ABSTRACT

As my title suggests, I am concerned with the issue of thinking in its broadest sense and the connection of this with learning disability. This chapter is concerned with the clinical supervision of dramatherapists working with people with learning disabilities. This is a broad term covering a spectrum of people with a wide range of abilities. I have therefore chosen to limit my focus to the supervision of dramatherapists who are working with people with mild to moderate learning disabilities. Also, because there are complex considerations to be made when using dramatherapy with groups of people with learning disabilities, I am concerned in this chapter with the supervision of one-to-one work. I write from my perspective as a dramatherapist having provided just such supervision over the last decade. Most of this supervision has been delivered as a clinical supervisor from outside of the organisation where the dramatherapy is being practised, which provides a very speci®c view. From this experience I will pose the following three questions. How can clinical supervision support a dramatherapist to:

· go about developing re¯ective thinking within her client with learning disabilities?