Jason S Frydman
Lesley University, Psychology and Applied Therapies, Faculty Member
- Molloy College, Psychology, Adjunctadd
- Creative Arts Therapy, School Psychology, Traumatic Stress, Executive Functions (Cognitive Neuroscience), Creative & Expressive Arts Therapies, Drama Therapy, and 14 moreSchool-based Mental Health Interventions, Developmental Transformations, Child and adolescent mental health, Applied Theatre, Response to Intervention, Clinical Psychology, Psychology, Tools of the Mind, Vygotsky, Marxism, Qualitative methodology, Qualitative Research, Philosophy of Education, and Latent Semantic Analysisedit
- Assistant professor of psychology, Lesley University, Cambridge, MA. Doctorate in school psychology, Registered Dram... moreAssistant professor of psychology, Lesley University, Cambridge, MA.
Doctorate in school psychology, Registered Drama Therapist, and Licensed Creative Arts Therapist.
Research interests: developing a cognitive understanding of creative arts therapy processes, trauma-informed interventions in the school system, and child and adolescent development.
Professional Service: Past co-chair of the 33rd Annual North American Drama Therapy Association's (NADTA) conference in New Haven, CT; past Communications Chair for the NADTA; editorial board for Drama Therapy Review; Ad Hoc Reviewer: The Arts in Psychotherapy and Translational Issues in Psychological Science.edit - Mitchell Rabinowitzedit
Research Interests:
Abstract Recent scholarship into school-based drama therapy (SBDT) has largely explored individual interventions and programs. What remains less understood are broad practice trends across SBDT in North America. The current study is an... more
Abstract Recent scholarship into school-based drama therapy (SBDT) has largely explored individual interventions and programs. What remains less understood are broad practice trends across SBDT in North America. The current study is an investigation of descriptive intervention vignettes (N = 49), aggregated from a larger 2018 survey of North American drama therapists. It is the third exploration of this data set and specifically seeks to understand SBDT practice vignettes within the context of drama therapy core processes (Armstrong et al., 2016; Jones, 2007, 2016). In applying the core processes as an analytic instrument to examine SBDT, this research dually investigates how drama therapists are using core processes in their school-based work as well as the use of the core processes as a research tool. Core processes were identified in each of the vignettes and their unique presence and frequency distribution contributed to further understanding SBDT across the profession. Limitations in using the core processes as a research tool are noted. Recommendations are made for SBDT intervention research and to better position the core processes for future research.
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The North American Drama Therapy Association (NADTA) defines drama therapy as the intentional use of drama and theatre processes to achieve therapeutic goals. As a growing field, the profession of drama therapy continues to encounter... more
The North American Drama Therapy Association (NADTA) defines drama therapy as the intentional use of drama and theatre processes to achieve therapeutic goals. As a growing field, the profession of drama therapy continues to encounter challenges and barriers to proliferation in North America. A comprehensive understanding of the scope of the empirical literature to date may help drama therapists strengthen their evidence-based practices and support the growth of the profession. This general review of drama therapy literature provides an overview of the existing empirical drama therapy research to date. Building on a review project undertaken by the NADTA research committee in 2017, this article attempts to answer the question: What empirical research exists about drama therapy? To guide this process, authors established a working definition of "empirical research" and set inclusion criteria for relevant research. Through extensive database searches, a total of 89 articles w...
