The Power of play and drama for the Covid-19 generation

 

Compiled by the Franchisors of Africa, India and South Africa

The power of play and drama for the Covid-19 generation  By Dr Clive Holmwood (This is a very interesting article about Drama Therapy and Neuro-Dramatic Play. Whilst we can't claim to be qualified therapists, the Helen O'Grady Drama Programme really does cover all the bases of this article. We are lucky to have such an incredible programme that makes a difference to the mental state of many of our children and adults.)

As pupils settle back into school and their new Covid-19 routines, Dr Clive Holmwood (@DrCliveH), Associate Professor in Dramatherapy at the University of Derby (@DerbyUni), discusses how dramatherapy and play-based approaches, such as Neuro-Dramatic Play, can help with the emotional impact on the Covid-19 generation. The worries of children and young people as they return to school The UK lockdown over the last few months due to Covid-19 has been described by many as ‘unprecedented’. Never in peacetime have our daily lives been affected to such a degree. Particularly so when thinking about the psychological health and wellbeing of children and young people, who have had to remain at home away from their peers for several months. For reasonably well-adjusted children with good enough attachments with their families, it might not be too difficult for them to then prepare to return to school in the autumn. However, for children and young people with underlying mental health issues, or who live in families where parents have been furloughed, are out of work and have financial or health issues themselves and are struggling this might be a different story. How do these children begin to prepare to return to some sense of normality and school? For some children school has always been a refuge, a safe place away from some of the difficulties of home. We know there has been a steep rise in domestic violence during lockdown and school might be a safe place to return to. However, for others it might be anxiety-provoking, especially with the media being full of talk of a deadly unseen virus. How do very young children in particular understand this? Will their friends still be their friends on return? Will they have changed? What about children and young people having to socially distance, an alien concept to many? There are many questions about how it all might play out. What is dramatherapy? Dramatherapy (one of four arts therapies, the others being art, music and dance) is a psychological therapy that embraces a range of drama, theatre and other arts-based approaches in order to support individuals to cope, manage and come to terms with aspects of their life. Unlike talking therapies, it doesn’t rely on the spoken word.  Dramatherapy is not necessarily about role play, as many might think. It involves a range of approaches including play, the use of stories, puppets, props and small objects, movement, sound and art materials, to name but a few ways of how a dramatherapist might work individually or in groups. It has strong connections to play and play therapy. What is Neuro-Dramatic Play? Neuro-Dramatic Play (NDP) s a form of developmental play, not a therapy in itself, but its theoretical developmental play-based approach is often used within drama and play therapy sessions. Using our greater understanding of how the brain works, pioneering play and drama therapist Sue Jennings developed a range of approaches under the NDP umbrella that considered children and young people from a developmental perspective. Play is fundamental to all children’s development; without it in the early years a child’s overall confidence and self-esteem can be damaged. On occasions, in very severe cases, this can lead to serious mental health issues. How can NDP and Dramatherapy help children of the Covid-19 Generation? NDP is firstly seen as preventative, a pre-therapy. It’s a very sensory form of play, using what we call an ‘embodied’ approach, allowing the child or young person to connect their bodies to their feelings, to eventually cognitive thoughts, so they can make sense of how they feel. Early stages involve simple touch and messy play, moving through to playing with objects, and creating characters and stories by the time a child is about seven. This is described by Jennings as Embodiment, Projection, Role (EPR). Those who are feeling very anxious or worried about returning to school, due to either what has happened at home or the impending anxiety of being back with peers, may well find these approaches as a way of expressing their feelings more helpful rather than using more traditional talking therapies. The younger a child is the less they rely on spoken language as a primary way of communication. Anxiety Isolation Loop I was recently asked by some dramatherapy colleagues in South America to deliver a virtual presentation on this subject of Covid-19 play and NDP. Colleagues expressed many similar concerns about the isolation and the issues that this has brought up for children in lockdown across many South American countries that have experienced similar, and in some cases worse, infection rates. I started to hypothesise about this notion of isolation and the impact it could have, and even that for some vulnerable children it might in the most extreme form result in trauma. I called this the anxiety isolation loop (Figure 1). Some children with underlying mental health issues could become potentially stuck in this cycle of stress and anxiety, leading to potentially to psychological trauma. Closing Thoughts To date this anxiety isolation loop is purely hypothetical and has not been tested out in anyway. I feel that the use of drama and embodied physical play-based experiences may allow children and young people at risk of greater levels of stress and anxiety to begin to come to terms with how they might be feeling. As young children in particular rely less on the spoken word to communicate, depending on physical sensations to make sense of how they feel, then drama and play-based approaches, such as NDP make much more sense. No matter what approaches are used, it is clear that all forms of psychological therapies may well be required more than ever as we come out of lockdown. I feel that play and embodied play-based approaches will be of particular relevance as children return to school.  Dr Clive Holmwood, Associate Professor in Dramatherapy at the University of Derby Source: https://www.fenews.co.uk/press-releases/54553-the-power-of-play-and-drama-for-the-covid-19-generation

