Drama therapy uses storytelling & role-play to help individuals express emotions & resolve internal conflicts.
This therapeutic approach fosters creativity & provides a safe space for exploring personal challenges.
By engaging in drama therapy, clients can gain insights, build empathy & enhance emotional wellbeing.
If you’ve ever participated in drama or theater before, you might be familiar with the cathartic release that drama can facilitate.
Actors commonly shed tears after a performance, often accompanied by a profound sense of relief.
Fortunately, joining a theater troupe is not the only way to get this kind of cathartic release. You can also find it in drama therapy.
Drama therapy is a unique type of therapy that relies on “acting out” rather than just “talking it out,” harnessing externalization of the internal to facilitate therapeutic processing (Pendzik, 2006).
Although it might sound like a New Age creation, drama therapy is a well-established and validated form of therapy applicable to a wide range of participants with an even broader range of issues, problems, and disorders (Haen & Weber, 2005; Landy, 1994).
The evidence backing its effectiveness is compelling, as is the intuitive reasoning behind its appeal. Let’s discover more about it below.
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Drama therapy is a type of expressive arts therapy that uses theatrical techniques and concepts to bring about meaningful change. It gives clients a way to express their feelings, interact with others, and rehearse healthy behaviors.
The North American Drama Therapy Association (NADTA; n.d.a, para. 2), the foremost authority on the field of drama therapy, describes drama therapy as an approach that
can provide the content for participants to tell their stories, set goals and solve problems, express feelings, or achieve catharsis.
How drama therapy can help express emotion - Anna Beck
This video outlines how drama therapy engages clients to help express repressed emotions and foster greater wellbeing.
The history
An early book on the subject written in 1917 postulated that drama therapy worked by allowing individuals to externalize inner challenges, safely engage in them, and explore multiple facets of their personality through experimental play (Austin, 1917).
Around the same time, the psychiatrist and theater director Jacob Moreno was formulating his psychodrama technique (Langley, 2006). Psychodrama went against the grain of the current psychology, given its focus on the present and the future rather than the past (e.g., in the style of Freud and his successors).
From these early explorations in drama and therapeutic healing, what we now call drama therapy was born. NADTA was established in 1979 to organize the field and provide guidance (North American Drama Therapy Association, n.d.a).
Drama therapy vs. psychodrama therapy
It’s common to run into questions about the difference between drama therapy and psychodrama therapy, but these questions are rooted in a misunderstanding: Psychodrama is not separate from drama therapy; it is a part of drama therapy (Giacomucci & Marquit, 2020).
Psychodrama refers to the use of guided role-play, dramatic enactment, and spontaneous improvisation with an individual client to gain insights and solve personal and interpersonal problems (Giacomucci & Marquit, 2020; Orkibi & Fenger-Schaal, 2019). While it fits within the larger world of drama therapy, it is only one piece of the larger drama therapy framework.
What does a session look like?
Today, drama therapy sessions are typically organized into four separate parts (Nicholls, 2024):
The check-in
The session starts with the therapist checking in with participants on how they’re feeling.
The warm-up
Next, the therapist guides participants through a warm-up activity to get everyone engaged and ready to be creative
The main activity
The main activity is the largest portion of the session and where the bulk of the therapeutic work happens.
Closing
At closing, the therapist will facilitate a discussion of the experience and reinforce lessons or objectives from the session.
Drama therapy sessions may resemble traditional therapy but typically involve more dramatization, emotional expression, and imagination. Let’s take a look at how it works.
The Psychology Behind Drama Therapy
You might think drama therapy sounds like one of the latest fads to arouse the curiosity of therapists and patients alike, but it’s more than a fad.
It has been around for over 100 years, and it has some serious psychological underpinnings to back it up.
Theoretical foundations
Drama therapy is built on the foundations of psychodynamic theory, role theory, and narrative theory.
Drama therapy draws from psychodynamic theory in its understanding of an inner, unconscious life that influences the conscious experience of the client and can cause issues with functioning and wellbeing (Landy, 1986).
This space is where defense mechanisms operate, built to protect the person from unexpressed feelings and unmet needs; this is the same space where drama therapy can be used to heal (Landy, 1986).