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A qualitative methodology was adopted to explore the lived experiences of doctoral level students in applied psychology. A total of 15 students ranging in age from 24 to 43, who were at varying levels of their doctoral education,... more
A qualitative methodology was adopted to explore the lived experiences of doctoral level students in applied psychology. A total of 15 students ranging in age from 24 to 43, who were at varying levels of their doctoral education, participated in individual semi-structured interviews exploring themes related to influences for the pursuit of graduate study, experiences in their program of study, and general reflections of the graduate school journey. All interviews were conducted from a constructivist-interpretivist model, transcribed verbatim, and analyzed using a phenomenological coding approach (Creswell, 2012; Moustakas, 1994). Emergent broad themes included antecedents leading to graduate study, current experience of doctoral education, and reflections on the doctoral experience. Implications for future research are discussed and recommendations for graduate programs based on findings are provided
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Previous research has demonstrated a significant predictive relationship between creative capacity and the structure of a semantic network: the more creative, the broader the network and vice versa. However, no research to date has... more
Previous research has demonstrated a significant predictive relationship between creative capacity and the structure of a semantic network: the more creative, the broader the network and vice versa. However, no research to date has verified this relationship within a sample set of early adolescents. This study attempted to understand the nature of creative influence on associational hierarchies in early adolescence. Further, a third, potentially moderating variable, of trauma exposure, was included in the model due to the high amounts of trauma exposure experienced by children and youth in today’s society (Finkelhor et al., 2013, 2015). Participants provided demographic information, completed a task of divergent thinking, responded to a series of subject-related prompts, and reported on rates of exposure to traumatic experiences. Regression analyses revealed no significant predictive relationship between creative capacity and semantic networks in either direction. However, a significant positive predictive relationship was found between exposure to non-interpersonal traumatic events and the structure of a semantic network. Additional significant correlational relationships between trauma type and subject prompt suggest that further research is warranted in determining how social topics may result in restrictive access to semantic diversity following interpersonal trauma exposure
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A qualitative methodology was adopted to explore the lived experiences of doctoral level students in applied psychology. A total of 15 students ranging in age from 24 to 43, who were at varying levels of their doctoral education,... more
A qualitative methodology was adopted to explore the lived experiences of doctoral level students in applied psychology. A total of 15 students ranging in age from 24 to 43, who were at varying levels of their doctoral education, participated in individual semi-structured interviews exploring themes related to influences for the pursuit of graduate study, experiences in their program of study, and general reflections of the graduate school journey. All interviews were conducted from a constructivist-interpretivist model, transcribed verbatim, and analyzed using a phenomenological coding approach (Creswell, 2012; Moustakas, 1994). Emergent broad themes included antecedents leading to graduate study, current experience of doctoral education, and reflections on the doctoral experience. Implications for future research are discussed and recommendations for graduate programs based on findings are provided.
Research Interests: Psychology, Applied Psychology, Clinical Psychology, Counseling Psychology, School Psychology, and 9 moreQualitative Research, Doctoral education, The qualitative report, Social and Behavioral Sciences, Counselling Psychology, Doctoral Students, Lived Experiences, Doctoral study, and Psychology Students
Themes of career advancement among north american drama therapists: a secondary qualitative analysis absTracT As the profession of drama therapy within North America continues to grow, there is a concurrent need to further understand the... more
Themes of career advancement among north american drama therapists: a secondary qualitative analysis absTracT As the profession of drama therapy within North America continues to grow, there is a concurrent need to further understand the occupational experiences of those engaged in service delivery. This secondary data analysis utilized Applied Thematic Analysis to identify common themes among responses to a survey prompt of how personal identifiers impact career advancement among North American drama therapists. Emergent broad themes include Personal Priorities or Values, Lack of Professional Recognition and Mentorship. Findings are interpreted within the context of the current state of the profession. Future directions for research and professional viability are provided.
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A strong evidence base is critical for deepening our understanding of how drama therapy works, how practice might be improved and how to best support the growth of the profession. Building on a previous investigation, the authors reviewed... more
A strong evidence base is critical for deepening our understanding of how drama therapy works, how practice might be improved and how to best support the growth of the profession. Building on a previous investigation, the authors reviewed available peer-reviewed, English language, empirical drama therapy research from 1945–2018 to answer the question: what are the prominent themes in drama therapy effectiveness research? Within an effectiveness context, the following themes emerged from this analysis: emotional and behavioural symptoms, social skills and social interactions, self-confidence and self-esteem, sense of self and identity, self-expression, well-being, emotional regulation, empathy, academic performance, language and linguistic performance, stigma, bodily awareness, empowerment and spontaneity. Emergent trends in the literature are discussed and a summation of findings is presented. In reference to the findings, the authors advance a rationale for increasing drama therapy...