Body, Mind, Performance Workshop

Maija Lamu, who runs our Cairo, Egypt branch, with Gina El Zoheiry, comes from a sporting background. She and her husband were both international tennis stars. She has seen a great gap in the market and will be developing an amazing drama course for athletes. 
 

Maija says: "Any successful athlete is confident, has a strong sense of self and is able to think critically. Athletes must develop their focus, learn how to be calm and motivated in order to enhance their performance. 

"According to a frequently cited study of almost a quarter million students by UCLA’s Graduate School of Education and Dr. James Catterall, students who participate in the Arts don’t just do better in school, they perform in areas that drive success outside the classroom.

 
"When athletes take part in drama they start to develop confidence, analytical skills, self awareness, emotional regulation and positive thought patterns. The arts has been proven to decrease stress and increase a sense of fulfillment and achievement. It is through self expression and imagination that an athlete discovers themselves and is able to visualize their path to success. 

"Learning to perform confidentially in-front of an audience will erase any ounce of fear when it comes to athletic performance during competitions. 

"Enhance your athletic performance through performing arts and learn the tools to help you perform more effectively!"

 

Positive effects of drama in reading and comprehension

Research shows drama positively affects reading and comprehension! 

Recent research from South Carolina University reveals the positive effects of drama teaching in the appreciation of reading and understanding of literature in schools.  The following outcomes were discovered:

1. The use of drama pedagogy strategies in the English classroom provides teachers with a way to increase student engagement and make reading an active and visible behaviour.

2. Students become more independent in their reading and rely less upon the teacher for the analysis of the literature. 

3. The students involved in this action research practiced close reading skills that led them to a comprehension level they had not indicated prior to the intervention. 

4. The findings of this study suggest that drama pedagogy was successful in helping students comprehend Shakespeare’s language, improved students’ attitudes toward the reading of Shakespeare, and increased students’ perception of their empathy for others.

Source: https://scholarcommons.sc.edu/cgi/viewcontent.cgi?article=6202&context=etd

The crucial role of drama in a child’s mental health

It is been very clear, and parents will be witness to this, that children’s mental health have been adversely affected the Covid Pandemic.

Drama Kids International, our sister company in the USA recently wrote that: “According to WayAhead -  Mental Health Association, a study was done by The Australian Theatre for Young People (ATYP) to see if their drama programme impacted the mental health of their participants over the past few decades.

They found of the more than 1,200 people who participated in the survey, 89% reported participating in the drama programme had a positive impact on their self-confidence and 94% of respondents said it had a positive impact on their overall sense of wellbeing. 52% of people – slightly more than half of all respondents – indicated that a drama programme had a positive or very positive impact on their anxiety levels.

