of the participatory theatre methods used today draw from the work of Augusto Boal and the Theatre of the Oppressed (Conrad 2004; Francis 2011; Simons 2011). These theatrical techniques stem from the popular education movement developed by Paulo Freire that encourages participants to develop a critical consciousness and question their social and historical realities.…”

“…Today, a variety of practices fall under the broader rubric of participatory theatre methods (e.g. techniques known as ‘popular theatre’ (Conrad 2004), ‘forum theatre’ (Francis 2011), and ‘process drama’ (Simons 2011)). Practitioners assert that these methods allow both the audience and performers to explore difficult issues, generate ideas, engage in problem-solving, and develop a critical understanding of health and social issues.…”

“…Practitioners assert that these methods allow both the audience and performers to explore difficult issues, generate ideas, engage in problem-solving, and develop a critical understanding of health and social issues. Through modeling, or what Boal referred to as ‘rehearsal for real life,’ these methods can also raise awareness and support behaviour change (Boal 1979; Conrad 2004; Francis 2011; Simons 2011; Sloman 2011). …”