About Us
"Like all playobjects, or toys, we eventually break, and are broken through mishandling by others. We have missing parts, we can't turn or talk like we used to, our batteries are low, and buttons do not work. Yet, though imperfect as we are, the desire for play overcomes, and we can be held and played with, be cared for and given pleasure to, and be kept in the playroom or bedroom or toy chest for many years, just as we hold our loved but broken ones close to us. This is what being here is all about"
(Johnson 2009).
History
Developmental Transformations (DvT) was gradually developed from 1974-1992 by David Read Johnson and colleagues. In 1992, the practice was named and consolidated, and the Institute for Developmental Transformations was formed.
Developmental Transformations (DvT) is based on the theatrical ideas of Jerzy Grotowski (Grotowski, 1968; Johnson, Forrester, Dintino, James, & Schnee, 1996) and Viola Spolin (Johnson, 1982; Spolin, 1963). Over the course of development, numerous theoretical perspectives have been incorporated to understand the processes involved. These have included the psychological perspectives of cognitive development (Johnson, 1999; Piaget, 1951; Werner & Kaplan, 1963), psychotherapeutic perspectives of psychoanalysis, particularly free association (Freud, 1920; Kris, 1982), object relations theory (Jacobson, 1964; Klein, 1932), client-centered therapy (Rogers, 1951; Gendlin, 1978), authentic movement (Whitehouse, 1979), and dance therapy (Sandel, Chaiklin, & Lohn, 1993); philosophical perspectives of existentialism (Sartre, 1943), postmodernism (Deleuze & Guattari, 1987; Derrida, 1978), and Buddhism. These widely divergent sources have been used to understand aspects of the therapeutic method, concepts of the self-structure, and images of Being.
Theory
Developmental Transformations is a form of drama psychotherapy that is based on an understanding of the process and dynamics of free play. The essence of Developmental Transformations is the transformation of embodied encounters in the play space using four components: transformation, embodiment, encounter, and play space. Important aspects of this approach include:
(1) The sessions consist entirely of dramatic, improvisational interaction between the therapist and client(s)
(2) The therapist is an active participant in the play and intervenes through his/her own immersion in the client’s play space,
(3) The process of play is used to loosen or remove (i.e. Deconstruct) psychic structures that inhibit the client(s) from accessing primary experiences of being
(4) The client’s progress in treatment is believed to follow natural, developmental processes that in themselves will lead to greater emotional health.
Meet The Team
Rachel Overd
Dramatherapist
After university, I was involved in fringe theatre in London and Europe. I then worked in the charitable sector doing youth work with young people with learning difficulties and Autistic Spectrum Condition. From there I trained as an Occupational Therapist at the London School of Occupational Therapy, qualifying in 1989. Afterwards I worked for the NHS in East London, in adult mental health both with in-patients and out-patients. Subsequently I trained as a Dramatherapist at the University of Hertfordshire, qualifying in 2001. In 2002, I moved into Child and Adolescent Mental Health, first in an NHS in-patient unit in East London, and from 2004 to 2018 in the Eastbourne and Hailsham Child and Adolescent Service (CAMHS) in East Sussex, part of Sussex Partnership NHS Foundation Trust. I graduated in 2015 from the Institute of Developmental Transformations (DvT). DvT is a specialist Dramatherapy model. I have been a visiting lecturer on several university training courses, including the Bart’s and the Royal London School of Medicine and Dentistry, teaching the therapeutic use of drama. I was a trainer on the CAMHS Twilight Training programme in East Sussex, specialising in Attachment, and Bereavement and Loss. From 2016 to 2022 I was joint-lead for East Sussex Discovery College, an innovative way of co-producing courses with young people to foster mental health through self-help and creativity. The College is a partnership led by Sussex Partnership NHS Foundation Trust. Publications include: Domikles, D (2011) Violence and Laughter: How School-based Dramatherapy Can Go Beyond Behaviour Management For Boys At Risk Of Exclusion From School in Lauraine Leigh, Irvine Gersch, Ann Dix and Deb Haythorne (eds.) Dramatherapy with Children, Young People and Schools: Enabling Creativity, Sociability, Communication and Learning, London and New York: Routledge.
Worked since 2004 in Theatre, Television and Criminal Justice System, offering Dramatherapy, CBT, and DvT to children in schools, and adults in hospital/prison/community/ suffering from with addiction, mental health, and poor emotional regulation. I have 20 years’ experience in assessing and working through negative behaviours among troubled individuals in various institutions. I have gained solid evidence that Dramatherapy/DvT is extremely effective in giving all individuals, despite their difficulties, the opportunity to reach their full potential. I offer one to one therapeutic sessions and group workshops using improvised play (DvT) and Dramatherapy techniques, drawing on any difficulties, worries, or negative experiences impacting the individual's ability. The sessions aim to reduce barriers to learning and living day to day life. This intervention has been very successful in The UK and USA, resulting in increased grades among Dramatherapy attendees in educations, despite a range of personal issues. I am HCPC registered Testimonials A pupil aged 10, Mary, was referred due to severe self-harm and low self-esteem. Maria finished with successful SAT results gaining Grade A in every subject. I am told this was surprising considering her poor academic ability and initial language barrier. She was predicted low grades. "Dramatherapy helped me with my problems. We used toy characters to talk to each other and they helped me to stop hurting myself. I feel stronger now and know what to do when I get upset, angry, or worried. Rachel helped me not to be so nervous during my SATS, and I was able to feel calm on the day and just try my best." Layla, aged 7, was mute when she was referred to me. Her mother suffered from Schizophrenia, passed away suddenly, and she was taken into care as a result. After one month of Dramatherapy, she was talking, laughing, and one year later, has many friends. Her academic ability has vastly improved and she has much more confidence. Latia says: "Dramatherapy is my favourite time and I love it because I can play and be myself, and be all different things. It's fun and even though I was shy in the beginning I am much more talkative now!" I currently offer one to one or group therapy for children and adults aged 3 upwards. I can facilitate therapy by coming to you/home/school/business, online, or at my venue in Victoria London. For expression of interest, or any further questions. Please contact me by email; Racheloverd13@Hotmail.com
Dolmen Domikles
Dramatherapist
Vanessa Reid
Dramatherapist
BSc (Hons) Psychology, HCPC registered Dramatherapist with a MA in Drama and Movement Therapy from The Royal School of Speech and Drama. Worked within different settings, as part of a multidisciplinary team within the community and education. Specialism is youth justice and challenging families. Runs a small private practice with London and client groups are children and adults. Also, will be completing the CAST course in December 2022. In her spare time, she can be found performing traditional types of bodywork and therapeutic massage. Also researching new bio-hacking methods for well-being and mental attunement.
Originally a theatre practitioner, now a practising Dramatherapist for 25 years, DvT for 15 and running London group since 2010. Supervisor, lecturer, trainer.