School of Health Sciences, University of Tampere, Tampere, Finland.
Health Promot Int. 2012 Mar;27(1):5-14. doi: 10.1093/heapro/dar012. Epub 2011 Mar 7.
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.
戏剧、剧场和角色扮演方法通常被用于健康促进项目中，但这些方法的有效性证据有限。本文描述了一个基于学校的戏剧项目的发展、实施和评估，该项目旨在提高 4-5 年级（平均年龄为 10.4 岁）儿童的社会关系并减少校园欺凌现象。学生（n=190）从南芬兰的两所具有相似人口统计学和社会经济特征的小学中招募而来，并根据具体情况被分配到干预组或对照组。该戏剧项目包括课堂戏剧课程、家庭后续活动以及在 2007 年 9 月至 2008 年 5 月期间举行的三次关于校园社交福利问题的家长晚会。在项目前后，使用相同学生（n=134）自填式问卷获取关于课堂社交关系和欺凌经历的数据。应答率为 71%。干预组和对照组在测试前的社会人口统计学方面没有差异。干预对社交关系的积极影响接近统计学意义（p=0.065）。此外，高强度干预班的积极影响具有统计学意义（p=0.011）。在干预组中，欺凌受害率从测试前（58.8%）下降了 20.7 个百分点（38.1%）（p<0.05）。研究表明，在课堂中使用应用戏剧和剧场方法可能会改善儿童的校园社交关系。