Role theory contributes a central idea to drama therapy: that roles are actual and tangible forms of the self that can be engaged, expanded, and adapted to contribute to one’s wellbeing (Keisari, 2021).
Drama therapy gives clients the chance to explore and experience new roles, understand old ones, and strengthen their sense of positive identity through the integration of roles into “a unified and purposeful whole” (Keisari, 2021, para. 9).
Another foundation of drama therapy can be found in narrative theory, which holds that a person is greatly influenced by the stories they hear and the stories they tell themselves about who they are and about the world around them (The Ohio State University College of Arts and Sciences, n.d.).
Rooted in this understanding, drama therapy offers a chance to exercise more control over the dominant narrative(s) in one’s life (Beaudoin, 2005).
Key principles
In addition to the theoretical underpinnings, there are two key principles for understanding drama therapy: catharsis and dramatic reality.
Catharsis
Catharsis, a phenomenon introduced by Aristotle to describe the release and relief of spectators of Greek theater, is at the foundation of drama therapy (Moreno, 1940). It is through the active release of long-held emotions or narratives that clients can process the unprocessed, shed what they no longer need, and move on with more lightness and feelings of freedom (Kellerman, 1984).
Dramatic reality
Dramatic reality is a core concept in drama therapy. It refers to the space between day-to-day reality and imagination, where the fictional and the actual blend together, somewhere between “reality” and “fantasy” (Pendzik, 2006). This is where drama therapy lives and where the therapeutic work happens.
The question of how to apply drama therapy is a bit of a trick question, because you cannot really “apply” drama therapy in practice. You are either a drama therapist or not. If you are, all your work with clients will be influenced by your drama background.
As long as we and our clients are involved in dramatic reality, we are doing drama therapy.
(Pendzik, 2006, p. 271)
A person with the proper training will guide their clients through a range of techniques, some traditional and some pulled from psychodrama, but always with an eye toward facilitating dramatic reality and promoting catharsis. They will employ dramatic therapy techniques to help their clients get “unstuck” from the rigid structures and schemas that cause them suffering (Barone, n.d.).
Setting
Like most other types of therapy, drama therapy can happen in any place with the space and privacy to move, dance, act, and express oneself. The typical therapeutic office can be an effective setting for drama therapy, but individual or group drama therapy may play out on a makeshift stage, in a local theater, or even in an outdoor location.
Materials
There are no specific materials required to do drama therapy, as much work can be done with nothing but one’s body. However, there are some excellent uses of materials for drama therapy purposes, including:
Costumes
Props
Dolls or puppets
Writing and journaling tools
Sound and light equipment
Anything that can be used to set a scene, build an atmosphere, or cultivate a particular mood on stage can also be employed to great effect within drama therapy.
Ethical boundaries
In addition to the usual ethical concerns of any therapy (including emotional closeness, professional responsibility, and facilitating informed consent), there is the added complexity of working with role-play and other techniques that may involve physical contact.
The NADTA Code of Ethical Principles explains that the therapist has a duty to use physical contact only with consent and in a safe and sane manner and to maintain professional boundaries while doing so (North American Drama Therapy Association, n.d.b).
How Effective Is It? What the Research Says
Studies on drama therapy have found that, like many other types of therapy, it can be highly effective when implemented appropriately.
Research has backed up drama therapy’s effectiveness in:
Alleviating psychosocial symptoms and aiding in internalization and externalization problems, facilitating coping and regulation, and improving social functioning (Berghs et al., 2022)
Improving children’s social skills (Pordanjani, 2021) and reducing their social anxiety (Anari et al., 2009)
Improving a range of psychological and behavioral mental health outcomes (Orkibi et al., 2023)
Who could benefit from this approach?
Drama therapy is used to help children and adults with a wide range of issues. Drama therapists collaborate with their clients to (GoodTherapy, 2015):
Promote positive behavioral changes
Improve interpersonal relationship skills
Integrate physical and emotional wellbeing
Achieve personal growth and self-awareness
Improve overall quality of life
It has been used very effectively in prisons. The evidence from drama therapy and theater-based programs in correctional institutions has shown often remarkable outcomes, including:
Significant improvements in relationships with peers and authority figures
Improved interpersonal and communication skills
Better self-confidence
Improved educational outcomes (Gardner et al., 2014)
It has also been successfully applied in schools and with people diagnosed with autism spectrum disorder (ASD). Drama therapy sessions for children and young people with ASD allow participants to practice their skills, make friends, lessen their anxiety, and foster increased flexibility in thinking and behavior (Godfrey & Haythorne, 2013; McKenna, 2016; Pordanjani, 2021).
