DRAMA/THEATER-BASED RESEARCH AS A MEANS TO EXPLORE THE KEY ASPECTS FOR INSTRUCTORS APPLYING DRAMA AND THEATER WITH AT-RISK YOUTH

Abstract

Objectives. The study sought to identify the most important psychological and professional training competencies of theater instructors in working with marginalized populations and to identify methodological difficulties and practical obstacles encountered during interactions with at-risk groups. Material and methods. The study involved nine theater instructors, aged 24-35, who delivered an intervention for at-risk youth. After the activities, interview and focus group methods were employed to facilitate discussions concerning the professional competencies and psychological traits of theater instructors in the context of challenges encountered when working with at-risk groups. The outcomes were subsequently analyzed using categorical analysis grids. Results. Participants highlighted challenges related to experiencing secondary traumatic stress and adopting a ‘rescuer’ role when working with young people at risk. They noted that there wasn’t a significant difference in their approach when working with the at-risk group compared to their standard practices, indicating the value of pre-existing training in mitigating potential stressful situations. Conclusions. This qualitative investigation has revealed that drama instructors encounter various challenges when working with at-risk groups, but these can be effectively addressed through the cultivation of specific psychological attributes and professional competencies.

Keywords

• applied drama/theater trainer
• at-risk youth
• teaching difficulties
• secondary traumatic stress
• trainer’s competences