Drama therapy programs europe

Once graduates are registered, they will be entitled to practice drama therapy throughout North America. The Drama Therapy Alternative Training Program attracts theatre professionals and educators, therapists, and those working in the fields of medicine, healthcare, and special education.

Students come from diverse cultural and academic backgrounds to study and apprentice with leading professionals in the creative arts therapies. Classes are small and instruction individualized. For more information regarding registration, please visit nadta. The Center for Creative Arts Therapy offers rich opportunities for clinical internships in hospitals and shelters, therapeutic day schools, drug rehabilitation centers, prisons, and special facilities for the homeless, elderly, developmentally disabled, and the terminally ill, among others.

Have more questions? These include the following 24 credits total needed :. Creative Arts Therapies 3 credits. Drama Therapy with Special Populations 3 credits. Psychodrama or Sociodrama 3 credits. Advanced Electives in Drama Therapy 3 credits. Ethics and Professionalism in Drama Therapy 3 credits. Drama therapy is active and experiential. This approach can provide the context for participants to tell their stories, set goals and solve problems, express feelings, or achieve catharsis.

Through drama, the depth and breadth of inner experience can be actively explored and interpersonal relationship skills can be enhanced. Participants can expand their repertoire of dramatic roles to find that own life roles have been strengthened. Role-playing — acting out issues and problems- is more effective than talking. Drama therapy written dramatherapy is the use of theatre, techniques to facilitate personal growth and promote mental health. Drama therapy is used in a wide variety of settings, including hospitals, schools, mental health centres, prisons, and businesses.

Call Us Now. Firstly, A long history of drama as healing force with ancient roots in the healing rituals and dramas of various societies. Secondly, in the early twentieth century, hospital theatre and the work of Moreno, Evreinov, and lljine marked a new attitude towards the relationship between therapy and theatre that provide a foundation for the emergence of drama therapy later in the century.

Today, drama therapy is practiced around the world and there are presently academic training programs in Britain, Germany, the Netherlands, Canada, Israel and the United States. Phil Jones has written in his book Drama as Therapy, Theatre as Living — that there are nine core processes at the heart of drama therapy. These include projective identification and dramatic distancing. Specialization tracks prepare graduates for certification or registration by their respective professional associations.

The Expressive Therapies faculty established these program goals. Students will demonstrate a dual identity as a clinical mental health counselor and expressive therapist, and an understanding of the ways in which the professions enhance and complement one another. Students will demonstrate an understanding of the counseling profession and their modality profession.

Students will demonstrate the capacity to provide counseling services within the ethical codes of the counseling profession and their modality specializations, and with an understanding of legal issues.

Students will gain substantial knowledge of core counseling theories as applied to individual and group processes, skills, and approaches. Students will assess and cultivate an understanding of human growth and development throughout the lifespan, including an understanding of arts-based development, and the connection between developmental theory, clinical issues.

Students will be able to design interventions, as well as apply considerations of environmental, biological, and cultural factors. Students will demonstrate counseling skills and techniques which exhibit awareness of self and other in the therapeutic relationship.

Students will demonstrate the ability to document and evaluate progress towards treatment goals. Students will develop a critical multicultural lens of the sociocultural foundations in the counseling and expressive therapy process, including developing an awareness and knowledge of power, privilege, and oppression at the micro, macro, personal, and interpersonal levels. Students will develop strategies to identify and eliminate cultural barriers, prejudice, and discriminatory practices.

Students will demonstrate knowledge of vocational counseling theory and apply career development methods to individual professional development. Students will develop a theoretical and embodied understanding of group process and dynamics, theory, skill, and approaches. Students will gain knowledge and skills in understanding and utilizing formal assessment instruments and information gathering techniques, used in case conceptualization, treatment planning.

Students will also be able to analyze and critique assessment tools regarding ethical usage and multicultural competency. Students will develop the ability to locate, read, critique, and evaluate research to inform clinical practice. Through this activity, students will contribute knowledge to the profession of counseling and their modality specializations.