9 Techniques Drama Therapists Use
Drama therapy uses exercises rooted in theater to help participants express themselves and gain new insights about themselves and others.
There are many techniques available, but these nine core processes provide a solid overview.
The nine core processes through which drama therapy facilitates change in participants include (Jones, 1996):
1. Dramatic projection
This process allows participants to project their inner feelings and work out their issues onto a role or object.
2. Personification and impersonation
In these two different but related processes, participants can express their own personal material through role-play or onto an object.
3. Interactive audience and witnessing
This process refers to the participant, group, and/or client in the role of audience or witness.
4. Playing
This attitude is characterized by spontaneous problem-solving, in which a play space is staked out, objects are actively repurposed into new roles, and allowances are made for changes.
5. Drama-therapeutic empathy and distancing
This is the ability of the participants to engage or disengage with the material that resonates with their personal problems and inner conflicts.
6. Life–drama connection
In this process, participants analyze their personal problems or issues through dramatic projection.
7. Transformation
This inherent aspect of much of what happens in theater and in play — a shift that changes the way we think about or approach things — is built right into the structure of telling a story.
8. Embodiment
The physical expression of personal material (which can be actual or imagined) facilitates learning through the body.
9. Therapeutic performance processes
The therapeutic use of theatrical performance is used to work through the participants’ personal issues and themes.
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2 Engaging Drama Therapy Activities & Exercises for Clients
If you’re interested in using drama techniques with your clients, know that delivering true drama therapy requires a thorough education and certification. It is not a specialty that can be gained through a couple of continuing education courses.
However, there are some activities that draw upon the key concepts and theories behind drama therapy that can be thoughtfully implemented with clients.
Childhood play warm-up
This warm-up activity is ideal for groups, but it can also be used with individual clients.
Start by giving your clients these directions (Leveton, 2001):
“Think of your favorite game or pastime when you were a child. Imagine yourself playing the game — what you looked like, what you sounded like, and what your surroundings were — until you can really see and feel yourself as you were then.” Give a few minutes for your clients to think and imagine.
“Now, staying at the age level you’ve just thought about, tell us your name. You may have a nickname. Remember, we don’t know how old you are or what your favorite game is.”
After participants have their imagination switched on, engage them in conversation as that child. Encourage them to embody the role of the child they were at that age.
This exercise will get participants warmed up and ready to step outside of their current, present selves and into another version.
Emotion charades
This is a great group activity to help participants get comfortable with understanding and recognizing emotions.
Start by writing down several emotions on separate slips of paper. Include emotions like joy, surprise, sadness, anger, confusion, fear, disgust, and worry. If your client is already pretty familiar with the basic emotions, try more advanced and complex emotions, like consternation, relief, tenseness, euphoria, or optimism.
Have the participants take turns choosing a slip of paper and acting out the emotion. The rest of the group will watch and guess what emotion they are acting out.
The most important part of the exercise comes after the correct guess has been made. During this portion, the therapist will guide a discussion about the experience and what facial and body cues provided information on the emotion being acted out.
How to Become a Drama Therapist
To become a drama therapist, you must first be educated and licensed to provide therapy more generally.
Depending on the country/region where they work, most drama therapists graduate with a specialized degree (generally in psychology, sociology, or social work), pass a licensing exam, and register with the proper authorities.
Prerequisites
There are no specific prerequisites to become a drama therapist aside from the specialized degree. However, coursework or experience in drama or theater is recommended to get a running start in the advanced training.
Degrees and courses
Additional specialized training must be undertaken beyond the basic degree to become a registered drama therapist (RDT). To learn more about the process of becoming an RDT, continuing education, and alternative training, visit the NADTA webpage.