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Although a growing body of literature describes drama therapy intervention models and case examples of school-based work, there has yet to be a comprehensive study that details the prevalence and practice of drama therapy in North... more
Although a growing body of literature describes drama therapy intervention models and case examples of school-based work, there has yet to be a comprehensive study that details the prevalence and practice of drama therapy in North American schools. Members of the North American Drama Therapy Association received an online survey designed to gather quantitative descriptive data and qualitative experiences of drama therapists currently practicing in schools. This article presents findings related to the former, reporting data focused on relevant training and experience, organizational information, scope of practice, clinical engagement and obstacles to the introduction and implementation of services. Interpretation of reported descriptive data is provided and future research directions are considered regarding school-based, drama therapy practice.
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This research sought to identify whether the glass escalator was occurring in the profession of drama therapy. A survey asking registered drama therapists (RDTs) to identify rates of advancement between career levels was completed by 34... more
This research sought to identify whether the glass escalator was occurring in the profession of drama therapy. A survey asking registered drama therapists (RDTs) to identify rates of advancement between career levels was completed by 34 per cent of those polled. Independent samples t-tests exploring gender differences in the career rate of advancement determined no glass escalator effect on attainment of supervisory and upper-level clinical positions; however, results are inconclusive for subsequent conditions. Qualitative analysis of open-ended responses produced three gender-relevant categories. Qualitative and quantitative data are discussed with regard to implications for the profession and avenues for further research.
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Early career clinicians have reported limited experience utilizing existential concepts in their clinical practice. This deficit may be attributed to a gap in training. Further, utilizing creative techniques to elucidate conceptual... more
Early career clinicians have reported limited experience utilizing existential concepts in their clinical practice. This deficit may be attributed to a gap in training. Further, utilizing creative techniques to elucidate conceptual understanding has a demonstrated history of effectiveness in the classroom. This study explored whether the use of creative instructional techniques supports student learning of existential counseling theory, and, if so, which specific tools do students prefer. Through pairing existential concepts with creative instructional techniques, the researchers hypothesized that understanding would increase. Students reported a significant increase in their knowledge of existential concepts following the use of creative instructional techniques and notated their preferences. Resources for integrating these techniques in counselor education are provided alongside future research directions
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A strong evidence base is critical for deepening our understanding of how drama therapy works, how practice might be improved and how to best support the growth of the profession. Building on a previous investigation, the authors reviewed... more
A strong evidence base is critical for deepening our understanding of how drama therapy works, how practice might be improved and how to best support the growth of the profession. Building on a previous investigation, the authors reviewed available peer-reviewed, English language, empirical drama therapy research from 1945–2018 to answer the question: what are the prominent themes in drama therapy effectiveness research? Within an effectiveness context, the following themes emerged from this analysis: emotional and behavioural symptoms, social skills and social interactions, self-confidence and self-esteem, sense of self and identity, self-expression,
well-being, emotional regulation, empathy, academic performance, language and linguistic performance, stigma, bodily awareness, empowerment and spontaneity. Emergent trends in the literature are discussed and a summation of findings is presented. In reference to the findings, the authors advance a rationale for increasing drama therapy quantitative research with validated and reliable measures.
well-being, emotional regulation, empathy, academic performance, language and linguistic performance, stigma, bodily awareness, empowerment and spontaneity. Emergent trends in the literature are discussed and a summation of findings is presented. In reference to the findings, the authors advance a rationale for increasing drama therapy quantitative research with validated and reliable measures.
