This book explores and interrogates access and diversity in applied theatre and drama education. Access is persistently framed as a strategy to share power and to extend equality, but in the context of current and recent power struggles, it is also seen as a discourse that reinforces marginalisation and exclusion. The political bind of access is also a conceptual problem. It is impossible to refuse to engage in strategies to extend access to institutions, representations, buildings, education, discourse, etc. We cannot oppose access or strategies for access without reinforcing marginalisation and exclusion. We can't not want access for ourselves or for others. However, we are then in danger of remaining immersed in a distribution of power that reinforces and naturalises inequality as difference. For applied theatre and drama education, the act of creating, teaching, and learning is intrinsically connected to choice, along with the agency and capacity to choose. What is less clear, and what still interests us, is how the distribution of power and representation creates the schema for an analysis of access and diversity. This book was originally published as a special issue of Research in Drama Education: The Journal of Applied Theatre and Performance.

Regarded by Augusto Boal as the international icon of his vision, Jana Sanskriti are the leading practitioners of Theatre of the Oppressed and Forum Theatre in India and the East. The group has worked continuously with rural communities in West Bengal since its beginnings in 1985 to reconfigure social and political relationships through theatre, achieving both a solid regional presence and an international reputation. This book combines: a biography of the group, charting their history, methodology and modes of operation an examination of Jana Sanskriti through the writings of their founder, Sanjoy Ganguly a detailed analysis of their performance events and practices, including the plays collected in Ganguly's Where We Stand (2009) practical exercises and games, taken from Jana Sanskriti's workshops and festivals. As a first step towards critical understanding, and as an initial exploration before going on to further, primary research, Routledge Performance Practitioners offer unbeatable value for today's student.

This book investigates the nature and phenomena of interruption in ways that have relevance for contemporary dramatherapy practice. It is a timely contribution amidst an 'age of interruption' and examines how dramatherapists might respond with agency and discernment in personal, professional and cultural contexts. The writing gathers fresh ideas on how to conceptualise and utilise interruptions artistically, socially and politically. Individual chapters destabilise traditional conceptions of verbal and behavioural models of psychotherapy and offer a new vision based in the arts and philosophy. There are examples of interruption in practice contexts, augmented by extracts from case studies and clinical vignettes. The book is not a sequential narrative - rather a bricolage of ideas, which create intersections between aesthetics, language and the imagination. New and international voices in dramatherapy emerge to generate a radical immanence; from Greek shadow puppetry to the Japanese horticultural practice of Shakkei; from the appearance of 'ghosts' in the consulting room to images in the third space of the therapeutic encounter, interruptions are reckoned with as relevant and generative. This book will be of interest to students, arts therapists, scholars and practitioners, who are concerned with the nature of interruption and how dramatherapy can offer a means of active engagement.

This book investigates the nature and phenomena of interruption in ways that have relevance for contemporary dramatherapy practice. It is a timely contribution amidst an 'age of interruption' and examines how dramatherapists might respond with agency and discernment in personal, professional and cultural contexts. The writing gathers fresh ideas on how to conceptualise and utilise interruptions artistically, socially and politically. Individual chapters destabilise traditional conceptions of verbal and behavioural models of psychotherapy and offer a new vision based in the arts and philosophy. There are examples of interruption in practice contexts, augmented by extracts from case studies and clinical vignettes. The book is not a sequential narrative - rather a bricolage of ideas, which create intersections between aesthetics, language and the imagination. New and international voices in dramatherapy emerge to generate a radical immanence; from Greek shadow puppetry to the Japanese horticultural practice of Shakkei; from the appearance of 'ghosts' in the consulting room to images in the third space of the therapeutic encounter, interruptions are reckoned with as relevant and generative. This book will be of interest to students, arts therapists, scholars and practitioners, who are concerned with the nature of interruption and how dramatherapy can offer a means of active engagement.