Certifications
The main certification for drama therapists is awarded by NADTA. There are two options for prospective drama therapists:
Attend an NADTA-accredited master’s degree program in drama therapy
Attend a training program under the mentorship of a board-certified trainer (BCT)
The NADTA website offers a list of BCTs and more information about getting a credential.
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If you’re interested in learning about other arts-focused therapies, check out our article on expressive arts therapy. If you work with kids, you may also enjoy this great piece on art therapy for kids.
If you’re more musically inclined, our piece on musical arts therapy can be a helpful guide for practicing music-focused techniques with your clients.
You may also be interested in learning about the empty chair technique to use with your clients for a taste of dramatic enactment.
Drama therapy provides individuals with opportunities to heal, express themselves, share their story, and connect with others, all under the guidance of trained and qualified professionals.
Such forms of therapy have enormous potential for all who struggle and are particularly promising for those who are in greatest need of self-expression and healthy interaction.
In drama therapy, clients engage in activities such as improvisation, role-playing, and storytelling to explore their feelings and rehearse healthy behaviors in a supportive environment.
Who can benefit from drama therapy?
Drama therapy is suitable for individuals of all ages and backgrounds, including those dealing with trauma, anxiety, depression, learning difficulties, and social challenges.
What are the benefits of drama therapy?
Drama therapy can lead to improved mental clarity, emotional regulation, stronger interpersonal skills, and a better understanding of oneself and personal goals.
References
Anari, A., Ddadsetan, P., & Sedghpour, B. S. (2009). The effectiveness of drama therapy on decreasing of the symptoms of social anxiety disorder in children. European Psychiatry, 24(S1), S514. https://doi.org/10.1016/S0924-9338(09)70747-3
Austin, S. F. (1917). Principles of drama-therapy: A handbook for dramatists. Sopherim.
Beaudoin, M. (2005). Agency and choice in the face of trauma: A narrative therapy map. Journal of Systemic Therapies, 24(4), 32–50. https://doi.org/10.1521/jsyt.2005.24.4.32
Berghs, M., Prick, A. J. C., Vissers, C., & van Hooren, S. (2022). Drama therapy for children and adolescents with psychosocial problems: A systemic review on effects, means, therapeutic attitude, and supposed mechanisms of change. Children, 9(9), 1358. https://doi.org/10.3390/children9091358
Giacomucci, S., & Marquit, J. (2020). The effectiveness of trauma-focused psychodrama in the treatment of PTSD in inpatient substance abuse treatment. Frontiers in Psychology, 11, 896. https://doi.org/10.3389/fpsyg.2020.00896
Godfrey, E., & Haythorne, D. (2013). Benefits of dramatherapy for Autism Spectrum Disorder: A qualitative analysis of feedback from parents and teachers of clients attending Roundabout dramatherapy sessions in schools. Dramatherapy, 35(1), 20–28. https://doi.org/10.1080/02630672.2013.773131
Orkibi, H., & Feniger-Schaal, R. (2019). Integrative systematic review of psychodrama psychotherapy research: Trends and methodological implications. PloS ONE, 14(2), e0212575. https://doi.org/10.1371/journal.pone.0212575
Orkibi, H., Keisari, S., Sajnani, N. L., & de Witte, M. (2023). Effectiveness of drama-based therapies on mental health outcomes: A systematic review and meta-analysis of controlled studies. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000582
Pendzik, S. (2006). On dramatic reality and its therapeutic function in drama therapy. The Arts in Psychotherapy, 33(4), 271–280. https://doi.org/10.1016/j.aip.2006.03.001
Pordanjani, S. R. (2021). Effectiveness of drama therapy on social skills of autistic children. Practice in Clinical Psychology, 9(1), 9–18. https://doi.org/10.32598/jpcp.9.1.344.2
Courtney Ackerman, MA, is a mental health policy researcher for the State of California and a freelance author and consultant. Her areas of expertise include mental and behavioral health policy, violence prevention, and survey research.
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What our readers think
Blessing igwu
on February 10, 2025 at 09:17
I love what you’ve put together but then again I want to know more about cases we can use drama therapy to resolve
Hi,
I was wondering if you could possibly help me?
