Sabine C. Koch , Sarah Stange , Natalie Ernst , Julie Kinnen , Manuela Juhart , Harald Gruber , Maren Schlüter , Ulrike Schwab de Ribaupierre , Bettina Merschmeyer , Simone Klees , Johannes Junker , Henning Hues
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引用次数: 0
Abstract
This study examines the effects of drama therapy workshops in schools and kindergartens on strengthening the resilience of the children after the centennial flood disaster in the German Ahrtal in July 2021. The drama therapy intervention reached about 600 children in kindergartens and schools, with N = 238 being part of the main evaluation of the workshop (ages 3–11). The children’s educators completed the 10-item child resilience scale for each participating child (N = 238) at five points in time: before and immediately after the flood (in hindsight at baseline), before and after the intervention, and at a six-week follow-up; control participants were observed at two additional times (n = 127; within-group), with a questionnaire before and after a regular school week preceding the workshop week. Within the given limitations of a within-subject design, results suggest that the drama therapy intervention can strengthen child resilience, independent of sex, number of siblings or migration background of the children. Educators’ ratings indicated that child resilience increased significantly from before to after the intervention compared to a regular school week and further increased significantly from after the workshop to the follow-up. Acceptance of the intervention was high. Vulnerable children with the highest social-behavioral problems showed the steepest increase in resilience after the workshops but fell back at follow-up. Children aged 3–4 and severely affected children benefited less and may need an adapted version or longer duration of the intervention. Moderating factors and implications of the findings for child emergency aid and prevention are discussed.
期刊介绍:
The Arts in Psychotherapy is a dynamic, contemporary journal publishing evidence-based research, expert opinion, theoretical positions, and case material on a wide range of topics intersecting the fields of mental health and creative arts therapies. It is an international peer-reviewed journal publishing 5 issues annually. Papers are welcomed from researchers and practitioners in the fields of art, dance/movement, drama, music, and poetry psychotherapy, as well as expressive and creative arts therapy, neuroscience, psychiatry, education, allied health, and psychology that aim to engage high level theoretical concepts with the rigor of professional practice. The journal welcomes contributions that present new and emergent knowledge about the role of the arts in healthcare, and engage a critical discourse relevant to an international readership that can inform the development of new services and the refinement of existing policies and practices. There is no restriction on research methods and review papers are welcome. From time to time the journal publishes special issues on topics warranting a distinctive focus relevant to the stated goals and scope of the publication.