These results could be because, in a digital age, theatre provides an environment to personally engage with others and can be a practical way to address serious issues that society is facing such as bullying, friendship, family relationships, etc. According to the report, “One person noted that as a young boy, he suffered from bullying and severe anxiety. ‘ATYP helped bring me out of my shell and nurtured my passion for performing.’”

Theatre can also promote self-confidence and self-expression. Fraser Corfield, the Artistic Director of ATYP states, “We talk about the importance of self-expression and telling your own story and “finding your tribe”, which is a term that youth theatres use over and over, …” and a “tribe” is exactly what children who participate in the performing arts can find. In theatre, you are encouraged to be 100% your authentic self so the friendships and bonds you make are usually incredibly strong and long-lasting.

The most beautiful thing about this connection between mental health and theatre is, “these benefits occur without any conversation around mental health. So there’s part of me that goes ‘we need to keep that because I think the death knell of theatre, and theatre for young people, is that we keep using theatre to try and teach young people about something’,” according to Fraser. The benefits come solely from the students having fun transforming into new characters, creating scenes with friends, or just getting to be silly by moving around the room in creative ways.”

دور الدراما الهام في الصحة النفسية للطفل

لقد كان واضحًا للغاية أن الصحة النفسية للأطفال قد تأثرت سلبًا بسبب وباء كوفيد. 

كتبت شركة دراما الاطفال العالميه ، الشقيقة لنا في الولايات المتحدة مؤخرًا ما يلي: "وفقًا لـمؤسسة الصحة النفسية - واي اهيد" ، تم إجراء دراسة بواسطة المسرح الأسترالي للشباب - ATYP   لمعرفة إذا كان برنامج الدراما الخاص بهم قد أثر على الصحة النفسية للمشاركين على مدى العقود القليلة الماضية.

ووجدوا أنه من بين أكثر من ١٢٠٠ شخص شاركوا في البحث  ٨٩٪ من المشاركين اتفقوا علي ان البرنامج الدرامي كان له تأثير إيجابي على ثقتهم بأنفسهم ، وقال ٩٤٪ من المشاركين في البحث إنه كان له تأثير إيجابي على صحتهم العامة. أشار ٥٢٪ من المشاركين أن البرنامج الدرامي كان له تأثير  إيجابي للغاية على معدل القلق لديهم. 

 

قد تكون هذه النتائج لأن المسرح ، في العصر الرقمي ، يوفر بيئة للتفاعل شخصيًا مع الآخرين ويمكن أن يكون طريقة عملية لمعالجة القضايا الخطيرة التي يواجهها المجتمع مثل :التنمر والصداقة والعلاقات الأسرية وما إلى ذلك. وفقًا للتقرير ، "لاحظ أحدهم أنه عندما كان صبيا واجه التنمر و كان يمر بالقلق الشديد. "و قد ساعدت ATYP- (المسرح الأسترالي للشباب)،  في إخراجي من قوقعتي وعززت شغفي بالأداء المسرحي."

يمكن للمسرح أيضًا أن يعزز الثقة بالنفس والتعبير عن الذات. يقول فريزر كورفيلد ، المدير الفني لـ ATYP - (المسرح الأسترالي للشباب) ،  "نتحدث عن أهمية التعبير عن الذات ورواية قصتك الخاصة و" العثور على مجموعتك الخاصة"، وهو مصطلح تستخدمه دور السينما الشبابية مرارًا وتكرارًا ، ..." "هو بالضبط ما يمكن أن يجده الأطفال الذين يشاركون في الفنون المسرحية. في المسرح ، نشجعك على أن تكون ١٠٠٪ على طبيعتك الحقيقية ، لذا فإن الصداقات والروابط التي تقيمها عادة ما تكون قوية بشكل لا يصدق وتدوم طويلاً

أجمل ما في هذا الارتباط بين الصحة النفسية والمسرح هو أن "هذه الفوائد تحدث دون أي محادثة حول الصحة النفسية. قال فريزر "نحن بحاجة للاحتفاظ بذلك لأنني أعتقد أن أهمية دقات جرس المسرح والمسرح للشباب ، هو أننا نستمر في استخدام المسرح لمحاولة تعليم الشباب عن شيء ما" تأتي الفوائد من استمتاع الطلاب بالتحول إلى شخصيات جديدة ، أو إنشاء مشاهد مع الأصدقاء ، أو  أن تكون مهرجآ و مرحآ  و على طبيعتك دون خجل من خلال الحركة في جميع أنحاء الغرفة بطرق إبداعية ".

