Araştırma Makalesi
BibTex RIS Kaynak Göster

Yaratıcı Drama Destekli Grup Psikoterapisinin Özel Gereksinimli Çocuğu Olan Annelerin Problem Çözme ve Öznel İyi Oluş Düzeylerine Etkisi

Yıl 2022, Cilt: 17 Sayı: 1, 1 - 16, 15.01.2022

Öz

Bu çalışmanın amacı, yaratıcı drama destekli grup psikoterapisinin özel gereksinimli çocuğu olan annelerin problem çözme ve öznel iyi oluş düzeylerine etkisinin incelenmesidir. Araştırmanın çalışma grubunu, İstanbul‘da bir rehberlik ve araştırma merkezinde takip edilen çocukların annelerinden oluşan toplam 20 kişi oluşturmaktadır. Araştırma, öntest sontest kontrol grubu olmayan yarı deneysel desen içinde yürütülmüştür. Yaratıcı drama destekli grup psikoterapisi her biri 90 dakika süren 10 oturumda ve iki grup halinde gerçekleştirilmiştir. Çalışmada Sosyodemografik Bilgi Formu kullanılmış olup yaratıcı drama destekli grup terapisinin başlangıcında ve bitiminde Problem Çözme Ölçeği ve Öznel İyi Oluş Ölçeği uygulanmıştır. Araştırma verilerinin çözümlenmesinde nicel verilerin karşılaştırılması ve non- parametrik iki grup arasındaki farkı analiz etmek için iki bağımlı değişken testi olan Wilcoxon İşaretlenmiş Mertebeler Testi kullanılmıştır. Parametrik olmayan iki grup arasında nicel veri karşılaştırılmasında Mann Withney U Testi, ikiden fazla grup karşılaştırmaları için Kruskal-Wallis Testi kullanılmıştır. Yaratıcı drama destekli grup psikoterapisinde öznel iyi oluş ölçeği öntest-sontest puanları arasındaki fark istatistiksel olarak anlamlı bulunmamıştır (z=-0,747; p>.05). Katılımcıların problem çözme envanteri öntest-sontest puanları arasındaki fark istatistiksel olarak anlamlı bulunmuştur (z=-.2,580; p<.05). Bu sonuca göre katılımcıların problem çözme becerilerinin arttığı görülmektedir. Yaratıcı drama, özel gereksinimli çocuğu olan annelerin ihtiyaçlarına yönelik olarak onlara önemli kazanımlar getirebilecek bir yöntem olarak bu çalışmada ele alınmıştır. Bu bağlamda yaratıcı drama, özel gereksinimli çocuklar ve aileleriyle yapılan çalışmalara katkı sağlayabilecek, bir grupla çalışma yöntemi olarak değerlendirilmektedir. Çalışma, özel gereksinimli bireylerin ailelerine psikososyal destek alternatifi sunma açısından önem taşımaktadır.

