The ENACT Method

Many ENACT youth are struggling to cope with chaotic home and community environments, and demonstrate varying degrees of chronic behavioral problems - such as outbursts of anger or hyperactivity - that make it impossible for them to function in structured learning environments, and in relationships with their peers and families. At the heart of many of these behavioral problems are low self-esteem, anxiety, and depression, all of which can be the side effects of poverty. If not addressed, these emotions can lead to increased dropout rates, random acts of violence, substance abuse, and other self-destructive behaviors.

Developed by Executive Director Diana Feldman, in consultation with a multidisciplinary team of distinguished educational, psychological and arts professionals, the ENACT method is a multi-stage process that seeks to prevent the results above by helping children and young people identify and respond to the emotions that lie beneath these behaviors. Led by a two person team of Teaching Artists, an ENACT program will start with theatre games-standard exercises used in actor training, but ones that, within this context, can serve as a "diagnostic" of group dynamics and attitudes on any given day. Guided by this assessment, the Teaching Artists develop a series of scenes that reflect the interests and concerns of that group of students. Using a process called "distancing"-where the students' emotions or concerns are transposed to a different place, involving different people-the Teaching Artists will do role-play scenes that explore the students' concerns, without leaving them feeling exposed or vulnerable, and offering them concrete tools to carry into their everyday life.

To carry out it's mission, ENACT actively works to change classroom environments based on the following core values:

The ENACT Method teaches children and youth a new "emotional vocabulary" of positive life skills and behavior patterns, and conflict resolution strategies. So, once a scene has been acted out, the students "process" what they have seen and heard, reflecting on the choices the characters made, and suggesting more positive ways to handle the situation. The scenes are then repeated with these healthier alternatives replacing the negative actions of the original. Throughout this step, the Teaching Artists continue to assess the spoken and unspoken emotions stated or hinted at by the students.

The key to the process is what ENACT researchers have labeled "the container." The container represents the safe work spaces created by ENACT teaching artists to provide the optimum conditions for positive change-not only the actual physical space, but also the processes, relationships, and activities that go into the program. To continually improve the container, all ENACT programs are supervised by a social worker and a drama therapist, and even veteran Teaching Artists receive regular training, as well as the tools to assess their effectiveness, and the progress of their students.