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Evaluating drama therapy in school settings: A case study of the ENA CT programme

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Systematic assessment of processes and outcomes of drama therapy programmes in school settings is essential to effective practice. Drawing on previously published and current evaluations of ENACT’s programmes in New York City public schools, this article provides a narrative account of a three-stage process of evaluation. This account emphasizes how evaluation served to reinforce and articulate core elements of the programme, prompt the creation of structured curricula and workshops, and acknowledge of how ENACT’s programmes facilitate student growth in emotional learning and school engagement. Lessons learned and implications for programme evaluation, future research, and the role of drama therapy programmes in schools are discussed.
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Keywords: behaviour problems; intervention; programme evaluation; role play; school settings; social emotional skills

Document Type: Research Article

Affiliations: ENACT

Publication date: 01 October 2015

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  • Drama Therapy Review (DTR) is committed to documenting and disseminating drama therapy research, promoting scholarship about drama therapy theory and practice, encouraging interdisciplinary dialogue, and providing a forum for lively debate in the field. DTR profiles and critically reflects upon current and emerging practices involving the intentional and therapeutic uses of drama and performance in clinical, educational, community, organizational, and research contexts.
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