Making room for the parents: Dyadic dramatherapy in kindergarten

This case study examines a two-year dramatherapy process with a preschool child attending a public kindergarten for children with developmental language disorders in Israel. Although the intervention initially involved individual sessions, this article focuses on the second year, during which a dyadic therapy format was employed, involving alternating parental participation and reflective processing. Grounded in Landy’s Role Theory and Karpman’s Drama Triangle, the process supported role transformation, containment and narrative reconstruction. The therapist’s role evolved from Rescuer to Guide, facilitating a reorganization of family roles and fostering healthier relational dynamics between the child and his parents. The case will aim to illustrate the potential of dramatherapy to foster emotional co-regulation and developmental repair in early childhood, particularly through caregiver involvement.