Thank you for telling – thank you for listening: The Witness Theater model

2021 ◽  
Vol 7 (1) ◽  
pp. 77-94
Author(s):  
Sally Grazi-Shatzkes ◽  
Jessica Asch ◽  
Eve Udesky
Keyword(s):  
Holocaust Survivors ◽  
Historical Trauma ◽  
Drama Therapy ◽  
Holocaust Education ◽  
Adolescent Students ◽  
Therapy Program ◽  
Case Vignettes ◽  
Unique Approach ◽  
Potential Impact ◽  
Meaningful Relationships

Witness Theater is a year-long intergenerational drama therapy program that brings Holocaust survivors and adolescent students on a therapeutic and theatrical journey of telling and listening that results in the most unlikely and meaningful relationships. The program utilizes drama therapy in Holocaust education and remembrance, with an emphasis on repairing historical trauma through embodied storytelling and fostering empathy. This article will offer an overview of this unique approach to Holocaust education, a description of the program’s protocol, and the connections between this approach and the existing drama therapy theory and research. Case vignettes have been integrated to illustrate the model and potential impact of the program.

scholarly journals Infatuation, Romantic Relationship and Learning Behaviour among School Going Adolescents

2021 ◽  
pp. 71-82
Author(s):  
Gururaj Ganapati Gouda ◽  
Laveena D’Mello
Keyword(s):  
Academic Performance ◽  
Romantic Relationship ◽  
Negative Impact ◽  
Secondary Data ◽  
Research Paper ◽  
Learning Behaviour ◽  
Adolescent Students ◽  
Potential Impact ◽  
Teachers And Parents ◽  
Questionnaire Method

The adolescence is an important period in which one's character, behaviour, habits, and future lifestyles are developed. Influence of peer is more than the influence of adults, parents, and teachers in this period. Therefore, this research paper aims to explore the potential impact of infatuation and romantic relation to learning behaviour of school-going adolescents. Total of 108 adolescent students were surveyed using the questionnaire method. Both the primary and secondary data are used in this study and it is descriptive in nature. Result highlights that a majority of the respondents have experienced distraction, stress, and low academic performance due to infatuation and romantic relationship. It has a negative impact on learning behaviour among adolescents undergoing infatuation or romantic relation. It is recommended that creation of awareness among teachers and parents in the school and home to provide appropriate support and care to the adolescents is essential. A flexible environment in the school and home must be created to make the adolescents develop positive behaviour towards learning.

Classroom Drama Therapy Program for Immigrant and Refugee Adolescents: A Pilot Study

2007 ◽  
Vol 12 (3) ◽  
pp. 451-465 ◽  
Author(s):  
Cécile Rousseau ◽  
Maryse Benoit ◽  
Marie-France Gauthier ◽  
Louise Lacroix ◽  
Néomée Alain ◽  
...  
Keyword(s):  
Pilot Study ◽  
Drama Therapy ◽  
Therapy Program ◽  
Immigrant And Refugee

Infusing a Peer-to-Peer Support Program With Adventure Therapy for Adolescent Students With Autism Spectrum Disorder

2017 ◽  
Vol 40 (4) ◽  
pp. 394-408 ◽  
Author(s):  
Maggie Karoff ◽  
Anita R. Tucker ◽  
Tony Alvarez ◽  
Patricia Kovacs
Keyword(s):  
Autism Spectrum Disorder ◽  
High School Students ◽  
Social Skills ◽  
Problem Behaviors ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Adventure Therapy ◽  
School Students ◽  
Adolescent Students ◽  
Therapy Program

Background: Key findings from the literature on treatment interventions with youth with Autism Spectrum Disorder (ASD) indicate that the most successful approaches allow frequent opportunities for uncontrived social interactions and are customizable to the needs of individuals and the group. Adventure therapy meets these criteria while providing opportunities for processing here-and-now behaviors in relation to life beyond school. Purpose: The purpose of this article is to present one model of a peer-mediated adventure therapy program with high school students with ASD. Methodology/Approach: A case example is presented to highlight one student’s experience in the program over 3 years. The Social Skills Improvement System was administered on an annual basis for this student, and scores were analyzed to assess progress. Findings/Conclusions: Preliminary data for one student over 3 years indicate an overall increase in social skills and overall decrease in problem behaviors. The case example illuminates the rationale for using adventure therapy with youth ASD due to opportunities for uncontrived interaction, a group-driven process, and emphasis on the here-and-now. Implications: While the small evaluation and case example provided preliminary support for utilizing adventure in peer-mediated interventions with youth with ASD, further research is needed for more in-depth program evaluation and understanding.

