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An article about an applied theatre research project in Rehab Centres and Youth Centres in Italy. The research projects which ran over a number of years used Greek Tragedy and theatre processes as a means of communal therapy., Immaginate di entrare in una stanza scarsamente illuminata con alcune candele disposte in semicerchio e, al centro, un giovane alto e snello con capelli castano chiaro, leggermente spettinati, seduto su uno sgabello, che suona la più triste delle melodie su una vecchia chitarra acustica vintage, colore di uno sprazzo di sole. L’uditorio è in silenzio e pienamente immerso nell’atmosfera creata dalla musica. Lui guarda le sue dita sul manico della chitarra e la fa piangere. Il giovane chiude gli occhi per un momento, mentre le sue dita navigano attraverso una complessa improvvisazione che porta a termine la musica. Silenzio. Ha gli occhi ancora chiusi e, improvvisamente, alza lo sguardo direttamente sull’uditorio che siede sul pavimento vicino a lui, appena oltre il semicerchio di candele. Sembra che il suo sguardo sia diretto a ciascuno dei presenti. Poi, con una voce profonda e gentile, si prende il suo tempo per rivelare la sua storia intima., peer-reviewed

Within dramatherapy and psychodrama, the term ‘de-roling’ indicates a set of activities that assist the subjects of therapy in ‘disrobing’ themselves from their fictional characters. Starting from the psychological needs and the therapeutic goals that ‘de-roling’ techniques address in dramatherapy and psychodrama, this text provides a broader understanding of procedures and exercises that define and ease transitional experiences across cultural practices such as religious rituals and spatial design. After this introductory section, we propose a tentative answer as to why game studies and virtual world research largely ignored processes of ‘roling’ and ‘de-roling’ that separate the lived experience of role-play from our everyday sense of the self. The concluding sections argue that de-roling techniques are likely to become more relevant, both academically and in terms of their practical applications, with the growing diffusion of virtual technologies in social practices. The relationships we can establish with ourselves and with our surroundings in digital virtual worlds are, we argue, only partially comparable with similar occurrences in pre-digital practices of subjectification. We propose a perspective according to which the accessibility and immersive phenomenological richness of virtual reality technologies are likely to exacerbate the potentially dissociative effects of virtual reality applications. This text constitutes an initial step towards framing specific socio-technical concerns and starting a timely conversation that binds together dramatherapy, psychodrama, game studies, and the design of digital virtual worlds., peer-reviewed

For students with learning disabilities, the school may represent a place of failure and frustration. It is a place where the student often receives assistance for failure in the academic domain. These students may encounter difficulties in the social and emotional spheres but appropriate therapeutic measures are not readily available. The dysfunctional aspect of education is that while _it attends to academic needs, it often ignores the social and emotional difficulties that may perpetuate or exacerbate the inherent disability. This study analyzed the function and identified the therapeutic benefits of psychodramatic techniques with regard to the social and emotional needs of students with learning disabilities.