Volume 11, Issue 1 (Winter 2022)
Arch Hyg Sci 2022, 11(1): 45-52 |
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Banihashemi S A. The Effectiveness of Creative Drama on Mental Health and Self-esteem in Aggressive Gifted Students. Arch Hyg Sci 2022; 11 (1) :45-52
URL: http://jhygiene.muq.ac.ir/article-1-517-en.html
URL: http://jhygiene.muq.ac.ir/article-1-517-en.html
Department of Psychology and Educational Sciences, Payame Noor University, Tehran, Iran.
Abstract: (917 Views)
Background & Aims of the Study: Gifted students have unique characteristics and higher
cognitive competencies than normal students. This study aimed to determine the effectiveness of
creative drama on aggressive gifted students’ mental health and self-esteem.
Materials and Methods: To conduct the present applied research, 30 gifted female students in the
ninth and tenth grades, after diagnosing aggression using the Buss and Perry questionnaires, were
selected and randomly divided into experimental and control groups. Subjects then completed
the Coopersmith Self-Esteem and General Health questionnaires (GHQ) in the pre-test. Subjects
of the experimental group participated in the creative drama program for 12 sessions, and both
groups completed the questionnaires again. Finally, the data were analyzed by Shapiro-Wilk and
U Mann-Whitney tests.
Results: The results showed that the creative drama intervention increased self-esteem and
decreased the overall mental health score in the subscales of social dysfunction, anxiety, and
depression but had no significant effect on the subscale of physical symptoms.
Conclusion: The results confirm the effect of creative drama intervention on aggressive students’
self-esteem and psychological healt
cognitive competencies than normal students. This study aimed to determine the effectiveness of
creative drama on aggressive gifted students’ mental health and self-esteem.
Materials and Methods: To conduct the present applied research, 30 gifted female students in the
ninth and tenth grades, after diagnosing aggression using the Buss and Perry questionnaires, were
selected and randomly divided into experimental and control groups. Subjects then completed
the Coopersmith Self-Esteem and General Health questionnaires (GHQ) in the pre-test. Subjects
of the experimental group participated in the creative drama program for 12 sessions, and both
groups completed the questionnaires again. Finally, the data were analyzed by Shapiro-Wilk and
U Mann-Whitney tests.
Results: The results showed that the creative drama intervention increased self-esteem and
decreased the overall mental health score in the subscales of social dysfunction, anxiety, and
depression but had no significant effect on the subscale of physical symptoms.
Conclusion: The results confirm the effect of creative drama intervention on aggressive students’
self-esteem and psychological healt
Type of Study: Original Article |
Subject:
Special
Received: 2021/04/3 | Accepted: 2021/09/5 | Published: 2022/03/19
Received: 2021/04/3 | Accepted: 2021/09/5 | Published: 2022/03/19
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Published by Qom University of Medical Sciences Press
eISSN: 2322-4916
pISSN: 2251-9203
Email: arch.hygiene[at]muq.ac.ir
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