Applying Developmental Art Theory in Art Therapy Treatment and Interventions: Illustrative Examples through the Life Cycle weaves clinical applications of object relations-based art therapy with the Kestenberg Art Profile to understand art from a developmental perspective with the intent of applying this knowledge to support best art therapy practice. The book starts by defining object relations-based art therapy and introducing the Kestenberg Art Profile. Chapters blend psychological theory (Freud, Erikson, Piaget) and developmental art theory (DiLeo, Gardner, Kellogg, Levick, Lowenfeld and Brittain, and Rubin) with case illustrations that offer a focus on applying typical developmental theory and art therapy with children, adolescents, and adults who have varying needs. Examples include art from people throughout the life cycle with histories of trauma in the following areas: sexual, physical, and emotional abuse, terrorism, grief and medical illness, war, natural disasters, and substance abuse. There is further discussion on neurological indicators, family issues, and the use of materials and techniques viewed through a developmental lens. Ideal for creative arts therapists, educators, and students, the book will also stand out as a supplementary text for developmental theorists and educators, art educators, and a range of mental health professionals.

This book offers the perspective of a program leader, practitioner, and scholar of actor training. It appeals to theatre artists and scholars alike. Students and teachers will also be interested in this firsthand account of training in an age of pandemics and social justice. The book's examination of training programs through cultural diversity and social justice is ripe for the current moment. It addresses the past and present state of training to envision the field's future. The book's unique research method offers an ethnographic investigation of training at drama schools in six countries spanning three continents. Over 100 interviews accompany onsite investigations of eighteen of the most distinguished acting programs in the world. Actor Training in Anglophone Countries is the only book of its kind that studies the history of training from an international perspective.

Narrative and Dramatic Approaches to Children's Life Story with Foster, Adoptive and Kinship Families outlines narrative and dramatic approaches to improve vulnerable family relationships. It provides a model which offers new ways for parents to practise communicating with their children and develop positive relationships. The book focuses on the Theatre of Attachment model - a highly innovative approach which draws from a strong theoretical base to demonstrate the importance of narrative and dramatic play for sharing the children's life history in the family home with their adoptive, foster or kinship parents. An emphasis is on having fun ways to work through complex feelings and divided loyalties, so as to secure attachment. This practice model aims to raise children's self-esteem and communication skills and to combat the profound effects of abuse, neglect on trauma on children's development. This book will be of great interest for academics, post-graduate students, universities and Training bodies, service providers and practitioners involved in social work and creative therapies, child psychologists, child psychotherapists and public and private adoption and foster care agencies.

Starting from the early modern presumption of the incorporation of role with authority, Jean Lambert explores male teachers as representing and engaging with types of authority in English plays and dramatic entertainments by Shakespeare and his contemporaries from the late sixteenth to the early seventeenth century. This book examines these theatricalized portraits in terms of how they inflect aspects of humanist educational culture and analyzes those ideas and practices of humanist pedagogy that carry implications for the traditional foundations of authority. Teachers in Early Modern English Drama is a fascinating study through two centuries of teaching Shakespeare and his contemporaries and will be a valuable resource for undergraduates, postgraduates, and scholars interested in sixteenth- and seventeenth-century drama, writing, and culture.

This book argues that today's professoriate has become increasingly theatrical, largely as a result of neoliberal policies in higher education, but also in response to an anti-intellectual scrutiny that has become pervasive throughout the Western world. The Theatrical Professoriate: Contemporary Higher Education and Its Academic Dramas examines how the Western professoriate increasingly finds itself enacting command performances that utilize scripting, characterization, surrogation, and spectacle-the hallmarks of theatricality-toward neoliberal ends. Roxworthy explores how the theatrical nature of today's professoriate and the resultant glut of performances about academia on stage and screen have contributed to a highly ambivalent public fascination with academia. She further documents the "theatrical turn" witnessed in American higher education, as academic institutions use performance to intervene in the diversity issues and disciplinary disparities fueled by neoliberalism. By analyzing academic dramas and their audience reception alongside theoretical approaches, the author reveals how contemporary academia drives the professoriate to perform in what seem like increasingly artificial ways. Ideal for practitioners and students of education, ethnic, and science studies, The Theatrical Professoriate deftly intervenes in Performance Studies' still-unsettled debates over the differential impact of live versus mediated performances.