Research Interests:
The North American Drama Therapy Association (NADTA) defines drama therapy as the intentional use of drama and theatre processes to achieve therapeutic goals. As a growing field, the profession of drama therapy continues to encounter... more
The North American Drama Therapy Association (NADTA) defines drama
therapy as the intentional use of drama and theatre processes to achieve therapeutic goals. As a growing field, the profession of drama therapy continues to encounter challenges and barriers to proliferation
in North America. A comprehensive understanding of the scope of the
empirical literature to date may help drama therapists strengthen their
evidence-based practices and support the growth of the profession.
Canada This general review of drama therapy literature provides an overview of the existing empirical drama therapy research to date. Building on a review project undertaken by the NADTA research committee in 2017,
this article attempts to answer the question: What empirical research
exists about drama therapy? To guide this process, authors established
a working definition of “empirical research” and set inclusion criteria USA
for relevant research. Through extensive database searches, a total of
89 articles were identified. These findings were organized into three
main categories and 39 sub-categories. The categories identified were:
drama therapy intervention and assessment (16 sub-categories), special
populations and special contexts (18 sub-categories), and the profession
of drama therapy (five sub-categories). A summary of the findings is
presented and discussed.
therapy as the intentional use of drama and theatre processes to achieve therapeutic goals. As a growing field, the profession of drama therapy continues to encounter challenges and barriers to proliferation
in North America. A comprehensive understanding of the scope of the
empirical literature to date may help drama therapists strengthen their
evidence-based practices and support the growth of the profession.
Canada This general review of drama therapy literature provides an overview of the existing empirical drama therapy research to date. Building on a review project undertaken by the NADTA research committee in 2017,
this article attempts to answer the question: What empirical research
exists about drama therapy? To guide this process, authors established
a working definition of “empirical research” and set inclusion criteria USA
for relevant research. Through extensive database searches, a total of
89 articles were identified. These findings were organized into three
main categories and 39 sub-categories. The categories identified were:
drama therapy intervention and assessment (16 sub-categories), special
populations and special contexts (18 sub-categories), and the profession
of drama therapy (five sub-categories). A summary of the findings is
presented and discussed.
Research Interests:
A qualitative methodology was adopted to explore the lived experiences of doctoral level students in applied psychology. A total of 15 students ranging in age from 24 to 43, who were at varying levels of their doctoral education,... more
A qualitative methodology was adopted to explore the lived experiences of doctoral level students in applied psychology. A total of 15 students ranging in age from 24 to 43, who were at varying levels of their doctoral education, participated in individual semi-structured interviews exploring themes related to influences for the pursuit of graduate study, experiences in their program of study, and general reflections of the graduate school journey. All interviews were conducted from a constructivist-interpretivist model, transcribed verbatim, and analyzed using a phenomenological coding approach (Creswell, 2012; Moustakas, 1994). Emergent broad themes included antecedents leading to graduate study, current experience of doctoral education, and reflections on the doctoral experience. Implications for future research are discussed and recommendations for graduate programs based on findings are provided.
Research Interests:
Middle-school-age children are faced with a variety of developmental tasks, including the beginning phases of individuation from the family, building peer groups, social and emotional transitions, and cognitive shifts associated with the... more
Middle-school-age children are faced with a variety of developmental tasks, including the beginning phases of individuation from the family, building peer groups, social and emotional transitions, and cognitive shifts associated with the maturation process. This article summarizes how traumatic events impair and complicate these developmental tasks, which
can lead to disruptive behaviors in the school setting. Following the call by Walkley and Cox for more attention to be given to trauma-informed schools, this article provides detailed information about the Animating Learning by Integrating and Validating Experience program: a school-based, trauma-informed intervention for middle school students.This public health model uses psychoeducation, cognitive differentiation, and brief stress
reduction counseling sessions to facilitate socioemotional development and academic progress. Case examples from the authors’ clinical work in the New Haven, Connecticut, urban public school system are provided.
can lead to disruptive behaviors in the school setting. Following the call by Walkley and Cox for more attention to be given to trauma-informed schools, this article provides detailed information about the Animating Learning by Integrating and Validating Experience program: a school-based, trauma-informed intervention for middle school students.This public health model uses psychoeducation, cognitive differentiation, and brief stress
reduction counseling sessions to facilitate socioemotional development and academic progress. Case examples from the authors’ clinical work in the New Haven, Connecticut, urban public school system are provided.
