Drama therapy is defined by the North American Drama Therapy Association as an “active, experiential approach to facilitating change. Through storytelling, projective play, purposeful improvisation, and performance, participants are invited to rehearse desired behaviors, practice being in relationship, expand and find flexibility between life roles, and perform the change they wish to be and see in the world.”
Drama therapy evolved from the experience and research of psychotherapists, educators, and theater professionals who recognized that alternatives to traditional talk therapies were useful to let clients confront, explore and work through problems and emotional difficulties. Drama therapists are trained to address issues of social justice and the social, ecological, and intersectional formation of identities in treatment of individuals.
The National Association for Drama Therapy (NADTA) was incorporated in l979 to establish and uphold high standards of professional competence and ethics among drama therapists; to develop criteria for training and credentialing; to sponsor publications and conferences and to promote the profession of drama therapy through information, education, and advocacy.
It is the responsibility of all Registered Drama Therapists (RDT) to adhere to the profession’s ethical, moral, and legal standards as prescribed and accepted by the association and its membership. These standards cover principles of accountability, competence and confidentiality in treatment, supervision, and research.
Registered Drama Therapists (RDT) are trained in theater arts, psychology, and psychotherapy. Training includes improvisation, puppetry, role-playing, pantomime, mask work, and theatrical production. Training in psychology and psychotherapy includes theories of personality, group process, and supervised clinical experience with a broad range of populations. The association supports the study of drama therapy through graduate programs in accredited colleges or universities and also through the NADTA approved Alternative Training Program.
NADTA maintains a registry of drama therapists who have met the educational and clinical practice standards designated for professionals. The Registered Drama Therapist title is awarded to drama therapists who have a master’s degree which includes 500 hours of drama/theater experience, 300 hours of on-site internship in drama therapy with at least 30 hours of supervision by an RDT (or other registered creative arts therapist or credential master’s level mental health professional) and l000 paid hours of drama therapy experience (also supervised).
A Board-Certified Trainer (BCT) is a working drama therapist who has been at least five years in RDT rank. The trainer must be a practicing RDT who is actively affiliated in some area of drama therapy (.e.g. academic, clinician, group therapist) and active in NADTA. BCTs must have a broad base of experience and knowledge of the entire field of drama therapy and must submit current recommendations to support that. In addition, the trainer must have an acknowledged reputation as a skilled drama therapist in more than one area of expertise either through publication, presentations, workshops and/or other recognized contributions to the field of drama therapy.
A Master Teacher (RDT-MT) is an RDT in good standing who has worked as a drama therapist/teacher for a minimum of three years and who has been recognized by the NADTA in a specific area (or areas) of drama therapy .
Drama therapy is a health and human service profession that dynamically and effectively addresses the needs of people from young children to the elderly. It can be used in the assessment and treatment of individuals, couples, families and groups. Drama therapists may be the primary or adjunctive therapist within a treatment team, depending on the needs of the institution and the individual. Drama therapy is firmly rooted in a belief in the healing power of drama.
Client populations can benefit in a variety of clinical, educational and business settings, including: psychiatric hospitals, mental health facilities, day treatment centers, nursing homes, schools and other educational programs, business and corporate programs, centers for the physically/ developmentally/ learning challenged, and prisons. Populations served may include children and teens with learning and social difficulties, the developmentally challenged, psychiatric patients, differently abled clients, substance abusers, AIDS clients, and those with disorders associated with aging.
Goals are determined by the needs of each population. Some specific benefits likely to be achieved in drama therapy include (1) finding alternatives to problems, (2) reducing feelings of isolation, (3) developing new coping skills and patterns, (4) broadening the range of expression of feelings, (5) experiencing positive interactions, (8) practicing and refining social skills and (6) developing new strengths in forming identities and social relationships.
Published research studies include assessment tools, statistically-based measurements, role play tests, and assessments using puppets with children. Many current outcome studies are descriptive, using the case study method or a narrative inquiry, co-research model. NADTA publishes three issues annually of a peer-reviewed professional journal, Drama Therapy Review (DTR).