Art Therapy and Creative Aging offers an integrated perspective on engaging with older people through the arts. Drawing from the author's clinical, research and teaching experiences, the book explores how arts engagement can intertwine with and support healthy aging. This book combines analysis of current development theory, existing research on creative programs with elders, and case examples of therapeutic experience to critically examine ageism and demonstrate how art therapy and creative aging approaches can harness our knowledge of the cognitive and emotional development of older adults. Chapters cover consideration of generational, cultural, and historical factors; the creative, cognitive and emotional developmental components of aging; arts and art therapy techniques and methods with older adults with differing needs; and examples of best practices. Creative arts therapists, creative aging professionals, and students who seek foundational concepts and ideas for arts practice with older people will find this book instrumental in developing effective ways of using the arts to promote health and well-being and inspire engagement with this often-underserved population.

Exploring High-risk Offender Treatment and the Role of Music Therapy explores the treatment delivered to high-risk offenders with complex needs, focusing on sex and violent offenders. The book advocates for the further use of less traditional and creative therapies, in particular, music therapy. The higher the risk, the greater the needs. Offenders with complex needs have a range of factors impacting their abilities and well-being including mental health and learning disorders. Importantly, high-risk offenders commonly present with complex needs and, therefore, require treatment that is highly responsive. Guiding this book is the existing literature and qualitative research, conducted by the author, that sought to gain the perspectives and experiences of practitioners in the field. This included 38 interviews with those that deliver treatment to high-risk offenders and music therapy. This book examines the components of high-risk offender treatment, highlighting the effective elements and the limitations found within the literature and from the perspective of interviewed practitioners. Offering insight into less traditional therapies, the book presents literature surrounding mindfulness, psychodrama and art therapy for high-risk offenders. It is argued that there has been a recent shift towards a creative corrections approach, where less traditional therapies are gaining recognition within offender treatment, as they offer unique and supportive benefits to traditional treatment. This book focuses on examining the role of music therapy for high-risk offenders, mainly through a critical discussion on the relevant literature and qualitative practitioner data. Advocating the further implementation of creative corrections approaches, this book will be of great interest to academics and researchers within the fields of offender treatment and penology, as well as forensic psychologists and those studying or practicing music therapy.

In Transformational Journaling for Coaches, Therapists, and Clients: A Complete Guide to the Benefits of Personal Writing, more than 50 coaches, therapists, and journaling experts from around the world share their best practices and explain in detail how they use journaling to improve their work with clients. This edited collection brings together the leading voices of the journaling world into one ground-breaking volume, providing practical techniques and tools to use with clients. Applicable and accessible, over 50 journaling luminaries share their experiences and insights across eight sections, including the logic of journaling, techniques and applications, using journaling with clients, journaling in groups, journaling for mental health and wellness, growth and healing, spirituality, creativity, and more. Through theoretical and practical applications, it illustrates the transformational process of journaling in helping clients grow, heal, and achieve their goals. This book is essential reading for coaches, therapists, and other mental health professionals, as well as those interested in using personal writing for growth and self-awareness.

This book provides practical guidance on how to successfully incorporate music, sound and vibration into your special school, exploring the rich benefits that musical opportunities offer for children with physical, mental health and learning disabilities. Music has been shown to improve mood, lift depression, improve blood flow and even ease pain, whilst musical interventions can encourage communication and enable relaxation. This book explores the physical, cognitive and mental health benefits of music use in special schools, introducing therapies and innovations that can be adapted for use in your own specialist setting. Key features include: * Chapters exploring a range of music therapies and technologies that allow all students to access the benefits of music, sound and vibration, from one-to-one therapeutic music sessions to vibro-acoustic therapy and sing and sign * Case studies and anecdotes showcasing the innovative ways that special schools are using music, and providing concrete examples of how to deliver, record and access music provision * Photocopiable policies, risk assessments and links to useful resources Written by an author with a wealth of experience in special education, this book is essential reading for all those working in specialist settings or with children with SEND.

