School of Creative Arts Therapies, University of Haifa, Haifa, Israel.
Education and Drama Therapy, Tel Hai College, Kiryat Shmona, Israel.
Clin Psychol Psychother. 2017 Nov;24(6):O1455-O1463. doi: 10.1002/cpp.2103. Epub 2017 Jun 27.
As adolescents spend many hours a day in school, it is crucial to examine the ways in which therapeutic practices in schools promote their well-being. This longitudinal pilot study examined the contribution of school-based psychodrama group therapy to the self-concept dimensions and perceived loneliness of 40 Israeli adolescents (aged 13-16, 60% boys) in public middle schools. From a process-outcome perspective, we also examined the understudied trajectory of adolescents' in-session behaviours (process variables) and its associations with changes in their self-concepts and loneliness (outcome variables). Psychodrama participants reported increases in global, social, and behavioural self-concepts and a decrease in loneliness compared to the control group. In-session productive behaviours increased and resistance decreased throughout the therapy, but varied process-outcome relationships were found. The study suggests that conducting further research into the process-outcome relationships in psychodrama group therapy is warranted to pinpoint specific mechanisms of change. Suggestions for future studies are provided.
由于青少年每天在学校花费数小时，因此检查学校中的治疗实践如何促进他们的福祉至关重要。这项纵向试点研究考察了基于学校的心理剧团体疗法对 40 名以色列青少年（年龄在 13-16 岁之间，男孩占 60％）在公立中学的自我概念维度和感知孤独感的影响。从过程-结果的角度出发，我们还研究了青少年在课堂行为（过程变量）的未被充分研究的轨迹及其与自我概念和孤独感变化（结果变量）的关联。与对照组相比，心理剧参与者报告说，他们的总体自我概念，社会自我概念和行为自我概念有所提高，孤独感有所降低。在整个治疗过程中，课堂上的生产性行为有所增加，抵触情绪有所减少，但发现了不同的过程-结果关系。该研究表明，有必要对心理剧团体疗法中的过程-结果关系进行进一步研究，以确定具体的变化机制。提供了对未来研究的建议。
