ABSTRACT

This chapter focuses on long-term individual dramatherapy sessions, offered as part of an in-house dramatherapy service provided in an inner city mainstream primary school, with 'Kate', a 9-year-old girl of black British ethnicity. It illuminates key aspects of Kate's therapeutic process over her time in dramatherapy to date across some 'analytical snapshots'. The analytical snapshot demonstrates the way in which the dramatherapy room became a holding and containing space for Kate through her self-devised play structure - a space in which her unique expression of voice began to emerge. The chapter discusses the key benefits of providing an in-house dramatherapy service in schools for children with autistic spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD) and other related conditions, as a vital space away from the highly stimulating and busy school environments both in and out of the classroom within the context of current research and practice into psychological services for children in schools.