History:

In 1994, the first American Herbal Pharmacopoeia was published, including more
than 300 monographs on Ayurvedic, Chinese, and Western dietary supplements. The
Complete German Commission E Monographs (380) was published in 1998. Both
texts are used worldwide by professionals as evidence-based references. Prior to
these publications, most herbal studies in the latter twentieth century were
published in languages other than English. Prescription and over-the-counter (OTC)
homeopathic remedies, marketable as drugs from a legal and regulatory perspective,
are listed in the Homeopathic Pharmacopoeia of the United States (HPUS). These
latter products must have a drug claim for a self-limiting, self-diagnosable condition
on the drug product label. Kampo medicine, the Japanese adaptation of Chinese
medicine, incorporates herbal products found in the Japanese Pharmacopoeia. Since
1994, Japanese herbal manufacturers have been required to conform to the same
quality standards as do other Japanese pharmaceuticals and have less product
quality issues than do western herbs found in the US. Only a few US pharmacy
schools teach pharmcognosy, a discipline focused on natural medications and herbs
referenced in the above compendia. By comparison, pharmacognosy is a required
course in pharmacy curricula taught at European universities. Very few clinical
pharmacists have been formally trained in the OTC practice of recommending and
monitoring herbal products based on well-designed clinical research and post
marketing data. referring patients to acupuncturists, chiropractic, and massage and,
to a lesser degree, homeopathic and/or herbal medicine practitioners (including
pharmacists), or spiritual healers.

Drama Therapy
Just as psychotherapy treats people who have difficulties with their thoughts,
emotions and behaviour, drama therapy uses drama processes (games,
improvisation, storytelling, role play) and products (puppets, masks,
plays/performances) to help people understand their thoughts and emotions better
or to improve their behaviour. The drama therapist is trained in four general areas: i)
drama/theatre, ii) general and abnormal psychology, iii) psychotherapy, and iv)
drama therapy. Some methods, such as drama games, improvisation, role play,
developmental transformations, sociodrama and psychodrama are very process
oriented and unscripted. The work is done within the therapy session and not
presented to an audience. Other methods, such as Playback Theatre, Theatre of the
Oppressed, and the performance of plays are more formal and presentational,
involving an audience. Clients are able to explore a wide variety of different issues
and needs from autism and dementia to physical/sexual abuse and mental illness in
an indirect way leading to psychological, emotional and social changes.
Dramatherapists often have a background in theatre, health, or education and can
be found in many varying settings such as schools, mental health care, general health
social care, prisons and in the voluntary sector

Five Stage Theory Renee Emunah (1994) has identified five stages through which
most drama therapy groups progress. Her five stage theory parallels established
wisdom from group dynamics on how successful groups form and grow.
1) The first stage is Dramatic Play where the group gets to know each other and the
therapist through playing together develop trust, group cohesion, and basic
relationship skills.
2) The second stage is the Scene Work Stage where they continue playing. The focus
remains on developing dramatic skills which they will need as they continue in
treatment. As they grow older and begin school, they are encouraged to develop
their abstract reasoning skills and use them in their learning.
3) Stage Three focuses on Role Play, exploring issues through fictional means.
Perhaps the group acts out a generic family conflict or a familiar character from a
fairy tale or legend that goes through a crisis or challenge shared by group members.
When the group is ready, they can move on to the next stage.
4) Stage Four: Culminating Enactments, where personal issues are acted out directly
through psychodrama or autobiographical performance.
5) The final stage is Dramatic Ritual, which usually involves closure to the work of the
group. This might be the sharing of a public performance that has been created by
the group or the sharing of a private ritual within the group

Drama Therapy Techniques

Drama therapy techniques differ from therapist to therapist or from session to
session, but certain concepts are common to all forms.
1) Use of Metaphor: The first is the use of metaphor through action. Behaviours,
problems, and emotions can be represented metaphorically, allowing for symbolic
understanding. An emotion can be represented with a metaphorical image: anger
displayed as a volcano, an exploding bomb, or a smoldering fire. These images can
be dramatised which allow the client to gain more insight into the qualities of the
emotion and how it functions positively or negatively in his/her life.
2) Concrete embodiment: This technique allows the abstract to become concrete
through the client’s body. Embodiment allows clients to “experience” or
“reexperience” in order to learn, to practice new behaviours, or to experiment with
how to change old behaviours. Playing a role quite different from oneself often feels
more comfortable than playing oneself directly.
3) Dramatic Projection: This technique is akin to concrete embodiment and employs
metaphor. It is the ability to take an idea or an emotion that is within the client and
project it outside to be shown or acted out in the drama therapy session.
4) A client’s difficulty asking for help (an internal problem) can be dramatised in a
scene with other members of the group, with puppets, or through masks, so the
problem becomes an external problem which can be seen, played with, and shared
by the therapist and the group.
5) Creation of transitional space: The creation of Transitional Space is an important
component in many therapeutic and learning environments, but it is essential in
drama therapy. Transitional space is the imaginary world that is created when we
play or imagine together in a safe, trusting situation.
6) It is a timeless space in which anything we can imagine can exist. It is created
jointly by the therapist and the clients playing together and believing in the
possibility that anything can happen.
7) Incorporating other Arts: Drama therapy is like a crossroad, where all the arts
come together and are allowed to work together. Drama therapists use music,
movement, song, dance, poetry, writing, drawing, sculpture, mask making, puppetry,
and other arts with their drama therapy activities. Drama therapists are required to
have training in the other creative arts therapies and why many drama therapists
have credentials in one of the other arts therapy modalities.

Art Therapy:
Art therapy first received significant attention due to the theories of Freud and Jung.
These psychologists believed in the importance of symbolism, which is very
prominent in art forms. Art therapy has continued to evolve and became a
recognised profession in the 1960’s. Through creating art and reflecting on the art
products and processes, people can increase awareness of self and others, cope with
symptoms, stress, and traumatic experiences; enhance cognitive abilities; and enjoy
the life affirming pleasures of making art. It is used to encourage personal growth,
increase self understanding, and to assist in emotional reparation and has been
employed in a variety of settings with children, adults, families and groups.