An evaluation of a drama program to enhance social relationships and anti-bullying at elementary school
A controlled study
Dados Bibliográficos
| ID | 22943861 |
|---|---|
| Autores | Katja Joronen (0000-0002-3208-7249, Tampere University of Applied Sciences, autor correspondente), Anne Konu (0000-0003-0052-7702, Tampere University), H S Rankin (University of California, San Francisco), P Astedt-Kurki (Tampere University) |
| Ano | 2012 |
| Volume | 27 |
| Fascículo | 1 |
| Páginas | 5-14 |
| Data de publicação | 2012-03-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Health Promotion International (JOURNAL) |
| Identificadores do periódico | ISSN: 0957-4824 • E-ISSN: 1460-2245 |
| Editora | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1093/heapro/dar012 |
| PMID | 21385761 |
| OpenAlex | W2104730283 |
| Idioma | EN |
| Citações recebidas | 19 |
| Referências citadas | 30 |
Drama, theater and role-playing methods are commonly used in health promotion programs, but evidence of their effectiveness is limited. This paper describes the development, implementation and evaluation of a school-based drama program to enhance social relationships and decrease bullying at school in children in grades 4-5 (mean age of 10.4 years). Students (n = 190) were recruited from two primary schools with similar demographics and socio-economics in the Southern Finland and purposively allocated either to an intervention group or a control group. The drama program included classroom drama sessions, follow-up activities at home and three parents' evenings concerning issues of social well being during the school year September 2007-May 2008. Data on social relationships in the class room and experiences of bullying were obtained before and after the program using self-completed questionnaire from the same students (n = 134). The response rate was 71%. No differences in socio-demographics existed between intervention group and control group at pretest. The positive effect on social relationships resulting from the intervention approached statistical significance (p = 0.065). Moreover, the positive effect was found to be statistically significant in the high-intensity intervention classes (p = 0.011). Bullying victimization decreased 20.7 percentage units from pretest (58.8%) to posttest (38.1%) in the intervention group (p < 0.05). The study indicates that using applied drama and theater methods in the classroom may improve children's social relationships at school.
Demographics · Developmental psychology · Drama · Health promotion · Intervention (counseling) · Promotion (chess) · Public health · Sociology · Statistical significance · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Demography · Early Childhood Education and Development · Medicine · Nursing · Psychology
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Bullying as a group process
The Differential Relations of Parent and Peer Attachment to Adolescent Adjustment
School-Related Stress Experience as a Risk Factor for Bullying Behavior
What works in prevention
Anti-bullying intervention
| Obras citantes distintas | 19 |
|---|---|
| Citações por ano | 1,58 |
| Intervalo de citações | 2014 - 2025 (12) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 19 |