Group Interview and Coffee Hour Notes

GROUP INTERVIEW:

If I have regrets about my performance today, I can email Laura.

600 students altogether across expressive therapies programs (PhD + Masters)

Modalities are merged + intersectional

150+ adjunct, 28 core faculty, across all modalities

"Self as instrument" -- no matter how many techniques are taught, it's about who you are when you show up with the people you're working with. Be self-reflective and understand who you are in relationship to helping others and in relationship to the art forms you're using.

Strengths: Degree in MHC with an emphasis on drama therapy

Licensure and certification (specialization in a certain area)

Ready to apply for PRDT when graduating, prepares you to get work hours for getting RDT

Program also prepares you for counseling licensure. Only states with drama therapy licensure are NY and NJ, counseling is in all 50 states

Research Labs (student-focused)
Academy for Virtual and Roleplaying Arts (use of RPG, VR, and intersection with drama therapy)
Collective for Circus Arts and Drama Therapy
CoActive Therapeutic Theater Lab
Artistry in Theatre and Therapy Lab (studio looking at historical connections with drama therapy)
Physical Therapy and Drama Therapy Lab
Self-ish Lab (self-care emphasis)
Dis/ability Lab (clinicians in-training who id as disabled and how that affects practice)

Merit scholarships: $5-15k
Needs scholarship: Accessible after you get accepted

Can expect to hear back (informally) through next couple weeks, we will definitely know after March 25

Cohort size: 10-15 students for each (on campus/low residency)

COFFEE HOUR:

Two current students, Daniel (who works with the RPG Lab) and Rebecca (who works with the circus arts lab), both are second year students

RPGs:
Academy of Virtual Roleplaying Art (AVRA)
Started a year before Daniel joined
Study, paper still in production, looking at a DND module and how drama therapy core principles entwine, another ongoing campaign uses Masks (PBTA)
VR Avatar work with headsets on, starts in the spring, platforms for video games w/ clients, what that might look like
Ranges from people who have never played to afficionados
"Cutting edge"
Opportunities to "bring your own uniqueness to it"

Lots of NADTA board members
I'm going to read a lot of the profs published works
"You get empowered to become a person who can shape the field"
Avenues for publication right away

Favorite things about the program:

Rebecca: Structure of the program is great. 3-year program teaches at a good pace, allows you to implement the things you learned in class and feel prepared for year 3. "Scaffolding" of the program is encouraging students to "really go for things" and try things that might make them anxious (scaffolding is a counseling term talking about a way to learn).

Daniel: The space to develop your practice. Room to "find your voice and develop it further" rather than requiring all students to follow a specific pedagogy.

Things to improve about the program:

Daniel: It's intimidating, especially at first. There are semester classes and 8-week classes, and the 8-week classes are hard to cement in because they go so fast. Lots of information thrown at you in the beginning.

Rebecca: Same as above. Also, it's hard to decide what to do when there are so many options and things happen so fast. Also, communications between the field training office and drama therapy department could be better. Would like "a little more help" with internship related things.

What to expect from the individual interview?
It's short. It's gonna fly by. All you can do is bring who you are. Part of the purpose is "to make sure that they hear your voice." "Be where you are. Don't try to be something you're not. Name how you are feeling. Don't perform something."

Cohort is really varied in terms of people who came right from undergrad vs. working professionals with varying degrees of experience. In the current cohort, there are 3 people who came directly from undergrad.

Working between modalities:

Required class called "principles and practices of expressive arts therapies," a required moment where you learn about a different expressive arts form that's a different modality, a cohort of students from all modalities. Rebecca found it really meaningful in learning about what different modalities might speak to different clients, and is grateful that she took that class. All of the classes except the specific drama therapy classes have a cohort of students across the modalities.

Are there theater performances?:

There have been projects in the past to perform. That's where the ATTS lab comes into play. Dr. Butler wants to create more opportunities for performance. Not a full fledged production, but one of the classes is "performance and practice." Everyone in the class creates a loosely defined performance piece.

Research labs may have students from other modalities.

What advice would you give to a new student in this program?

Rebecca: Be intentional with an open mind. Go in with an idea of what you want to gain, but if something else ends up sparking your interest, follow it. Be curious about what you find. If possible, have a therapist or some sort of "place to air things," because your coursework will stir up things for you.

Daniel: Always be curious. Be passionate. Embrace your passions. Name your feelings. Be curious and attuned to your own resistances. Set boundaries.

Emails:
Rebecca: relowe4@gmail.com
Daniel: dhelmer@lesley.edu