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Editorial to the special issue on drama therapy in the schools; released April 2019
Research Interests: Schools and Drama Therapy
Although a growing body of literature describes drama therapy intervention models and case examples of school-based work, there has yet to be a comprehensive study that details the prevalence and practice of drama therapy in North... more
Although a growing body of literature describes drama therapy intervention models and case examples of school-based work, there has yet to be a comprehensive study that details the prevalence and practice of drama therapy in North American schools. Members of the North American Drama Therapy Association received an online survey designed to gather quantitative descriptive data and qualitative experiences of drama therapists currently practicing in schools. This article presents findings related to the former, reporting data focused on relevant training and experience, organizational information, scope of practice, clinical engagement and obstacles to the introduction and implementation of services. Interpretation of reported descriptive data is provided and future research directions are considered regarding school-based, drama therapy practice.
Research Interests: Schools and Drama Therapy
Due to the occupational demands of teaching, including classroom management, instructional delivery and administrative tasks, teachers are at high risk for occupational stress. Intervention models that have attempted to provide... more
Due to the occupational demands of teaching, including classroom management, instructional delivery and administrative tasks, teachers are at high risk for occupational stress. Intervention models that have attempted to provide social-emotional supports for teachers, in the form of burnout prevention, have shown generally small effect sizes. A lack of a larger effect has been attributed to these methods operating from a broader stress model rather than adjusting to the specific contextual factors of the school setting. Short-form Developmental Transformations (DvT), an embodied, playful and individualized method of drama therapy, may address the need for a more subjective approach to teacher stress reduction. With its emphasis on interpersonal engagement, physical expression and play, short-form DvT offers teachers an opportunity to directly and metaphorically engage with occupational stressors that may impede their work performance and impact overall well-being. A case example of short-form DvT is provided, followed by a discussion to highlight the potential limitations and benefits of the method for teachers.
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This research sought to identify whether the glass escalator was occurring in the profession of drama therapy. A survey asking registered drama therapists (RDTs) to identify rates of advancement between career levels was completed by 34... more
This research sought to identify whether the glass escalator was occurring in the profession of drama therapy. A survey asking registered drama therapists (RDTs) to identify rates of advancement between career levels was completed by 34 per cent of those polled. Independent samples t-tests exploring gender differences in the career rate of advancement determined no glass escalator effect on attainment of supervisory and upper-level clinical positions; however, results are inconclusive for subsequent conditions. Qualitative analysis of open-ended responses produced three gender-relevant categories. Qualitative and quantitative data are discussed with regard to implications for the profession and avenues for further research.
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This theoretical investigation reviews drama therapy theory within the framework of neuropsychology. In order to accomplish such a task, Landy’s role theory (Landy, 1993, 2001, 2009) is outlined via its foundational components and... more
This theoretical investigation reviews drama therapy theory within the framework of neuropsychology. In order to accomplish such a task, Landy’s role theory (Landy, 1993, 2001, 2009) is outlined via its foundational components and re-examined within an executive functioning model. The focus of this work is on those executive functions which contribute to the development, selection, and activation of roles within a social context. They are: working memory, attention, cognitive control (inhibition), and theory of mind. As a result, conceptual groundwork is established for the development of a burgeoning cooperation between paradigms of drama therapy and cognitive neuropsychology.
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This book chapter outlines a cognitive approach to understanding drama therapy clinical work in the context of adolescent trauma. An overview of a drama therapy model is outlined within the context of a case example and supporting... more
This book chapter outlines a cognitive approach to understanding drama therapy clinical work in the context of adolescent trauma. An overview of a drama therapy model is outlined within the context of a case example and supporting cognitive interpretation.