Collaborative discourse analysis on the use of drama therapy to treat trauma in schools

Nisha Sajnani, Christine Mayor, Darci Burch, Diana Feldman, Cat Davis, Jaclyn Kelly, Heidi Landis, Lizzie McAdam

Research output: Contribution to journalArticlepeer-review


In this study, the authors used collaborative discourse analysis (CDA) to analyse textual descriptions of three approaches to trauma-informed drama therapy in schools. Findings reflected a shared commitment to the use of metaphor and dramatic media in managing trauma-related symptoms and the need for interdisciplinary collaboration. Each approach differed with regard to the role of aesthetics and ‘safety’, embodiment, the format and recipients of intervention, and the degree to which traumatic events should be directly addressed. Agreement concerning indicators and approaches to evaluation would strengthen future comparative research on the impact of drama therapy in schools.

Original languageEnglish (US)
Pages (from-to)27-47
Number of pages21
JournalDrama Therapy Review
Issue number1
StatePublished - Apr 1 2019


  • Collaborative discourse analysis
  • Drama therapy
  • Participatory qualitative analysis
  • Schools
  • Stress
  • Trauma

ASJC Scopus subject areas

  • Complementary and Manual Therapy
  • Visual Arts and Performing Arts


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