摘要：AbstractThe paper addresses the issue of resilience in children at risk considering that children may be more terrified when they are witness to high arousal, panic and adult shock response to traumatic events (especially when it is about significant people in their life) than when are themselves threatened. The purpose of the research is to see how play and drama sessions can influence the level of resilience in children at risk who manifest school refusal, inability to focus on school tasks, aggressive behaviors, decrease of the school performances. To assess the level of resilience we used the drawings of the children included in the study and questions with heuristic value developed by Malchiodi, Steele & Kuban (2008). Play and drama sessions were built on the basic structure: the warm-up, main event and closure. The results revealed an increase in self-confidence and a reduction in disruptive behaviors. Creative work sessions offered alternative ways of communication and opportunities to work in group. Through art and play, a child in a special needs situation can explore the physical and social environment, address past and current emotional issues, can create a role and reach a state of satisfaction from imaginary events.
