Additional Information
References
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Eran Nathan
Education
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M.A. in Drama and Movement Therapy (Sesame) Central School of Speech And Drama, London
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Graduate of the School of Performing Arts Room Theatre, Tel Aviv, Israel
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Certified Special Education Teacher (U.K. NARIC approved) Levinski College, Tel Aviv, Israel
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One year study in the School of Performing Arts Beit Zvi, Ramat Gan, Israel
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B.A. in Education (U.K. NARIC approved) specializing in Special needs, Tel Hai
College, Kiryiat Shmona, Israel
My Professional Experience as a Dramatherapist includes:
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Children and adolescents with emotional problems (EBD).
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Adult clients in psychiatric hospitals suffering from schizophrenia, and self-harming (PTSD).
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Children and adults with learning disabilities.
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Elderly people suffering from symptoms related to bipolar disorder or dementia.
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Children and adults who experienced trauma.
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Youth or the elderly on the autistic spectrum.
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Refugees and immigrants.
My Professional Experience as a Voice Practitioner includes:
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Working as a dramatherapist with a special interest in voice exploration.
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Individual Voice Therapy sessions with different clients.
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Running monthly ‘Voice Lab’ workshops.
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Facilitating voice workshops at the ‘Sesame’ seasonal schools and at the MA Drama & Movement Therapy Program.
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Facilitating a voice workshop during the ‘Theatre Noise’ international conference at CSSD, London.
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My approach towards voice is influenced by Frankie Armstrong, Guy Dartnell (Voicemotion) and Margaret Pikes (following the Roy Hart approach).
Additional Information
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Member of Sesame.
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Languages: English, Hebrew.
References:
Pam Thomas (Mrs), Malorees Junior School, 2008
Role: Headteacher
‘I find Eran to be a person of integrity who attends punctually and is reliable. He is calm, thoughtful and reflective with wonderful skills of perception. He is resilient in his dealings with children who are displaying quite disturbed behaviour.
He worked with a small group of children. All the children in the group were experiencing difficulties. They lacked confidence and low self esteem and all had problems making and maintaining friendships which hindered their progress in other areas. They were not happy children. As the sessions progressed member of staff commented on how different the children had become, calmer and more focused in class. I notice that in the playground they were no longer isolated and that they were included in games with other children. The parents of the children also commented that they had seen a difference in their behaviour at home. The children were happier than before. Since the completion of these sessions with this group the children have continue to thrive. I was so pleased with the outcome of this work that I am continuing to fund it so that other children have the opportunity to benefit’.
Lucy Addington (Mrs), Vernon House school, 2008
Role: Headteacher
‘Eran has been most thorough and professional in his work with children from Vernon House. Our troubled children have complex and intractable difficulties to overcome but Eran has been able to create a safe, consistent and welcoming space for the children to explore themselves, experiment and experience emotions in a safe and productive environment...Eran’s insights into what is happening for these children have provided the rest of the staff with more understanding and therefore empathy for the child and given a context for more effective and individualised behaviour management interventions’.
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