Joronen Katja, Rankin Sally H, Astedt-Kurki Päivi
Department of Nursing Science, University of Tampere, Tampere, Finland.
J Adv Nurs. 2008 Jul;63(2):116-31. doi: 10.1111/j.1365-2648.2008.04634.x.
The paper is a report of a review of the literature on the effects of school-based drama interventions in health promotion for school-aged children and adolescents.
Drama, theatre and role-playing methods are commonly used in health promotion programmes, but evidence of their effectiveness is limited. The educational drama approach and social cognitive theory is share the assumption that learning is based on self-reflection and interaction between environment and person. However, educational drama also emphasizes learning through the dialectics between actual and fictional contexts.
A search was carried out using 10 databases and hand searching for the period January 1990 to October 2006.
A Cochrane systematic review was conducted.
Nine studies met the criteria for inclusion. Their topics included health behaviour (five studies), mental health (two) and social health (two). Actor-performed drama or theatre play followed by group activities was the intervention in five studies, and classroom drama in four studies. Four of the studies were randomized controlled trials and five were non-randomized controlled studies. Four reports gave the theory on which the intervention was based, and in eight studies at least some positive effects or changes were reported, mostly concerning knowledge and attitudes related to health behaviour. The diversity of designs and instruments limited comparisons.
There is a need for well-designed and theory-based studies that address drama interventions in health promotion for children and families. The challenge is to find or develop a theory, which combines educational, drama and health theories with valid and reliable measurements to examine the effects of the intervention.
本文是一篇关于以学校为基础的戏剧干预对学龄儿童和青少年健康促进作用的文献综述报告。
戏剧、剧场和角色扮演方法常用于健康促进项目，但其有效性的证据有限。教育戏剧方法和社会认知理论都认为学习基于自我反思以及环境与人之间的互动。然而，教育戏剧还强调通过实际情境与虚构情境之间的辩证法进行学习。
使用10个数据库进行检索，并对1990年1月至2006年10月期间的文献进行手工检索。
进行Cochrane系统评价。
9项研究符合纳入标准。其主题包括健康行为（5项研究）、心理健康（2项）和社会健康（2项）。5项研究的干预措施是演员表演的戏剧或舞台剧后进行小组活动，4项研究是课堂戏剧。其中4项研究为随机对照试验，5项为非随机对照研究。4份报告给出了干预措施所基于的理论，8项研究至少报告了一些积极影响或变化，大多涉及与健康行为相关的知识和态度。设计和工具的多样性限制了比较。
需要开展精心设计且基于理论的研究，以探讨针对儿童和家庭的健康促进戏剧干预措施。挑战在于找到或开发一种理论，将教育、戏剧和健康理论与有效且可靠的测量方法相结合，以检验干预措施的效果。
