PDT indicates Drama Therapy Courses. MCP indicates Master of Arts in Counseling Psychology Courses. MCPD indicates an MCP course taught from a drama therapy perspective.
An exploration of the theoretical foundations of drama therapy, as well as an examination of its major theorists, approaches, and core constructs, such as play, role, ritual, improvisation, embodiment, projection, and aesthetic distance. Students study the interface of drama therapy with social justice work and other forms of psychotherapy, as well as variations of approach used with diverse populations and their presenting challenges.
An experiential course demonstrating the process and progression of a drama therapy series from the establishment of a playful, creative environment to the development of in-depth personal and interpersonal work. Students experience Renée Emunah's Integrative Five Phase Model of Drama Therapy and are introduced to self-revelatory performance.
An examination of clinical and practical issues in drama therapy, including working with resistance, making interventions within the dramatic mode, directing and developing scene work in accordance with therapeutic objectives and applying drama therapy methods in a variety of contexts. Through the use of role-play and video feedback, students develop skills in leadership.
Theory and practice of psychodrama as a therapeutic tool with groups, families, couples, and individuals. Participants experience the roles of protagonist, auxiliary, and director. The efficacy of various warm-ups and techniques with different populations are examined.
An experiential introduction to a developmental drama therapy approach that emphasizes improvisation, embodied free association and elucidation of imagery and metaphor as a means of exploring clinical material. The diverse theoretical roots of this approach, ranging from existentialism to Grotowski, are also explored.
An experiential course involving the refinement of improvisational acting skills and ensemble work. A focus on the playback theater form, which transforms personal stories told by audience members into improvised theater pieces on the spot, incorporating music, movement, ritual, and spoken improvisation. Students will perform playback in the community.
A practical/clinical examination of the application of drama therapy with individual clients, including: shifting between and integrating verbal and dramatic methods in one-on-one work; engaging the individual client over the course of a multiphased therapeutic relationship; and balancing the consideration of clinical, cultural, social, existential, and relational needs in providing attuned approaches within the dramatic medium.
An exploration of the efficacy of drama therapy approaches in addressing vital issues of safety and containment, modulated distance, desensitization, somatic experiencing, and the cultivation of resilience in treating various traumatic disorders. Current research in neurophysiology, attachment theory, and therapeutic applications of mindfulness and other body-oriented expressive arts therapies are considered.
A seminar exploring: the use of the Integrative Five Phase Model of Drama Therapy in various clinical contexts (including brief therapy) and with different populations and age groups; the significance of flow and progression in drama therapy; methods of scene intervention; and research ideas for developing, applying, and expanding this model.
An exploration of the transformative power of drama therapy in the social context, and of the role of the drama therapist as agent of social change and justice. Four approaches to the use of drama and social issues are examined: Healing the Wounds of History, Sociodrama, Theatre of the Oppressed, and World Work. A focus on how change occurs in groups, organizations, societies, and nations.
The work introduced in PDT 5607 is deepened as students learn to integrate additional theoretical understanding and clinical experience into the application of this method. Nuances of the dramatic "play space" are explored in relation to expanding the therapeutic relationship with the "drama therapist in role."
A seminar integrating two years of study in the process, theory, and practice of drama therapy, and culminating in a final project that may include either a self-revelatory performance, a theoretical paper/article, a therapeutic performance that the student directs, or a DVD documenting a drama therapy treatment series.
Occasional courses offered by faculty regarding their current interests and research. For example, Self-Care for Therapists: Mindful and Embodied Approaches explores, through a combination of embodied and contemplative practices, how therapists can balance emotional availability to clients with the cultivation of healthy energetic boundaries.
Examination of basic theories of group dynamics. Exploration of group process through group interaction, didactic analysis, and synthesis. Overview of the field of creative arts therapy, with an emphasis on various modalities-dance/movement, music, art, poetry, and drama therapies-in group work.
Covers the family life cycle, as well as the theories and methods of many of the major family theories, including strategic, brief strategic, systemic, narrative, solution-focused, family of origin, structural, and symbolic experiential family therapy.
A theoretical survey of the major psychotherapy orientation. Students are encouraged to analyze and critique these major theories, and to develop an integrative framework using an interpersonal, feminist, and systemic approach. Dramatic methods are incorporated to enhance theoretical understanding.
An overview of key concepts and methods in therapeutic communication, integrating psychodynamic, humanistic, and other approaches. Experiential portion includes role-play and simulations.
Approaches and techniques to couples and family therapy that employ action-oriented processes are examined and practiced in simulations. Key practitioners in the field of family therapy who have developed action methods are reviewed. Includes work in spousal and partner abuse assessment, detection, and intervention.
Presentation and discussion of case material. Emphases upon case formulation, the therapeutic relationship, and the development of clinical skills.
Ethical standards for the practice of counseling and psychology. Review and discussion of ethical and legal aspects of marriage and family therapy and practice.
Comparative historical and contemporary views of the development of adult psychopathology and the categorization system of the Diagnostic and Statistical Manual.
Theories and research in life transitions, stages of development, and rites of passage, from prenatal conditions through adult experience to dying.
This course explores personal, interpersonal, and transpersonal dimensions of sexual experience, including awareness, attitudes, meaning, expression, response, sexual counseling, and integration with personal development.
Survey of current treatment approaches to chemical dependency and examination of humanist-transpersonal perspectives.
Therapists need to develop awareness of cultural variations and acquire therapeutic tools to address those differences. The prevalent Eurocentric view of therapy as the only option for therapeutic process will be challenged, and alternatives will be discussed. Cultural differences, including race, ethnicity, sexual orientation, class, gender, religion, language, and disability, are considered.
Overview of research methodologies with special focus on qualitative approaches, comparative ways of knowing, and the creation of an integral inquiry research project.
Techniques to remedy or prevent problems in children and their families. Case material introduces strategies of intervention.