Students will gain an understanding of the broad spectrum of psychopathology and diagnostic criteria utilized in the current DSM 5 and ICD 10 to inform ethical clinical practice and evaluation within a diverse context. Students will demonstrate trauma-informed skills within clinical practice, including knowledge of crisis intervention, and risk and suicide assessment.

Students will understand current research and application in how the arts are used in trauma-informed practice, including individual, community, cultural, and systemic complex trauma across the lifespan.

Students will be able to articulate, embody, and apply the transformative nature of creativity and the arts intrapersonally, interpersonally, and clinically, demonstrating the integration of knowledge and skills within practice. Students will demonstrate knowledge and apply skills associated with working in diverse communities and multi-disciplinary teams. Students will critically analyze methods of treatment, referral, and interdisciplinary collaboration from a global health perspective.

Students will develop and begin to articulate and evidence, in their scholarship and clinical practices, their theoretical orientation.

Students take courses in a scheduled sequence, where learning takes place in increments that align with their emerging competencies as clinicians. Following the program's course sequence ensures that students build upon knowledge and skills in a manner that maximizes their learning efforts, and that is appropriate and supportive, as they begin to practice in the field.

A nexus for higher education and mental health counseling practice and research, each year , students arrive to Cambridge from around the globe. The intellectual and cultural capital runs deep, and so do your opportunities addressing barriers to wellness. Become part of a community of artists and scholars in Cambridge while pursuing your degree.

Taking three to four courses per semester, immerse in rigorous study and complete your program within a two to three year sequence. Between residencies, continue your studies online with Lesley faculty and through supervised field experiences in your community. Your courses correspond with those of our on-campus program, and will be completed within three years. Depending on your professional goals, where you reside or plan to practice, and the licensure requirements within that state, there are different pathways toward licensure or credentialing that may be relevant.

Jason D. He is the editor-in-chief for The Arts in Psychotherapy and the former training director for DvT Montreal, a satellite of the Institute for Developmental Transformations. Prior to joining Lesley University, Jason was a professor in Creative Arts Therapy at Montreal's Concordia University, serving for a portion of that time as the graduate program director for drama therapy and a member of the Arts in Health Research Collective.

Jason is an internationally known drama therapist, having presented on drama therapy in many countries, including the Czech Republic, China, Hong Kong, South Africa, the Netherlands, and the United Kingdom. Prior to finding drama therapy, he was a high school theatre teacher.

His publications include articles and book chapters on drama therapy education, arts therapies pedagogy, schizophrenia, developmental transformations, and role theory. His current research includes an exploration of the drama therapy student experience as well as the application of drama therapy theory to experiential learning. Laura L. Previously, Dr. Wood served as an Assistant Professor and the Clinical Coordinator at Molloy College, where she spent four years collaborating and launching an accredited program in Clinical Mental Health Counseling and supported the start of a community wellness clinic.

Prior to being a full-time professor, Dr. Wood was the Lead Therapist at an eating disorder and trauma treatment center in the Midwest where she facilitated individual, group, and family therapy. She also spent time working in pediatric hospitals with critically and seriously ill children and in assisted living with older adults.

More specifically, Dr. Wood is interested in how therapeutic theater can support individuals in various forms of recovery. CoATT is the first manualized model of therapeutic theater and Dr. Wood is engaged in on-going research and collaboration with various recovery communities including persons with eating disorders, substance use, and aphasia. Most currently, Dr. Wood presents, publishes, supervises, and consults nationally and internationally.

She sees clients in private practice and facilitates intensive healing retreats using drama therapy. In the classroom, Dr. Wood is passionate about teaching and supervising students to develop into present, attuned, and embodied clinicians that listen deeply.

Wood works to inspire each student to think critically about the material presented and examine the role of power, privilege, and intersecting identities in the clinical encounter. Wood prioritizes mirroring and reflecting to each student their unique capacities and supporting students in unfolding into the practitioner and scholar they want to embody.

She has 13 years of clinical experience in delivering trauma-centered Drama Therapy and psychotherapy to children, adolescents, and adults who have experienced traumatic events.