Kaynakça

  • Adıgüzel, H. Ö. (2006). Creative drama concept, components and stages. Creative Drama Journal, Cilt 1 (1), 17-30.
  • Adıgüzel, Ö. ( 2013 ). Creative drama in education (6th Edition) Ankara: Pegem Akademi.
  • Akdemir, H., & Karakuş, M. (2016). The effect of creative drama method on academic achievement: a meta-analysis study. International Journal of Active Learning, 1(2), 55-67.
  • Amnie, A. G. (2018). Emerging themes in coping with lifetime stress and implication for stress management education. SAGE Open Medicine, 6, 2050312118782545.
  • Andolfi, V. R., Di Nuzzo, C., & Antonietti, A. (2017). Opening the mind through the body: The effects of posture on creative processes. Thinking Skills and Creativity, 24, 20-28.
  • Arbay, B., & Akfırat, F. Ö. (2012). Social skill development in hearing impaired children with creative drama method. Creative Drama Journal, 7(14), 48-62.
  • Avşaroğlu, S., & Güleş, E. (2019). Investigation of life satisfaction of parents with children with special needs in terms of self-compassion and compassion levels. Kastamonu Journal of Education, 27(1), 365-376.
  • Boehm, T. L., & Carter, E. W. (2016). A Systematic review of informal relationships among parents of individuals with intellectual disability or autism. Research and Practice for Persons with Severe Disabilities, 41(3), 173-190.
  • Breuer, E., Lee, L., De Silva, M., & Lund, C. (2016). Using theory of change to design and evaluate public health interventions: a systematic review. Implementation Science, 11(1), 63.
  • Bronfenbrenner, U. (1979) The Ecology of human development. London, Harvard University Press.
  • Bronfenbrenner, U. (1986) Ecology of the family as a context for human development: research perspectives. Dev Psychol, 22(6):72
  • Büyüköztürk, Ş. (2007). Experimental designs pretest-posttest control group pattern and data analysis. Ankara: Pegem A Publishing.
  • Çankaya, S., & Kuzu, A. (2018). A Content development application for families with children who need special education. Pegem Citation Index, 231-258.
  • De Wit, E. E., Chakranarayan, C., Bunders-Aelen, J. F., & Regeer, B. J. (2018). Learning about parenting together: a programme to support parents with inter-generational concerns in Pune, India. Contemporary Family Therapy, 40(1), 68-83.
  • Demir Acar, M., & Bayat, M. (2019). The Effect of diet-exercise trainings provided to overweight and obese teenagers through creative drama on their knowledge, attitude, and behaviors. Childhood Obesity, 15(2), 93-104.
  • Demir, K. (2019). Evaluation of orientation studies applied with creative drama activities. Creative Drama Journal, 14(1), 161-179.
  • Doğan, T. (2012). Five factor personality traits and subjective well-being. Doğuş University Journal, 14(1), 56-64.
  • Eren, N., Ergin, D. A., & Tatlı, C. (2020). Testing the effectiveness of the creative drama based education program to increase subjective well-being levels in adults. Creative Drama Journal, 15(1), 19 33.
  • Eripek, S. (2002). Special education. Anadolu University.
  • Fellin, L. C., Callaghan, J. E., Alexander, J. H., Harrison-Breed, C., Mavrou, S., & Papathanasiou, M. (2019). Empowering young people who experienced domestic violence and abuse: the development of a group therapy intervention. Clinical Child Psychology and Psychiatry, 24(1), 170-189. Feniger-Schaal, R., & Orkibi, H. (2020). Integrative systematic review of drama therapy intervention research. Psychology of Aesthetics, Creativity, and the Arts, 14(1), 68.
  • Karadağ, E. & Çalışkan, N. (2005). Drama in primary education from theory to practice ‘examples of play and processing’. Ankara: Memoir Publishing.
  • Karakelle, S. (2009). Enhancing fluent and flexible thinking through the creative drama process. Thinking Skills and Creativity, 4(2), 124-129.
  • Karasar, N. (1999). Scientific research method (9th Edition). Ankara: Nobel Publication.
  • Kaya, D., & Eratay, E. (2009). Investigation of the effectiveness of creative drama method in the development of social skills of adults with intellectual disabilities. Creative Drama Journal, 4(8), 53-74.
  • Kingsnorth, S., Rudzik, A. E., King, G., & McPherson, A. C. (2019). Residential immersive life skills programs for youth with disabilities: a case study of youth developmental trajectories of personal growth and caregiver perspectives. BMC Pediatrics, 19(1), 1-12.
  • Köksal Akyol, A. (2003). Drama and importance of drama. Turkish Journal of Educational Sciences. Cilt: 1 (2), s: 179-190.
  • Kumaş, Ö. A., & Sümer, H. M. (2019). Determining the relationships between self-efficacy, resilience levels and stress levels of mothers with special needs young children. Kastamonu Journal of Education,27(1), 163-173.
