Piloting PlayWrite: Feasibility and Efficacy of a Playwriting Intervention for At-Risk Adolescents

Abstract

At-risk, disadvantaged, and marginalized youth are seldom afforded avenues for healthy self-expression—which, in turn, may further increase risk. Interventions using the arts are often proposed but are seldom formally evaluated. In the present pilot study, we evaluated a brief intensive intervention in which at-risk adolescents partner with professional coaches to write their own play, which is then performed before a live audience. Positive intervention effects were found in decreased hyperactivity/inattention, decreased anhedonia, and improved anger inhibition/suppression. These promising preliminary findings indicate that further study of this type of intervention is warranted.

KEYWORDS:

• adolescents
• intervention
• expressive arts
• school intervention
• playwriting
• theatre arts
• creativity in counseling

Additional information

Notes on contributors

Rosemary E. Bernstein

Rosemary E. Bernstein is a Doctoral Student in the Department of Psychology at the University of Oregon, Eugene, Oregon.

Jennifer C. Ablow

Jennifer C. Ablow is an Associate Professor in the Department of Psychology at the University of Oregon, Eugene, Oregon.

Kelly C. Maloney

Kelly C. Maloney was an honors student, graduating with a Bachelor's of Science in Psychology from the University of Oregon, Eugene, Oregon.

Joel T. Nigg

Joel T. Nigg is a Professor in the Department of Psychiatry, Oregon Health and Science University, Portland, Oregon.