"Playing in a House of Mirrors"
: Exploring the Six-Part-Story Method as Embodied 'Reflexion'

  • Elinor O'Hara Vettraino

    Student thesis: Doctoral ThesisDoctor of Educational Psychology


    This qualitative study considers the way in which the 6-Part-Story-Method (6PSM) process, drawn from the field of Dramatherapy, can be used to explore, interpret and enhance the professional practice of those working in the broad context of education. Evolving from social constructivist/constructionist and relativist perspectives, the study explores the concepts of reflection, critical reflection and reflexivity as socially constructed acts. This was a longitudinal study consisting of two stages; Stage 1 involved a number of practical sessions exploring the 6PSM model with Image Theatre techniques over the period of a year. Stage 2 involved an evaluative session a year after the cessation of Stage 1. There were four participants in the study all of whom work within the broad education sector.

    The place of story creation, telling, listening and sharing is discussed as a core way of individuals and groups making sense of their experiences. In particular, the 6PSM process is used to provide a structural and theoretical base to the methodological process undertaken in the study, and as the key component in the development of embodied reflexive practice. Furthermore, connections are made to the development of embodied, reflexive learning experiences created by techniques adapted from the theory and practice of both Image Theatre and Dramatherapy.

    Results from the study suggest that the use of the 6PSM as a vehicle for embodied and reflexive learning may be a viable and valuable creative process for educational practitioners to engage with. Further, the results have led to the connection of story, reflexivity and applied theatre to produce a 3-dimensional model of embodied and reflexive practice that has 6PSM at its core. Implications from the research relate to organisational policy changes to incorporate opportunities for the development of 6PSM processes within groups, and changes to initial training for practitioners within the caring professions to incorporate the model of embodied, reflexive practice using 6PSM.
    Date of Award2016
    Original languageEnglish
    SupervisorDivya Jindal-Snape (Supervisor) & David Miller (Supervisor)


    • Reflexivity
    • Embodiment
    • Applied theatre
    • Reflective practice

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