I was reading about Courtney Ackerman and the information about Psychodrama for children. I’m studying Holistic Arts Therapy at the moment and one of my assignments is asking me to create a 2 hour Psycho Drama Therapy class. As I’m interested in working with children when I graduate, I need to find some examples of ‘Psychodrama games for kids’ as my course outlines information about adults, not children.
I was hoping that Courtney or yourself might possibly be able to help by sending me some examples of Psychodrama games for children so that I can incorporate such into my Psychodrama Assignment?
If you could help, I would be most appreciate.
I reside in Australia and I’m having great difficulty in finding any examples.
Thank you.
Kind regards,
Thanks for reaching out. I have found this resource which shares three free projective play exercises. This source also shares the benefits of each exercise, as well as further examples of role-play and embodiment exercises.
Alternatively, we also have another article sharing 50 different Play Therapy techniques, many of which can be used with children and would be suitable for a Psychodrama Therapy Class. See the article here.
I would like to find sources for different but similar techniques to the following one I have used in my men’s workshops. I have not been able to find other comparable processes that came anywhere near to the powerful outcomes I have seen with this. I will describe it:
It is called the Transformation Game: Setting: The group (8-10 persons) have been previously warmed up and they are familiar with each other. The facilitator begins with a sound, any sound, something deeply felt that resonates within them. As they let the feeling grow, it gets deeper and more personal; the actor gradually includes body movements, facial expressions and even very dramatic movements and expressions. When complete in the expression, the facilitator picks a person in the group, comes face to face with them and teaches them to mimic this activity. The new actor does their best to mimic the performance in all its expressions, and when satisfied with their actions they transform it into something new that they are feeling or want to feel. They perfect this performance on their own until they are satisfied and then pick someone else in the group to teach it to. This process goes on until everyone has participated. Sometimes it can go on for an hour or more, often ending in hysterics and exhaustion.
Please, if you know of powerful activities like this, refer me to them so I can use them in my work, thank you so much.
There is some information on this blog that is not exactly correct – in part because the information was not taken from articles BY drama therapists, but by others. For instance, while psychodrama is used by drama therapists and many of Moreno’s theories and ideas are important to drama therapists, psychodrama is an independent creative arts therapy on its own, which requires a great deal of training to practice. Drama Therapy uses fictional and nonfictional drama techniques, performance as well as group-only process-oriented situations. The founder of drama therapy in the U.S. is Austrian actress Gertrud Schattner who moved to the U.S. after WWII. A lot of the information included on drama therapy in prisons is about non-drama therapists working in prisons. One of the most successful drama therapy in school programs — besides ENACT — is the ALIVE program in New Haven and Minneapolis. The program mentioned in Lawrence, Kansas is no longer in existence as the drama therapist who ran the Therapeutic Classroom retired three years ago. Drama therapy work is done with all populations and age groups and is used as a psychotherapeutic intervention as well as a wellness method. As a side note, incorporating drama therapy into psychotherapy requires training. Because drama therapy methods are so effective at engaging clients, if you don’t understand how to utilize techniques like distancing, you can “open doors that you might not be prepared to shut,” as the great Patricia Sternberg, RDT often said.
As a response to the drama therapy process, any time you are working with a client even in a group therapy program you can open a door you may not be qualified professionally to shut say in an NA group. This is well known, but my problem is that I live in Michigan with a history of addictions therapy now working with youths that are living with bullying as well as depression in an economically stressed city. In this area or surrounding have training in the field of drama therapy because of the extent of the education as well as the having to pay back the student loans in such a low paying field. Most that have the degrees in this field are in Boston or California, with only four universities that offer the specialty. Time out for restrictions of just one organization in the last twenty years holding the requirement for the country.
Hello Sally, I am a Drama teacher in Northern ireoajd- could you please give me some more information about the ALIVE program that you mention? I know it was several years ago.
What our readers think
I love what you’ve put together but then again I want to know more about cases we can use drama therapy to resolve
Hi,
I was wondering if you could possibly help me?
I was reading about Courtney Ackerman and the information about Psychodrama for children. I’m studying Holistic Arts Therapy at the moment and one of my assignments is asking me to create a 2 hour Psycho Drama Therapy class. As I’m interested in working with children when I graduate, I need to find some examples of ‘Psychodrama games for kids’ as my course outlines information about adults, not children.
