Dramatherapy with migrant, refugee and asylum-seeking populations: Reflections from practitioner-group meetings

Migrant, refugee and asylum-seeking populations face significant challenges to their wellbeing and mental health. As such, dramatherapy as an intervention for these groups is an important, and growing, area of focus for many in the profession. Following a recent systematic review on the use of dramatherapy with these populations, which found sixteen eligible studies, this article aimed to gain perspectives from experienced clinicians on the topic. Two creative workshops (one online, one in-person) were held with UK-based dramatherapists who work with migrants, refugees and asylum-seekers to generate sharable knowledge surrounding their work. First, a key area of discussion related to the expanded offering that is provided by dramatherapists in this context; for example, an offering which goes beyond a typical psychotherapeutic relationship, such as support with booking GP appointments and accessing schools, was noted. Second, the variety of dramatherapeutic methods used with these groups was discussed; embodiment and projection were thought to be useful methods following trauma, which is often faced by these populations. Additionally, a flexible approach to methods, and the use of ‘whatever works’ to engage, interest and involve participants were noted. For example, dramatherapists discussed gardening, cooking and writing poetry with their clients in this context. Third, the challenges of not sharing a spoken language, and preferences surrounding the use of translation, were discussed. If used, the need for consistent, therapeutically-informed translators who are embedded into the therapeutic alliance, were noted. Finally, the need for dramatherapists who work with these groups to be politically, socially and culturally aware and engaged was discussed; this included having knowledge of current affairs in the client’s home country, understanding that psychotherapy is a western, often foreign, concept and the need for rigorous supervision, peer learning and ongoing reflexivity regarding power and bias present in the therapy space.