Dual diagnosis theater: A pilot drama therapy program for individuals with serious mental illness and substance use disorder

2020 ◽  
Author(s):  
Amy Cheung ◽  
William-Bernard Reid-Varley ◽  
Mathew Chiang ◽  
Manon de Villemejane ◽  
Laura L. Wood ◽  
...  
Keyword(s):  
Mental Illness ◽  
Substance Use ◽  
Substance Use Disorder ◽  
Dual Diagnosis ◽  
Serious Mental Illness ◽  
Drama Therapy ◽  
Therapy Program

A Space to Speak: Therapeutic Theater to Address Gender-Based Violence

2020 ◽  
Vol 26 (14) ◽  
pp. 1771-1789
Author(s):  
Gabrielle Arias ◽  
Christina Dennis ◽  
Stephenie Loo ◽  
Amy Larson Lazier ◽  
Kathleen D. Moye ◽  
...  
Keyword(s):  
Graduate Students ◽  
Life Stories ◽  
Real Life ◽  
Drama Therapy ◽  
Gender Based Violence ◽  
Therapy Program ◽  
Gender Based ◽  
The Impact

This article examines the experience of eight graduate students in the drama therapy program at Lesley University when creating and performing a theater piece centered around gender-based violence. The performance piece, A Space to Speak, used the performers’ real-life stories to highlight their vastly different, yet strikingly similar, experiences and invited the audience to examine their own relationship to those stories. A description of the process used to create and perform the piece is followed by a discussion of the impact the process had on the performers and audience members.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

Effects of Gender, Parental Role, and Time on Infant- and Adult-Directed Read and Spontaneous Speech

2019 ◽  
Vol 62 (11) ◽  
pp. 4001-4014
Author(s):  
Melanie Weirich ◽  
Adrian Simpson
Keyword(s):  
Parental Involvement ◽  
Gender Identity ◽  
Spontaneous Speech ◽  
First Year ◽  
Space Size ◽  
Vowel Space ◽  
Potential Impact ◽  
Phonetic Features ◽  
And Gender ◽  
Description Task

Purpose The study sets out to investigate inter- and intraspeaker variation in German infant-directed speech (IDS) and considers the potential impact that the factors gender, parental involvement, and speech material (read vs. spontaneous speech) may have. In addition, we analyze data from 3 time points prior to and after the birth of the child to examine potential changes in the features of IDS and, particularly also, of adult-directed speech (ADS). Here, the gender identity of a speaker is considered as an additional factor. Method IDS and ADS data from 34 participants (15 mothers, 19 fathers) is gathered by means of a reading and a picture description task. For IDS, 2 recordings were made when the baby was approximately 6 and 9 months old, respectively. For ADS, an additional recording was made before the baby was born. Phonetic analyses comprise mean fundamental frequency (f0), variation in f0, the 1st 2 formants measured in /i: ɛ a u:/, and the vowel space size. Moreover, social and behavioral data were gathered regarding parental involvement and gender identity. Results German IDS is characterized by an increase in mean f0, a larger variation in f0, vowel- and formant-specific differences, and a larger acoustic vowel space. No effect of gender or parental involvement was found. Also, the phonetic features of IDS were found in both spontaneous and read speech. Regarding ADS, changes in vowel space size in some of the fathers and in mean f0 in mothers were found. Conclusion Phonetic features of German IDS are robust with respect to the factors gender, parental involvement, speech material (read vs. spontaneous speech), and time. Some phonetic features of ADS changed within the child's first year depending on gender and parental involvement/gender identity. Thus, further research on IDS needs to address also potential changes in ADS.

Exploring the Potential Impact of Sentence-Level Comprehension and Sentence-Level Fluency on Deaf Students' Passage Comprehension

2020 ◽  
Vol 63 (7) ◽  
pp. 2281-2292
Author(s):  
Ying Zhao ◽  
Xinchun Wu ◽  
Hongjun Chen ◽  
Peng Sun ◽  
Ruibo Xie ◽  
...  
Keyword(s):  
Independent Predictor ◽  
Vocabulary Knowledge ◽  
Group Differences ◽  
Regression Analyses ◽  
Deaf Students ◽  
Mediating Role ◽  
Sentence Level ◽  
Mediating Mechanisms ◽  
Potential Impact ◽  
The Relationship

Purpose This exploratory study aimed to investigate the potential impact of sentence-level comprehension and sentence-level fluency on passage comprehension of deaf students in elementary school. Method A total of 159 deaf students, 65 students ( M age = 13.46 years) in Grades 3 and 4 and 94 students ( M age = 14.95 years) in Grades 5 and 6, were assessed for nonverbal intelligence, vocabulary knowledge, sentence-level comprehension, sentence-level fluency, and passage comprehension. Group differences were examined using t tests, whereas the predictive and mediating mechanisms were examined using regression modeling. Results The regression analyses showed that the effect of sentence-level comprehension on passage comprehension was not significant, whereas sentence-level fluency was an independent predictor in Grades 3–4. Sentence-level comprehension and fluency contributed significant variance to passage comprehension in Grades 5–6. Sentence-level fluency fully mediated the influence of sentence-level comprehension on passage comprehension in Grades 3–4, playing a partial mediating role in Grades 5–6. Conclusions The relative contributions of sentence-level comprehension and fluency to deaf students' passage comprehension varied, and sentence-level fluency mediated the relationship between sentence-level comprehension and passage comprehension.

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