I was hoping that Courtney or yourself might possibly be able to help by sending me some examples of Psychodrama games for children so that I can incorporate such into my Psychodrama Assignment?
If you could help, I would be most appreciate.
I reside in Australia and I’m having great difficulty in finding any examples.
Thank you.
Kind regards,
M.Davenport
Hi Melissa,
Thanks for reaching out. I have found this resource which shares three free projective play exercises. This source also shares the benefits of each exercise, as well as further examples of role-play and embodiment exercises.
Alternatively, we also have another article sharing 50 different Play Therapy techniques, many of which can be used with children and would be suitable for a Psychodrama Therapy Class. See the article here.
Best of luck with your class! I hope this helped.
– Caroline | Community Manager
I would like to find sources for different but similar techniques to the following one I have used in my men’s workshops. I have not been able to find other comparable processes that came anywhere near to the powerful outcomes I have seen with this. I will describe it:
It is called the Transformation Game: Setting: The group (8-10 persons) have been previously warmed up and they are familiar with each other. The facilitator begins with a sound, any sound, something deeply felt that resonates within them. As they let the feeling grow, it gets deeper and more personal; the actor gradually includes body movements, facial expressions and even very dramatic movements and expressions. When complete in the expression, the facilitator picks a person in the group, comes face to face with them and teaches them to mimic this activity. The new actor does their best to mimic the performance in all its expressions, and when satisfied with their actions they transform it into something new that they are feeling or want to feel. They perfect this performance on their own until they are satisfied and then pick someone else in the group to teach it to. This process goes on until everyone has participated. Sometimes it can go on for an hour or more, often ending in hysterics and exhaustion.
Please, if you know of powerful activities like this, refer me to them so I can use them in my work, thank you so much.
I cannot download any of the hyper links throughout the article, HELP
Hi Jeraldi,
Thank you for bringing this technical error to our attention, and sorry for the inconvenience. These links should work correctly now 🙂
– Nicole | Community Manager
This was quite helpful …I m on the path to be counsellor like u maam. Ur way of writing quite influenced me.
This is very enlightening! I enjoyed reading it. Thank you!
Very helpful.
very educative.
There is some information on this blog that is not exactly correct – in part because the information was not taken from articles BY drama therapists, but by others. For instance, while psychodrama is used by drama therapists and many of Moreno’s theories and ideas are important to drama therapists, psychodrama is an independent creative arts therapy on its own, which requires a great deal of training to practice. Drama Therapy uses fictional and nonfictional drama techniques, performance as well as group-only process-oriented situations. The founder of drama therapy in the U.S. is Austrian actress Gertrud Schattner who moved to the U.S. after WWII. A lot of the information included on drama therapy in prisons is about non-drama therapists working in prisons. One of the most successful drama therapy in school programs — besides ENACT — is the ALIVE program in New Haven and Minneapolis. The program mentioned in Lawrence, Kansas is no longer in existence as the drama therapist who ran the Therapeutic Classroom retired three years ago. Drama therapy work is done with all populations and age groups and is used as a psychotherapeutic intervention as well as a wellness method. As a side note, incorporating drama therapy into psychotherapy requires training. Because drama therapy methods are so effective at engaging clients, if you don’t understand how to utilize techniques like distancing, you can “open doors that you might not be prepared to shut,” as the great Patricia Sternberg, RDT often said.
As a response to the drama therapy process, any time you are working with a client even in a group therapy program you can open a door you may not be qualified professionally to shut say in an NA group. This is well known, but my problem is that I live in Michigan with a history of addictions therapy now working with youths that are living with bullying as well as depression in an economically stressed city. In this area or surrounding have training in the field of drama therapy because of the extent of the education as well as the having to pay back the student loans in such a low paying field. Most that have the degrees in this field are in Boston or California, with only four universities that offer the specialty. Time out for restrictions of just one organization in the last twenty years holding the requirement for the country.
Are you retired???
Hello Sally, I am a Drama teacher in Northern ireoajd- could you please give me some more information about the ALIVE program that you mention? I know it was several years ago.
Many thanks!