ABSTRACT
Within historical context we will ask why this? why now? why play and dramatherapy together? In this chapter we will acknowledge the work of Jennings in promoting both modalities and the current emphasis on listening to the voice of the child as an important part of the jigsaw of multidisciplinary support to forestall tragic outcomes from neglect and/or abuse. We will explore the need for those in direct contact with children to be able to recognize mental health issues, understand children’s behaviour and offer creative solutions which are different from those already used by schools and other educational settings. We will discuss the role of Adverse Childhood Experiences (ACEs) and how schools can take account of these in planning provision.
Drawing on their own experience and using case studies to illustrate, the authors will discuss the commonalities of the core principles of both modalities and the way each can extend the other to provide a holistic framework needed to address each stage of emotional development. They will note how a combination of play and dramatherapy addresses the ‘whole’ child, for example illustrating the need for adolescent and pre-adolescent to extend repertoire of roles to be fully functioning in society and to address issues of attachment from a very early sensory stage.
