This study explores the local practical experiences of drama therapy among adolescents suffering from depression. This study not only adopts the action research method, combining "action" and "research,” but also summarizes the practical experience of the researcher and a domestic foundation in cooperating with a drama therapy group program for depressed adolescents from 2003 to 2019. The content was analyzed through the researcher’s notes, interviews and records from the social worker in the group, interview records of the case managers from the domestic foundation, and group termination report and annual working report. With seventeen years of practical experience in implementing drama therapy group programs for adolescents with depression, the process can be divided into four stages according to the different drama therapy theories used. First, at the psychodrama stage, we delve deeply into adolescent trauma issues and deal with their effects. Second, at the autobiographical drama stage, we catalyze young people to perform their life stories on stage. Third, at the resilience stage, we use the perspective of drama resilience to strengthen the positive abilities of adolescents. After the aforementioned steps, we complete the four working methods in the final stage. We train professional volunteers and complete the four major tasks of the drama therapy group program for adolescents with depression, comprising "relieving emotions with objects,” "experiencing emotions with roles,” "organizing emotions with self," and "expressing emotions in groups.” In the “relieving emotions with objects” period, the researchers found that adolescents with depression could gradually become involved in groups with less burden and low participation. In the next period of “experiencing emotions with roles,” the researchers further focused their work on helping adolescents with depression get closer to their emotional experiences through virtual characters and stories. After the first two stages, the researchers noticed that the group gradually entered the core of the work. Thus, adolescents with depression gradually become willing to talk about themselves and build trusting relationships with their peers rather than remaining relatively withdrawn, uninterested, and in a low-energy state. Meanwhile, they can be further helped to express their thoughts about their feelings. Moreover, the researcher found that adolescents with depression were better able to talk about the trauma and pain of their past life experiences in the final stage. When members share their traumatic and painful experiences in a group, a common sense of pain among group members is established, and the connection between members is strengthened. From the adjustment of the four working stages of the drama therapy group program for depressed adolescents, the program balances real problem-solving and personal experience with the internal structure of multiple realities. Besides solving the resistance of repairing trauma with self-conversation and empowerment, as well as making the metaphor come true through four working methods, they all benefit adolescents with depression by reconnecting with their personal life experiences. Finally, this study provides three practical suggestions for drama therapy practitioners and youth practitioners. The suggestions mentioned that workers should consider the traumatic status and psychological intensity of the parties involved, evaluate the available resources, conditions, and the time the group can devote to work, and flexibly use different orientations of drama therapy techniques when assisting adolescents with depression. Additionally, catalyzing life stories with nontherapeutic activities and integrating new scripts through symbolic and metaphorical roles might engender some positive effects when conducting the project for adolescents with depression. For example, it can establish a stable base for the follow-up treatment and inner exploration of adolescents experiencing depression and also help them project their personal psychological reality, as well as explore and identify different aspects of themselves in the virtual and real worlds.
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