A Million Baby Animals is a colouring book designed for animal lovers of all ages. Inside, there are over 30 spreads packed with all kinds of adorable baby animals, from cuddly bunnies and dinky ducklings to cute kittens and fluffy chicks. Each page is decorated with stunning patterns, motifs and quirky details in Lulu’s instantly recognizable style. With a gentle humour and sense of fun throughout, kids and animals will love bringing the illustrations to life with colour. The latest title in Lulu Mayo’s bestselling A Million series, with a fully foiled cover, this book will be perfect for springtime and Easter.

The aim of this book is to contribute a dramaturgical perspective to education. The authors write from a dramaturgical perspective about the planning of teaching, leadership in the classroom, the teacher-body, the teacher's oral skills and ethics, communication, and about the spaces in which teaching takes place. The book is written with the pre-understanding that the ways in which art creates knowledge need to be illuminated and articulated more clearly in educational thinking, thereby enhancing artful engagement in education. Dramaturgical perspectives are presented as such a way - a form of knowledge that the artform of drama/theatre can contribute to teaching and learning in general. Through examples and analyses of empirical material, as well as through theoretical perspectives, the authors show chapter by chapter how dramaturgy and a dramaturgically inspired language and concepts create more possibilities of choice for teachers in planning and carrying out their teaching. Teaching and Learning through Dramaturgy brings to the forefront what will be enabled in teaching and planning of teaching, by making use of a dramaturgically inspired language and action, what in principle is possible in every subject.

The aim of this book is to contribute a dramaturgical perspective to education. The authors write from a dramaturgical perspective about the planning of teaching, leadership in the classroom, the teacher-body, the teacher's oral skills and ethics, communication, and about the spaces in which teaching takes place. The book is written with the pre-understanding that the ways in which art creates knowledge need to be illuminated and articulated more clearly in educational thinking, thereby enhancing artful engagement in education. Dramaturgical perspectives are presented as such a way - a form of knowledge that the artform of drama/theatre can contribute to teaching and learning in general. Through examples and analyses of empirical material, as well as through theoretical perspectives, the authors show chapter by chapter how dramaturgy and a dramaturgically inspired language and concepts create more possibilities of choice for teachers in planning and carrying out their teaching. Teaching and Learning through Dramaturgy brings to the forefront what will be enabled in teaching and planning of teaching, by making use of a dramaturgically inspired language and action, what in principle is possible in every subject.

In this book, Ludovica Grassi explores the importance of music in psychoanalysis, arguing that music is a basic working tool for psyche, as words are composed of sound, rhythm and intonation more than lexical meaning. Starting from ethnomusicological, evolutionary, neurodevelopmental, psychological and psychoanalytical perspectives, the book explores music's symbolic status, structure and way of operating compared to unconscious psychic functioning. Extraordinary similarities are revealed, especially in mechanisms such as repetition, imitation, variation (transformation), intimacy and the work of mourning, of the negative and of nostalgia. Moreover, silence and absence are essential components of music as well as of psychic and symbolic functioning. Time and temporality are specifically investigated in the book as key elements both in music and in symbolization and subjectivation processes. The role of the word's phonic kernel and of the voice as fundamental links to emotions, the body, the sexual and the infantile has promising implications for psychoanalytic work. All these elements find an articulation in the natural as well as complex activity of listening, which conveys a tri-dimensional and polyphonic dimension of the world, so important both in music and in psychoanalysis. Illuminating the link between music and analysis in new and contemporary ways, The Sound of the Unconscious explores the resulting advances in theory and clinical practice and will be of great interest to practicing and training psychoanalysts and psychotherapists.

