| In the late 1980’s, as a method of psychotherapy, psychological drama have been graduallyintroduced into our country, and then experts in mental counseling and clinical treatment start torecognize and understand it slowly. Currently, comparing with the rare group interventioncounseling towards the genuine process and the effects, major researches on the psychologicaldrama therapy are mostly focused on the introduction of the theory and its outcomes. On top ofthis, utilizing the therapy on mental health field in school is even less. Consequently, under theconsiderations of the theoretical research and the realities, this study intends to conduct a groupintervention treatment on six junior high school students by utilizing psychological dramatherapy, and analyze its process for the purposes of discussing the intervention effects ofpsychological drama therapy on junior high school students who has depression andpsychological problems and providing reference materials for further related studies.This study includes six sections. The first section is pointing out the issue that thepsychological drama therapy, which is a healthy and effective treatment technology, could beadopted in metal health education in school to enrich the form of mental education. Thus thenecessity and feasibility of this study could be verified.The second section is literature review. First ,in this section the conception and developmentof psychological drama therapy, its elements, stages of treatment and the foundation of thistheory are illustrated in detail. Additionally, it describes the major performance, influencingfactors and morbidity of depression within teenagers. Furthermore, it indicates the evidence andsignificance of that psychological drama therapy could be used in treating depression from fouraspects. The first aspect is that psychological drama therapy can interpret the symptoms ofdepression. The second aspect is that the achievement of clinical research has proved itseffectiveness. The third aspect is that psychological drama therapy is more suitable for the groupof teenagers. The last aspect is that it fits the requirement of appropriate form of metal healtheducation listed in Mental Health Education Platform.The third section is study design. The objective, plan and tools of this study areillustrated based on related theories and researches in this section. In addition, a groupintervention research is conducted on six junior high school students who have depression byusing the psychological drama therapy. The research proceeds in the way as pretest-intervention-after test-analyze, and the pretest and after test is based on SDS (Self-RatingDepression Scale) score.The fourth section is the process of group intervention. It could be divided into three stages: theformation and establishment of the group, psychological drama treatment and the ending of thegroup. Moreover, the intervention process and the emotional behavior of the group members ineach stage are described and analyzed in detail.The fifth section is intervention results and discussion. The changes of emotion and behavior ofthe group member are analyzed and evaluated by utilizing symptoms scale test of depression,and the result shows that the depression symptoms of the group members are significantlyimproved. Subsequently, after two months of the study, a return visit is implemented to evaluatethe effects of the psychological drama therapy by filling out the group experience evaluationform. Consequently, the evaluation shows that the depressive emotion and the life attitude of thegroup members have been well improved.The sixth section is discussion and reflection. This section summarized the meaning of thisstudy, the changes of group member during the treatment, the advantages of psychological dramatherapy intervening the depression problems of junior high school students, the issues thatrequired more attention in the psychological drama therapy and the inadequacies of this study. |
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