Staging Social Justice: Collaborating to Create Activist Theatre

Psychological Reflections on an LGBTQI Theatre for Social Justice Project

212 Psychological Reflections on an LGBTQI Theatre for Social Justice Project Erasmo Tacconelli Supporting LGBTQI People I am a clinical psychologist and psychotherapist experienced in supporting clients regarding a range of mental health, physical health, and sexual health needs. Over the past thirteen years, I have helped many clients presenting with issues relating to their sex, gender, sexual identity, and sexuality, including those expressing non-heteronormative sexualities, such as lesbian, gay, or bisexual; those who are transsexual or transgendered, including transmale and transfemale people who have changed or are changing sex; those who are genderqueer or gender-diverse; and those who are intersex with genital and sex identity issues. I have supported clients who have struggled with their identities, and I have also supported clients who are confident about who they are. My Psychological Roles with the Institute I was asked to participate in the Theatre for Social Justice workshops at the Central School of Speech & Drama. I was told that the workshops aimed to create a play with LGBTQI (lesbian, gay, bisexual, transgender, queer, and intersex) content that would be performed in secondary schools and that my role was as a counselor for the workshop participants . Sharing personal stories and discussing and creating a play about LGBTQI identity and anti-LGBTQI discrimination experiences could certainly trigger rather difficult memories and emotions for some participants . I was asked to be present during the workshops to help participants should they become distressed due to the material disclosed Psychological Reflections 213 and discussed. Much needed to be accomplished, and quickly: from nothing, a script had to be created in five workshop sessions. I was very excited about the chance to help with this initiative because I realized what an amazing opportunity it would be to help the LGBTQI youth. I have always been motivated to help people with sex, gender, and sexuality issues, and I enjoy helping people feel good about being LGBTQI. I know that there are multiple problems around the understanding and acceptance of LGBTQI people in society, so to use my training alongside the creation of a drama production with the youth participants was a novel and exciting prospect. While discussing my role, I was mindful about the potential emotional impact that creating a play based on personal experiences might have on participants. My contribution was therefore agreed to be based on the following three main roles: Supportive role. I was asked to let participants know at the beginning of each workshop that I was available to offer support if and when the need arose. Participants knew that if difficult thoughts or feelings were triggered by what was discussed or happening in the workshop, they could indicate to me that they wished to talk privately, and we could sit outside of the room and explore their feelings and concerns, one-to-one. I was there to help when needed. It was made clear to participants at the start that I would not be providing formal therapy but facilitating a supportive space to process immediate feelings and to help think of a way forward. Consultative role. I was asked to offer my psychological ideas about LGBTQI identity, development, problems, relationships, acceptance, and so on. The script needed to reach as many people as possible, simultaneously highlighting sensitive and taboo ideas but not putting people off nor reinforcing unhelpful narratives. The play needed to include an acknowledgment of participants’ struggles and difficulties but also recognition of empowerment and normality. Additionally, while the one-to-one discussions I might have with participants would be confidential, I was asked to raise any concerns, questions, or issues participants may have shared with me generally to help with the overall process and to share my own thoughts about the process with the workshop leaders throughout the program. I was also asked to be available whenever possible following the workshops to help out with planned productions in schools and to help facilitate post-show interactions with the audience. Erasmo Tacconelli 214 Participative role. I was asked to be a participant in the process as a whole and in the play development. This included taking part in the exercises, group discussions, and improvisations. My engagement in the process helped foster an open environment, encouraging the participants to do so too. I was mindful about how this particular role could influence my overall position as a counselor. I agreed with the facilitators, however, that my engagement in...