Yaratıcı drama yönteminin kadınların özsaygı düzeyine etkililiği
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Cited by 3 publications
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ÖZ. Araştırmanın amacı, yaratıcı dramanın ortaöğretim 9. sınıf öğrencilerinin öfke denetimi becerilerini geliştirme üzerindeki etkilerini ve bu etkilerin cinsiyet ile ilişkilerini incelemektir. Araştırmada ön-test son-test kontrol gruplu deney deseni kullanılmıştır. İstanbul-Beşiktaş'ta yer alan resmi bir ortaöğretim okulunda okumakta olan 9. sınıf öğrencileri çalışmada yer almıştır. Deney ve kontrol grubunda 15 öğrenci bulunmaktadır. Araştırmanın verileri, "Sürekli Öfke ve Öfke İfade Tarzı Ölçeği" ile toplanmıştır. Deney grubuna haftada 1 defa (90 dakika) 12 hafta süre ile "Öfke Denetimi Eğitimi Yaratıcı Drama Çalışması" uygulanmıştır. Kontrol grubuna rehberlik ve yönlendirme dersi programı uygulanmıştır. Araştırma sonunda yapılan yaratıcı drama uygulamasının öğrencilerin öfke düzeyi üzerinde etkili olduğu bulunmuştur. Bununla birlikte yaratıcı dramanın ve ortaöğretim rehberlik ve yönlendirme dersi programının Öfke Denetimi Becerilerini Geliştirme üzerindeki etkilerinin cinsiyete göre önemli farklılıklar göstermediği ortaya çıkmıştır. Anahtar Sözcükler: Yaratıcı Drama, Ergenlik Dönemi, Öfke ve Öfke Denetimi, Rehberlik ve Yönlendirme Dersi ABSTRACT. The aim of this study is to study the effects of creative drama on the development of anger management skills of the ninth graders and to probe the relationship between these effects and their gender. In the study, an experimental research design with pre-test/post-test and control group was used. With this purpose, this study included the ninth graders at a secondary public school and had 15 students in the control and intervention groups. The data in this study were collected with the "Continuous Anger and Anger Expression Scale". Through 12 weeks, (90 minutes per week) once in a week, the "Anger Management Creative Drama Study" was implemented in the intervention group whereas the guidance and orientation programme was applied in the control group. The results yield that the creative drama implementation had a substantially positive effect on the students' anger level. Nonetheless, it was also found out that the effects of the creative drama and the programme of the counselling and guidance lesson for the secondary education on the development of anger management skills did not vary much among the gender. Keywords: Creative Drama, Adolescence Period, Anger and Anger Management, Counselling and Guidance Lesson SUMMARY Purpose and Significance: The aim of this study is to study the effects of creative drama on the development of anger management skills of the ninth graders and to probe the relationship between these effects and their gender. The study aims at providing an insight into the drama activities for the anger management and yielding the source materials to be used to alleviate and prevent violence in secondary and high schools.
