Journeying Minds: Process Drama - an investigative research method used to gather and explore perceptions around Mental Health Challenges among Black students at the University of the Witwatersrand

Abstract

This study investigated the use of process drama as an investigative research method for gathering and exploring black university students' perceptions of mental health challenges at the University of the Witwatersrand. Based on Cultural Historical Activity Theory (CHAT) and Bowell and Heap's Theory of Drama Context, the study investigates how dramatic frames and fictional circumstances allow participants to symbolically connect with sensitive topics such as mental health. Rather than using process drama as a traditional teaching method, this study adapted it into an investigative research method to promote emotional distance, allowing participants to externalize their thoughts and experiences without direct personal exposure. Drawing on Neelands and Goode's (2000) argument that process drama serves as a platform for negotiating social dynamics and personal narratives, the study investigated how participants' perspectives and attitudes toward mental health issues emerge through collaborative storytelling, role-playing, and improvisation. The study tackled a significant gap in South African scholarship, where mental health is still widely stigmatized and under-discussed, particularly among black students in university settings. While the study's primary aim was not to remove these stigmas or create communal understanding, it does recognize the thoughtful and introspective nature of process drama workshops, which may naturally motivate participants to engage with these results. The shared dramatic experience fostered critical discourse and collaborative meaning-making, which further allowed participants to deconstruct social stigmas and openly share and explore their perceptions on mental health challenges. The outcomes of this study indicate that process drama is an effective tool for investigating university students' perceptions of mental health by providing a contained space for reflection and symbolic exploration. Participants delved into the themes through role-playing and improvisation, revealing the many influences on their perceptions. The participants reported that the fictional framing of process drama enabled them to discuss sensitive issues more openly, as it established emotional distance while continuing to encourage meaningful engagement. This is supported by Neelands and Goode’s (2000) statement that process drama enables participants to negotiate their narratives within a collaborative environment. Participant s were able to externalize their mental health perceptions without the pressure of direct self-disclosure by taking on different roles and participating in improvisational and embodied scenarios. However, the study also revealed a fundamental challenge which is the repeated nature of findings due to the small sample size. Initially, 10 participants were expected, but due to the sessions taking place after examinations, only five students participated, supported by an additional 2 students. As a result, repeating themes arose regularly, restricting the diversity of perspectives. While the small sample size allowed for in-depth engagement, it also meant that most perceptions were reinforced rather than expanded on. Despite these limitations, the study indicates the potential of process drama in generating critical dialogue and providing an alternative framework for understanding mental health challenges in a South African university setting.