Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.542284
Title: An investigation into how drama is used to develop young people's empathy and social skills in secondary schools
Author: Stavrou, Carla
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 2010
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Abstract:
Since the 1920s psychologists and educationalists have increasingly recognised the importance of promoting social and emotional aspects of learning alongside academic attainment in order to educate the whole child and increase their chances of enjoying and achieving in school and in life. The value of drama as a medium for supporting children's social and emotional development has been recognised and researched since the 1930s, and through approaches such as Theatre in Education and Process Drama schools have used drama to support pupils' personal development. This research uses a sequential mixed methods approach to gather accounts of how drama is being used in secondary schools in the UK to promote the empathy and social skills of pupils. An initial postal survey of all Heads of Drama in a large Local Authority was followed by qualitative interviews with ten of the respondents. Analysis of the data indicated that dramatic content and techniques were used in lessons to promote empathy, whilst processes and rules about collaborative working and self-evaluation were reported to promote social skills. Furthermore, Drama's non-statutory status allowed many teachers the autonomy and flexibility to tailor schemes of work to target pupils with identified needs. These findings offer an evidence-based understanding of the ways drama techniques and processes can be used to promote social skills and empathy for all learners, and how it can be used as an intervention for young people with identified additional needs in this area.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Ch.Psych.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.542284  DOI: Not available
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