HOW THEATER CAN HELP ADDRESS LONELINESS & DEPRESSION
In this age of anxiety, students need creative, social and emotional outlets more than ever. Across all programs we’re seeing stunted social development, lack of impulse control, teens operating on the social level of 4th graders, outbursts in class, constant use of phones, inconsistent attendance. All exacerbated by rampant anxiety escalated by social media, mounting social and political unrest in the world, and economic hardships.
We were founded in 2021, during the height of the pandemic. The rapid growth of our programs is a direct extension of these issues, and how our curriculum addresses them. Our Teaching Artists serve as consistent, affirming mentors and role models. We provide activities that help participants to further explore their individual interests and to express themselves creatively when feeling stifled, lost, or frustrated. We’re building an ecosystem of support to raise confidence in their abilities, expanding the possibilities for where their futures can take them.
Beyond youth, nearly one-fourth of adults aged sixty-five and older are considered to be socially isolated. Poor social relationships (characterized by social isolation or loneliness) are associated with a 29% increased risk of heart disease and a 32% increased risk of stroke, and higher rates of depression, anxiety, and suicide. (CDC). Although older people may be visible as audience members and volunteers, what is less well understood is the cultural value of engaging older people in theater making; how this develops individuals; and the links this may or may not facilitate within communities and across generations. (OUP). However, cultural institutions, as well as individuals, tend to hold stereotypical and deficit views of what older people are or are not capable of and will tend to write off, or ignore their contributions to their community’s culture.
In a study titled “How to Engage in Healthy Brain Behavior” prepared by The Global Council for Brain Health, healthy brain function can be nurtured by finding new ways to stimulate the brain, engaging the brain alongside others, choosing activities that involve physical and mental engagement, and choosing activities that require accountability (AARP). Devised theater productions, such as ours, provide participants a role in the creative process. Participants from similar experiences valued the opportunity for reflection, challenge, and being taken seriously. Participants also shared that their experience was transformative in helping them to think more positively about themselves, findings echoed in the evaluation of “The Penelope Project” which took place in a Continuing Care Retirement Community (CCRC) in Wisconsin, United States. Other benefits included a sense of enjoyment, being challenged, taking risks, increased self-worth, and a transformed view of the self. Another important dimension of this work is the encouragement of imagination. As one participant put it, “the greatest thing that I learned was to continue to use my imagination and let my imagination fly,” while the production also encouraged reflection and empathy among audience members.
Likewise, the “Ages and Stages” research project - an ongoing collaboration between researchers at Keele University (UK) and practitioners at the New Vic Theatre - revealed the importance of older people’s affective and emotional relationship with theater; the capacity of theater to enable people to make social connections, negotiate life transitions, and pursue new or ongoing creative activities in later life; and the increased sense of well-being, purpose, self-confidence, and belonging people derive from their theater participation.
Our Approach: Playlabs are strengths-based arts programs. Each program focuses on building performance skills through ensemble-based work, improvisation, and individualized coaching. Playlabs culminate with an original work to be performed on the final day of the program.
Our unique model blends story-telling and performing arts, with a focus on preserving our region’s history. We meet all participants where they are—regardless of ability or experience, affirming their positive attributes, and inspiring them to be compassionate to themselves and others throughout the creative process. Our curriculum nurtures creative expression, develops positive social and emotional identity, and encourages curiosity, collaboration and critical thinking, all through the performing arts.
On Loneliness. More than 15 million students—including approximately 3.7 million middle schoolers—are alone and unsupervised between 3 and 6 p.m., the peak hours for juvenile crime and risk experimentation. Incidences of violent crimes committed by youth peaks in the hours immediately following the end of the school day. The hours after school are lost opportunities to help students grow and develop the skills and competencies to make positive life decisions that can lead to future success. Our programs take place during peak unsupervised time. Our curriculum nurtures creative expression, develops positive social and emotional identity, and encourages curiosity, collaboration and critical thinking, all through the performing arts.
Loneliness in children is really interesting. They recognize loneliness doesn't mean no one else is around, it represents a disconnect. Playlabs are a strengths-based arts program. We meet our students where they are—regardless of ability or experience, affirming their positive attributes, and inspiring them to be compassionate to themselves and others throughout the creative process.
Poor social relationships (characterized by social isolation or loneliness) was associated with a 29% increased risk of heart disease and a 32% increased risk of stroke, higher rates of depression, anxiety, and suicide. Immigrants and LGBT higher risk.
Our work directly impacts 500+ youth annually, 60 seniors, and thousands more through performances. Learn more about becoming a member, and you can support our work for as little as $15/month.