Department of Paediatric Dentistry, Faculty of Medicine and Health, School of Dentistry, Leeds School of Dentistry, University of Leeds, Level 6, Worsley Building, Clarendon Way, Leeds, LS2 9LU, UK.
Leeds School of Dentistry, Leeds, UK.
Eur Arch Paediatr Dent. 2021 Oct;22(5):869-877. doi: 10.1007/s40368-021-00623-4. Epub 2021 Apr 23.
Drama and role play can be unlisted as methods to allow children to view problems from a range of different perspectives that may differ from their own experience. Application of drama technique to assess the cause of dental fear and anxiety in a school setting is novel.
The aim of this study was to engage primary school children in the core investigation via participatory arts methodologies, namely, process drama to gain understanding of the causes of dental anxiety.
Sixty-three children, aged 7-10 years from three primary schools participated in this study. A 90-min drama workshop was carried in each school. The children were encouraged to identify the causes of dental anxiety using key concepts from process drama. The sessions were audio-recorded and transcribed.
Four key concepts emerged: (1) fear of the unknown; (2) unpleasant sensory experience; (3) society's perception and portrayal of the dentist; and (4) learnt negative associations with the dentist. Within each four key concepts, two sub-themes were identified.
Role-playing and use of drama are a novel application and can reveal a considerable amount of information from the child's perspective on the cause of dental fear and anxiety.
戏剧和角色扮演可以作为一种方法，让孩子们从与自己的经验不同的多种不同角度看待问题。将戏剧技术应用于评估学校环境中儿童对牙科恐惧和焦虑的原因是新颖的。
本研究旨在通过参与式艺术方法（即过程戏剧）让小学生参与核心调查，以了解牙科焦虑的原因。
本研究共有 63 名年龄在 7-10 岁的来自三所小学的儿童参与。在每所学校都进行了 90 分钟的戏剧工作坊。鼓励孩子们使用过程戏剧的关键概念来确定牙科焦虑的原因。会议进行了录音并转录。
出现了四个关键概念：（1）对未知的恐惧；（2）不愉快的感官体验；（3）社会对牙医的看法和描绘；（4）与牙医的习得性负面联想。在每个四个关键概念中，确定了两个子主题。
角色扮演和戏剧的使用是一种新颖的应用，可以从孩子的角度揭示有关牙科恐惧和焦虑原因的大量信息。
