Exploring the potential of the process drama convention of dramatised poetry to enhance anger-management skills in adolescent girls

Abstract

This article investigates the way the methodology of process drama, and specifically the convention of dramatised poetry, can enhance the anger-management skills of adolescent girls. The article presents findings from a recent study that set out to teach anger-management skills to adolescent girls using process drama conventions. The argument explores the notion of process drama propounded by the prominent applied drama scholar Cecily O’Neill (1995) and the applicability of this methodology for stimulating the perception, awareness and identification of various forms of anger as prerequisites to anger management in adolescent girls. As the adolescent girl finds herself at the crossroads of childhood and adulthood, emotions of frustration and anger towards parents and peer groups often surface. It is therefore beneficial for her to be empowered with the insight and skills required to identify and manage her anger. The fictitious world within process drama creates a safe space where sensitive issues can be explored without uncovering personal issues. Poetry is, in many instances, loaded with emotional content and can therefore be used as a vehicle for considering emotional issues that would otherwise not be possible. This article therefore reports on a multidiscipline research project, namely the dramatisation of poetry, as a convention of the methodology of process drama, to enhance anger management, as an emotional competence in the 14- to 15-year-old adolescent girl.