An exploration into what individual drama therapy offers a child presenting with developmental trauma in a Scottish primary school: a case study.

Abstract

Dramatherapy is a creative form of psychotherapy and is gaining recognition as a treatment for children and young people. However, less is known about the influences of dramatherapy on children presenting with developmental trauma (DT), particularly at school-age level. This study explored the influences of dramatherapy on a child presenting with developmental trauma (DT) in a Scottish primary school. Developmental trauma is a term used to describe the impact of early repeated trauma and loss caused by abuse or neglect. DT in children may affect their emotional, cognitive behavioural and relational abilities. In schools, DT results in children who may be disruptive, aggressive, and disengaged. The challenging behaviour of children affected by DT impacts pupils and staff. Through critical reflection on an individual case study and the use of hermeneutic phenomenology, this project found that within the dramatherapy space the use of dramatic processes equipped the child with the tools to selfregulate, feel safe and reveal parts of his lifeworld. The unconditional positive regard and acceptance from the therapist builds trust and creates the enabling conditions that influence the effectiveness of therapy. The study acknowledges the necessity of the dramatherapist being part of the integrated system of support that surrounds a child and explores how the effectiveness of the therapy is impacted if holistic support is missing. The findings of this case study add to the growing body of research that dramatherapy has significant benefits for children struggling with the consequences of DT. It highlights the advantages of dramatherapy in school settings, which is yet to be a regular practice within Scottish schools.