In this book, Ludovica Grassi explores the importance of music in psychoanalysis, arguing that music is a basic working tool for psyche, as words are composed of sound, rhythm and intonation more than lexical meaning. Starting from ethnomusicological, evolutionary, neurodevelopmental, psychological and psychoanalytical perspectives, the book explores music's symbolic status, structure and way of operating compared to unconscious psychic functioning. Extraordinary similarities are revealed, especially in mechanisms such as repetition, imitation, variation (transformation), intimacy and the work of mourning, of the negative and of nostalgia. Moreover, silence and absence are essential components of music as well as of psychic and symbolic functioning. Time and temporality are specifically investigated in the book as key elements both in music and in symbolization and subjectivation processes. The role of the word's phonic kernel and of the voice as fundamental links to emotions, the body, the sexual and the infantile has promising implications for psychoanalytic work. All these elements find an articulation in the natural as well as complex activity of listening, which conveys a tri-dimensional and polyphonic dimension of the world, so important both in music and in psychoanalysis. Illuminating the link between music and analysis in new and contemporary ways, The Sound of the Unconscious explores the resulting advances in theory and clinical practice and will be of great interest to practicing and training psychoanalysts and psychotherapists.

This vivid memoir presents adventures from the life of Barbara A. Wilson, an internationally honoured scientist who played an influential role in the development of neuropsychological rehabilitation at a time when the scientific field was dominated by men. As a follow-up to the highly successful Story of a Clinical Neuropsychologist, this book includes a host of memories, both personal and professional, which focus on Barbara's development of her career as a woman in science. From childhood recollections and travels in Africa, to lifetime achievement awards and the restrictions of global pandemics, Barbara tells the story of her full and varied life and her unparalleled career in neuropsychological rehabilitation. Her book indicates that one can lead a meaningful and full life even after one of the most awful of losses, the death of a child, and also emphasizes the need to stick to one's principles in trying times. The result is an unparalleled insight into the life of a clinical neuropsychologist, which can encourage the next generation of professionals who are trying to balance career, international travel and family, as well as inspire any girls interested in entering the world of science.

This vivid memoir presents adventures from the life of Barbara A. Wilson, an internationally honoured scientist who played an influential role in the development of neuropsychological rehabilitation at a time when the scientific field was dominated by men. As a follow-up to the highly successful Story of a Clinical Neuropsychologist, this book includes a host of memories, both personal and professional, which focus on Barbara's development of her career as a woman in science. From childhood recollections and travels in Africa, to lifetime achievement awards and the restrictions of global pandemics, Barbara tells the story of her full and varied life and her unparalleled career in neuropsychological rehabilitation. Her book indicates that one can lead a meaningful and full life even after one of the most awful of losses, the death of a child, and also emphasizes the need to stick to one's principles in trying times. The result is an unparalleled insight into the life of a clinical neuropsychologist, which can encourage the next generation of professionals who are trying to balance career, international travel and family, as well as inspire any girls interested in entering the world of science.

Arts Therapies and The Mental Health of Children and Young People presents innovative research, theory and practice in the arts therapies. The different social, cultural and political contexts and developmental age groups illustrate and underscore the richness and diversity of contemporary arts therapies' creative response to the needs of children and young people in contrasting locations. The book represents an acknowledgement of the high rates of mental disorders in children and young people and addresses this subject. In presenting an array of responses from arts therapists working with children and young people in different contexts and countries, the book highlights the particular features of distinct art forms, yet also points to the potential dialogue between disciplines. Chapters show how the expressive potential and appeal of the arts, when facilitated within the therapeutic relationship, are crucial in fostering hope in the future and the capacity for trust in self and others. This book will be of great interest to arts therapists as well as academics and postgraduate students in the fields of arts therapies, social work, psychotherapy, health psychology, and education.