  • Liu, Q. (2020). The Guidance on the application of creative drama in special education. In 6th International Conference on Education, Language, Art and Inter-cultural Communication, (pp. 250-254).
  • Machado Junior, S. B., Celestino, M. I. O., Serra, J. P. C., Caron, J., & Pondé, M. P. (2016). Risk and protective factors for symptoms of anxiety and depression in parents of children with autism spectrum disorder. Developmental Neurorehabilitation, 19(3), 146-153.
  • Malkoç, A. (2011). The Effect of the subjective well-being intervention program on the subjective well-being levels of university students. TC, Marmara University, Institute of Educational Sciences, Department of Educational Sciences, Department of Psychological Counseling and Guidance, PhD Thesis, Istanbul.
  • Nazlıer, E. N., & Akoğlu, G. (2018). The Importance of creative drama in social work education. Creative Drama Journal, 13(2), 251-259. Nik Adib, N. A., Ibrahim, M. I., Ab Rahman, A., Bakar, R. S., Yahaya, N. A., Hussin, S., & Wan Mansor, W.
  • N. A. (2019). Perceived stress among caregivers of children with autism spectrum disorder: A state-wide study. International Journal of Environmental Research and Public Health, 16(8), 1468.
  • Pulos, K. (2020). Narrative and art therapy for students with learning differences: An integrative literature review and picture book. Unpublished Master of Arts Thesis, Indiana University.
  • Rose, K. A. (2020). Quieting the buzz: drama therapy and mindfulness in the classroom, an intervention. Unpublished Master of Arts Thesis. Lesley University, Expressive Therapies Department
  • Sağkal, A. S., & Türnüklü, A. (2017). The Effect of the peace education program on the subjective well-being and hope levels of high school students. Turkish Journal of Psychological Counseling and Guidance, 7(47), 69-85.
  • Sanders, M. R., & Turner, K. M. (2018). The Importance of parenting in influencing the lives of children. Handbook of Parenting and Child Development Across the Lifespan, 3-26.
  • Scherer, E., Hagaman, A., Chung, E., Rahman, A., O’Donnell, K., & Maselko, J. (2019). The Relationship between responsive caregiving and child outcomes: evidence from direct observations of mother-child dyads in Pakistan. BMC Public Health, 19(1), 252.
  • Sela, T., Livni, T., & Feniger-Schaal, R. (2019). The Point of no return: A drama therapy group intervention for parents of children with ADHD. Drama Therapy Review, 5(2), 235-249.
  • Seligman, M. E., Steen, T. A., Park, N., and Peterson, C. (2005). Positive psychology progress. American Psychologist, 60(5), 410-421.
  • Sucuoğlu, B. (2010). The Mentally handicapped and their education. Ankara University Faculty of Educational Sciences, Journal of Special Education, 8(02), 88-90.
  • Şenol, F. B., & Metin, E. N. (2021). Investigation of the effectiveness of drama education program on children’s interactions and social skills in preschool classes with Inclusion Application. Education and Science.
  • Şükrü, F., Öztürk, M., Kiliç, Ö., İster Güneytepe, S., & Üçok, A. (2018). The Effect of six months of interpersonal group psychotherapy on the functioning of patients with schizophrenia in a community mental health center. Anatolian Journal of Psychiatry, 19(6).
  • Taylan, S. (1990). Adaptation, reliability and validity studies of Heppner’s problem solving inventory. Unpublished Master Thesis. Accessed from YÖK Thesis Center database (Thesis no: 11910).
  • Tuzgöl Dost, M. (2004). Subjective well-being levels of university students. Master Thesis, Hacettepe University, Ankara.
  • Uzunöz, F. S., & Demirhan, G. (2017). The Effect of creative drama on critical thinking in preservice physical education teachers. Thinking Skills and Creativity, 24, 164-174
  • Wang, Q., Ding, F., Chen, D., Zhang, X., Shen, K., Fan, Y., & Li, L. (2020). Intervention effect of psychodrama on depression and anxiety: a meta-analysis based on Chinese samples. The Arts in Psychotherapy, 101661.
  • Yücesan, E., & Şendurur, Y. (2018). Effects of music therapy, poetry therapy, and creative drama applications on self-esteem levels of college students. Journal of Poetry Therapy, 31(1), 26-39.
Toplam 47 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Zeynep Gümüş-demir Bu kişi benim

Kahraman Güler Bu kişi benim

Deniz Sevimli Bu kişi benim

Yayımlanma Tarihi 15 Ocak 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 17 Sayı: 1

Kaynak Göster

APA Gümüş-demir, Z., Güler, K., & Sevimli, D. (2022). Yaratıcı Drama Destekli Grup Psikoterapisinin Özel Gereksinimli Çocuğu Olan Annelerin Problem Çözme ve Öznel İyi Oluş Düzeylerine Etkisi. Yaratıcı Drama Dergisi, 17(1), 1-16.