ABSTRACT
Methods derived from psychodrama and dramatherapy offer useful pedagogical tools for experiential education, especially in the supervision of postgraduate students and interns in the ®elds of dramatherapy or expressive arts therapy in their practicum or training placement settings (VanderMay and Peak 1980; Williams 1995; Wooding 2003). The insights gained through such approaches involve personal as well as professional aspects of role development. This chapter presents a number of such techniques, the rationale for their use, and examples of their application.