Sources:

DramaKids International, https://dramakids.com/blog/theatres-impact-on-mental-health-how-theatre-can-help-without-you-knowing/

WayAhead Mental Health Association NSW: https://wayahead.org.au/youth-mental-health-takes-a-bow-the-impact-of-theatre/

The importance of developmental drama during the pandemic

Helen O'Grady is committed to continue development, communication and social skills of all students! 

During times such as now, we find it vital for all students to continue their development, communication and social skills, while providing them a safe learning environment. Sanitising and social distancing have been integrated into the curriculum and we follow strict guidelines to keep everyone safe. Lessons are running for 60 minutes, one time per week. 

The academy uses a unique performing arts curriculum to develop ongoing confidence, self-esteem, communication and social skills. We praise individuality and creative thinking and with enthusiastic, energetic and positive teaching approach we let every student shine and find their true potential. 

The lessons include dramatic play, speech training, creative movement, scene starters, dialogue development and improvisations. The program helps develop important life skills such as Critical thinking, Teamwork, thinking out of box, problem solving, sequencing & memory skills and vocalizing thoughts and emotions. This is all done in a fun, stimulating way. 

Now more than ever, students need to interact and communicate!

The benefits of drama in education are indisputable!

Our students and teachers shine bright! 
The second semester has started and all classes are back in full action!
The Helen O'Grady edudrama classes started 1979, when and actress and education specialist Helen O'Grady saw the huge need to develop children's and adult's confidence and communication. She realized the only key to success in life is to be spontaneous and expressive speaker. Helen O'Grady created an amazing creative programme, using performing arts, to bring out the innate ability of all students joining. The academy has now become the largest international drama school worldwide promoting self-expression, a commitment to learning and positive behavior. 
Some of the main benefits of our program include: 
✅ Encourage self- expression in the form of idea sharing and confidence building
✅ Increase a commitment to learning and leadership
✅ Teaches problem solving, decision making, building self-esteem and self-discipline and acquire skills in cooperation and group problem solving.
✅ Help participants become more comfortable working with others
✅ Boost Positive self- expression and participation in leadership roles

Join us and become the best version of yourself!

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Term 2 Ends With a Parents Blast!

With Term 2 ending, the Helen O'Grady Drama Academy held Parent Days across Cairo! Involving the parents of our students is vital as the academic year moves along. With the aim of developing our students' confidence, self-esteem, performance & speaking skills, the involvement of parents in our classrooms is a massive catalyst to achieving that. 

All year, our teachers work with our students to develop a free-play zone where our students could feel comfortable to express themselves without pressure or limitations, as long the rules of the class are followed. This time of year, the students start to feel ready to have an audience attend classes. A presentation showing off the speaking skills, body awareness, improved confidence, and overall fun that the students have in class is given. Having the parents as an audience to watch a small performance is vital as Term 3 approaches. 

In Term 3, our classes start to rehearse for a play made suitable for the specific age groups with the emphasis of continuing our aims of developing the personality of our beloved students. Of course, the performance element of the play is given attention and we strive to show off the acting of our students, but our main goal is more about the improvement of the student during the course of child's time with the academy.     

Having a child leave our classes feeling accomplished and comfortable in their own skin is a massive honour as the Helen O'Grady Drama Academy will forever be committed to the betterment of our students. 

To sign up for Term 3, or to contact the Helen O'Grady Drama Academy for more information:

0106 347 9551

cairodrama@hotmail.com

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