Arts Therapies and The Mental Health of Children and Young People presents innovative research, theory and practice in the arts therapies. The different social, cultural and political contexts and developmental age groups illustrate and underscore the richness and diversity of contemporary arts therapies' creative response to the needs of children and young people in contrasting locations. The book represents an acknowledgement of the high rates of mental disorders in children and young people and addresses this subject. In presenting an array of responses from arts therapists working with children and young people in different contexts and countries, the book highlights the particular features of distinct art forms, yet also points to the potential dialogue between disciplines. Chapters show how the expressive potential and appeal of the arts, when facilitated within the therapeutic relationship, are crucial in fostering hope in the future and the capacity for trust in self and others. This book will be of great interest to arts therapists as well as academics and postgraduate students in the fields of arts therapies, social work, psychotherapy, health psychology, and education.

This book provides an overview of professional musicians working within the healthcare system and explores programs that bring music into the environment of the hospital. Far from being onstage, musicians in the hospital provide musical engagement for patients and healthcare providers focused on life-and-death issues. Music in healthcare offers a new and growing area for musical careers, distinct from the field of music therapy in which music is engaged to advance defined clinical goals. Rather, this volume considers what happens when musicians interact with the clinical environment as artists, and how musical careers and artistic practices can develop through work in a hospital setting. It outlines the specialized skills and training required to navigate safely and effectively within the healthcare context. The contributors draw on their experiences with collaborations between the performing arts and medicine at Boston University/Boston Medical Center, University of Florida/UF Health Shands Hospital, and the Peabody Institute/Johns Hopkins Medicine. These experiences, as well as the experiences of artists spotlighted throughout the volume, offer stories of thriving artistic practices and collaborations that outline a new field for tomorrow's musical artists.

Play for Health Across the Lifespan uses case studies to explore the impact of play and creativity on health and wellbeing throughout the lifecycle. While play at the start of life influences future development, the authors show play also has a role in improving prospects for health and wellbeing in adulthood and later life. A relational approach to health and wellbeing emphasizes the dynamic, mutually influential relationship between individual development and the changing contexts of our lives. Our personal play history is one feature of this dynamic process, and this book explores how the experience of play throughout the life course sculpts and resculpts the shape of our lives: our physical health, our mental wellbeing, and our relationship to the people and the world around us. Storytelling has been used since the beginning of time to communicate important life lessons in an engaging way. Taking inspiration from Shakespeare's 'Seven Ages of Man', the book uses a case-story approach to differentiate the stages of development and to present evidence for how play and playful experiences impact on health and wellbeing from birth to the end of life in the context of temporal and situational change. Each chapter in Play for Health Across the Lifespan introduces relevant evidence-based research on play and health, before presenting several narrative 'case stories', which illustrate the application of play theory and the neuroscience of play as they relate to each life stage. With contributions from specialists in health and education, community organizations and the creative and performing arts, this book will appeal to academics, students, and practitioners who are interested in exploring the role of play in addressing contemporary challenges to our physical, mental, and social health.

This volume recognizes the need for culturally responsive forms of school counseling and draws on the author's first-hand experiences of working with students in urban schools in the United States to illustrate how hip-hop culture can be effectively integrated into school counseling to benefit and support students. Detailing the theoretical development, practical implementation and empirical evaluation of a holistic approach to school counseling dubbed "Hip-Hop and Spoken Word Therapy" (HHSWT), this volume documents the experiences of the school counsellor and students throughout a HHSWT pilot program in an urban high school. Chapters detail the socio-cultural roots of hip-hop and explain how hip-hop inspired practices such as writing lyrics, producing mix tapes and using traditional hip-hop cyphers can offer an effective means of transcending White, western approaches to counseling. The volume foregrounds the needs of racially diverse, marginalized youth, whilst also addressing the role and positioning of the school counselor in using HHSWT. Offering deep insights into the practical and conceptual challenges and benefits of this inspiring approach, this book will be a useful resource for practitioners and scholars working at the intersections of culturally responsive and relevant forms of school counseling, spoken word therapy and hip-hop studies.