Purpose

Forensic psychiatric treatment is aimed at reducing violence risk factors (Bonta and Andrews, 2017) and achieving positive, prosocial life goals (Willis et al., 2013). Drama education can be provided as part of this treatment, but the evidence base is scarce. Therefore, the present study aims to provide insight into experiences with drama education as part of forensic psychiatric treatment.

Design/methodology/approach

A qualitative study was conducted, based on participant observation and 16 interviews, to explore the experiences of patients and treatment providers with drama education during forensic psychiatric treatment. Analyses were conducted following the consensual qualitative research method (Hill et al., 1997).

Findings

The five central themes that emerged from the analysis were knowledge, happiness, excellence in play, community and staff-patient hierarchy. Participants reported that they enjoyed the drama lessons, appreciated the group atmosphere and were able to practice their social-emotional skills. Furthermore, patients and their treatment providers became better acquainted with each other because the power differences between patients and staff decreased during the drama lessons.

Practical implications

Drama education can be considered a useful part of clinical forensic psychiatric treatment, given the positive experience of participants and its perceived positive impact on treatment.

Originality/value

This was one of the first studies to examine the influence that drama education may have on forensic psychiatric treatment. Four of the five themes were in line with the good lives model (Willis et al., 2013), indicating that drama education fulfiled basic human needs or “primary goods” that are important to address in forensic psychiatric treatment, as it decreases the need to compensate these goods with criminal behaviour.

中文翻译：

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戏剧教育作为良好生活模式治疗方法的一部分

目的

法医精神病治疗旨在减少暴力风险因素（Bonta 和 Andrews，2017 年）并实现积极的、亲社会的生活目标（Willis等人，2013 年）。可以提供戏剧教育作为这种治疗的一部分，但证据不足。因此，本研究旨在深入了解戏剧教育作为法医精神病治疗的一部分的经验。

设计/方法/方法

一项基于参与者观察和 16 次访谈的定性研究旨在探讨患者和治疗提供者在法医精神病治疗期间接受戏剧教育的经历。分析是按照双方同意的定性研究方法进行的（Hill等，1997）。

发现

分析中出现的五个中心主题是知识、幸福、卓越的游戏、社区和员工-患者等级。参与者报告说他们喜欢戏剧课，欣赏小组气氛，并能够练习他们的社交情感技能。此外，患者和他们的治疗提供者彼此更加熟悉，因为在戏剧课期间患者和工作人员之间的权力差异减少了。

实际影响

鉴于参与者的积极体验及其对治疗的积极影响，戏剧教育可以被认为是临床法医精神病治疗的一个有用部分。

原创性/价值

这是最早研究戏剧教育对法医精神病治疗可能产生的影响的研究之一。五个主题中有四个符合美好生活模型（Willis等人，2013 年），表明戏剧教育满足了人类的基本需求或“主要产品”，这在法医精神病治疗中很重要，因为它减少了需要以犯罪行为赔偿这些货物。