ÖZ. Araştırmanın amacı, yaratıcı dramanın ortaöğretim 9. sınıf öğrencilerinin öfke denetimi becerilerini geliştirme üzerindeki etkilerini ve bu etkilerin cinsiyet ile ilişkilerini incelemektir. Araştırmada ön-test son-test kontrol gruplu deney deseni kullanılmıştır. İstanbul-Beşiktaş'ta yer alan resmi bir ortaöğretim okulunda okumakta olan 9. sınıf öğrencileri çalışmada yer almıştır. Deney ve kontrol grubunda 15 öğrenci bulunmaktadır. Araştırmanın verileri, "Sürekli Öfke ve Öfke İfade Tarzı Ölçeği" ile toplanmıştır. Deney grubuna haftada 1 defa (90 dakika) 12 hafta süre ile "Öfke Denetimi Eğitimi Yaratıcı Drama Çalışması" uygulanmıştır. Kontrol grubuna rehberlik ve yönlendirme dersi programı uygulanmıştır. Araştırma sonunda yapılan yaratıcı drama uygulamasının öğrencilerin öfke düzeyi üzerinde etkili olduğu bulunmuştur. Bununla birlikte yaratıcı dramanın ve ortaöğretim rehberlik ve yönlendirme dersi programının Öfke Denetimi Becerilerini Geliştirme üzerindeki etkilerinin cinsiyete göre önemli farklılıklar göstermediği ortaya çıkmıştır. Anahtar Sözcükler: Yaratıcı Drama, Ergenlik Dönemi, Öfke ve Öfke Denetimi, Rehberlik ve Yönlendirme Dersi ABSTRACT. The aim of this study is to study the effects of creative drama on the development of anger management skills of the ninth graders and to probe the relationship between these effects and their gender. In the study, an experimental research design with pre-test/post-test and control group was used. With this purpose, this study included the ninth graders at a secondary public school and had 15 students in the control and intervention groups. The data in this study were collected with the "Continuous Anger and Anger Expression Scale". Through 12 weeks, (90 minutes per week) once in a week, the "Anger Management Creative Drama Study" was implemented in the intervention group whereas the guidance and orientation programme was applied in the control group. The results yield that the creative drama implementation had a substantially positive effect on the students' anger level. Nonetheless, it was also found out that the effects of the creative drama and the programme of the counselling and guidance lesson for the secondary education on the development of anger management skills did not vary much among the gender. Keywords: Creative Drama, Adolescence Period, Anger and Anger Management, Counselling and Guidance Lesson SUMMARY Purpose and Significance: The aim of this study is to study the effects of creative drama on the development of anger management skills of the ninth graders and to probe the relationship between these effects and their gender. The study aims at providing an insight into the drama activities for the anger management and yielding the source materials to be used to alleviate and prevent violence in secondary and high schools.
The Effect of Creative Drama-Based Psycho-Education Program on Emotional Intelligence of Adolescents
The aim of this study was to analyze the influence of the creative drama-based psychoeducation program in adolescents on their emotional intelligence level. For this purpose, a true experimental design with pretest-posttest groups was used. The study group of the research consisted of 16 experimental, 16 control and 16 placebo group 12th grade students who are in a public high school in Avcılar, Istanbul. 20-sessions drama-based education program, two sessions per week for 10 weeks, was applied to the experimental group, while film and 10 academic education seminars were applied to the placebo group, and was no application to the control group. Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) has been applied to all groups. Before the study, data related to the pre-test application of the scale was analyzed with the Kruskal Wallis-H test and it was determined that there was no significant difference between the groups. A meaningful result was found among the groups in favor of the experimental group. This result showed that the creative drama-based educational program increases students' emotional intelligence levels. In this context of the result, using the creative drama method in education and training activities can be suggested.
In this study, the size of the effect of the drama method on skills was analyzed with meta-analysis and the meta-synthesis method. A literature review was conducted on national studies. Postgraduate thesis, doctoral thesis and articles written between 1990-2020 were scanned in Turkish and English from national and international databases to include with the meta-analysis method. After a literature review, it was found that 34 studies conducted at the national level met the inclusion criteria. The Comprehensive Meta-Analysis v2.0 (CMA) Statistical Package Program was used in data analysis, MetaWin program was preferred to calculate the normality distrubition graphs. The Cohen's d effect level was calculated separately for each study, and then general effect levels and significance values were found. The classification of Cohen et al. (2007) was used to evaluate the effect size. According to the data obtained from the analysis, it was concluded that the drama method had a moderate (Cohen's d=0.950) effect on skills. No publication bias was found according to the Funnel plot, Rosenthal Safe N, Duval, and Tweedie test results in the studies included in the analysis analyzed. The publication year, publication type, education level, number of samples, geographical region, application week, application hour, and subject area that might have an effect on the effect size were determined and analyzed as moderator variables. It was concluded that the size of the effect of the drama method on skills differed according to the application week, application hour, and subject area moderators, and that it does not change according to the publication year, publication type, education level, number of samples, and geographical region moderators. In the meta-synthesis data, it was determined that drama give students a many skills, especially speaking, writing, and communication skills. In addition, it can be said that the data obtained from both meta-analysis and metasynthesis are compatible with and support each other. The results of the study show that the drama method is effective at enhancing the skills at the basic education level and suggested for the teachers and researchers to use this method in gaining and developing skills.
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