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Investigating the Effects of Group Practice Performed

Using Psychodrama Techniques on AdolescentsConflict Resolution Skills

Abstract

The aim of this study is to examine the effects of group practice which is performed using psychodrama techni-

ques on adolescents conflict resolution skills. The subjects, for this study, were selected among the high scho-

ol students who have high aggression levels and low problem solving levels attending Hac Zekiye Arslan HighSchool, in Nide. They were divided into three groups, the experimental, placebo and control groups. Each gro-

up consisted of 12 high school students, 6 boys and 6 girls. The Scale for Identification of Conflict Resolution

Behavior, developed by Koruklu, was used to collect data. Psychodrama group practices one of which lasted

for 90-120 minutes were applied to the experimental group once a week for 10 weeks. Inventory was adminis-

tered to experimental and control groups before and after treatment and 12 weeks after the treatment, it was

administered to the experimental group once again. Data were analyzed with Kruskal Wallis, Mann-Whitney U

and Wilcoxon tests. The findings show that aggression levels of the students who were in the experimental gro-

up were dropped significantly and problem solving levels were increased compared to the placebo and cont-

rol groups. The effect could also be seen 12 weeks later after the treatment. The results have shown that gro-

up practices which are performed using psychodrama techniques have favorable effects on adolescents conf-

lict resolution skills.

Key Words

Conflict Resolution, Problem Solving, Aggression, Psychodrama, Adolescent.

Adolescence is a transitional stage of physical andmental human development generally occurring be-tween puberty and adulthood (Kulakszolu, 2004).While parents of adolescents are feeling mixedemotions about independendence of adolescent, anadolescent wishes to gain independence (Gander &Gardiner, 2001). In the attempt to gain the identity

of adolescents in the face of the changing environ-ment and new conditions may experience some dif-ficulties and challenges. Emotional accumulationscan cause conflict (Kulakszolu, 2004).

Conflict is a situation which occurs when two ormore motives affect an individual at the same time.

A person who have difficulties while deciding andwho start to feel anxious is possibly in conflict(Ccelolu, 1994). On the other hand conflict oc-curs in undesirable situations and conflict can oc-cur with strain (Grz & Temel-Einli, 2008). eprocess of conflict takes place in four stages. esestages are: being aware of the conflict, developing

emotional reaction towards conflict, having the in-tention of performing various behaviors consider-ing the developed emotions and reactions and thetransformation of the intentions into real behaviors(Demiray, 2008). Conflict can affect our lives bothin negative and positive ways. According to Beck-mone (2002 cited in Demiray, 2008), the conflictswhich results from different wishes and needs andwhich are indispensable for peoples life force anindividual to learn and develop him.

Psychodrama is a research technique which helps

the participants to reanimate the events in theirlives instead of just talking about the psychological

Kuram ve Uygulamada Eitim Bilimleri Educational Sciences: Theory & Practice - 11(2) Spring 609-6142011 Eitim Danmanl ve Aratrmalar letiim Hizmetleri Tic. Ltd. ti.

a Correspondence:Assist. Prof. Zeynep KARATA,Mehmet Akif Ersoy University, Faculty of Educa-tion, Department of Educational Sciences, 15100Burdur / Turkey. E-mail: zeynepkaratas1972@

hotmail.com & [email protected] Phone: +90 248 213 4055 Fax: +90 248 2346009.

Zeynep KARATAa

Mehmet Akif Ersoy University


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and social problems of them (Blatner, 2002). Pro-viding catharsis, gaining insight, testing the facts,developing rational thoughts, learning and be-havior changes in psychodrama are aimed to takeplace in the psychodrama sessions in which thistechnique is utilized (Dkmen, 2005).

Given the research findings conducted in Turkeyand abroad on conflict and violence, it is seen thatthe adolescents have difficulties in coping withtheir anger and aggressive behaviors, preventingthe violence, expressing their emotions in a rightway, and even being aware of the structure of theirfeelings and thoughts. Besides it is established theyare inadequate in solving problems. Furthermore,the benefits of having the experience of group orparticipating in various psycho-educational groupsin order to cope with these situations and experi-

mental operations are found out to be effective(Akdeniz, 2007; Aytek, 1999; Bundy, 2001, 2003;Cenkseven, 2003; Duran & Eldelekliolu, 2005;Fong, 2006; Hermann & McWhirter, 2003; Kipper,2002; Mundy, 1997; Racelyte, 2006; Sipsas, 2000;Tekinsav-St, 2006; Uak-imek, 2003; Uysal,2006). On the other hand, when the research find-ings conducted on conflict resolution using psy-chodrama technique are considered, it is seen thatthe experimental process is effective and the groupmembers abilities to express themselves, to solveproblems, and the ability for conflict resolution

have increased (Amatruda, 2006).

e Aim of the Research

e aim of the research is to analyze the short andlong terms effects of the group sessions conductedusing psychodrama on the adolescents abilities forconflict resolution.

Hypothesis

In this research, the accuracy of the following hy-pothesizes are examined.

1. ere will be statistically significant differencesin the scores of conflict resolution of the studentsparticipating in the group sessions in which psy-chodrama techniques are used compared to thestudents in control and placebo groups.

2. ere wont be statistically significant differ-ence between the posttest and follow-up scoresmeasured 12 weeks aer the end of the psycho-drama therapy in term of conflict resolution of

the students participating in the group sessionsin which psychodrama techniques are used.

Moreover, the participants evaluated the psycho-drama therapy and themselves aer the therapy.ese findings are presented in result section.

Method

Investigation Design

is study is a semi-experimental research con-cerning the effects of group sessions in whichpsychodrama techniques are used on adolescentsability of conflict resolution. In the research, preand posttest design with control group is used. isdesign is a complicated one which is commonlyused (Bykztrk, 2007). In this design, the scaleof determining the conflict resolution behavior be-fore the experimental process is applied to the stu-dents in experimental and control group as pretest.

Aer that, group practices consisting of 10 sessionsin which psychodrama techniques are utilized areimplemented to the experimental group. In thisterm, there are no trainings for the control group.In the placebo group, ten weeks interaction groupwhich doesnt include conflict resolution is organ-ized. One week aer the end of the ten sessionswith experimental group, the scale of determiningthe conflict resolution behavior are implementedto all the groups as posttest and the scale of deter-mining the conflict resolution behavior is applied

to the students participating in experimental groupone time for follow-up measurement.

e Participants

e experiment subjects are chosen from HacZekiye Arslan High School in the city center ofNide in the 2008-2009 education terms. e scaleof determining conflict resolution behavior is im-plemented to all the students studying in 9 th, 10thand 11th grade students (60 boys and 90 girls) inthe suitable lessons in order to compose the experi-mental and control group of the research. Takingone point above and below the standard deviationof the arithmetic mean of the applied scale of de-termining conflict resolution behavior, there are 41students who get 36 and more than 36 points whichis one point above the standard deviation for ag-gression score and 36 students who get 30 and lessthan 30 points which is one point below standarddeviation. So, totally there are 77 students. 12 of 77students, 6 girls and 6 boys are assigned to experi-mental group randomly, 12 students to the con-

trol group and 12 students for the placebo group.Furthermore, a student whose aggression score is


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low, whose problem solving ability is high, who ismentioned by the school administration and staffas a student who behaves rationally, who is at thesame age and same grade with the students in theexperimental group is assigned into the experi-mental group as a model for his positive behaviors.

e score of this student is not included into theevaluation process.

e assignation of the experiment subjects into thegroups are carried out with random sampling tech-nique. While assigning 12 people into each group,Jacobs Mason and Harvills view (2002) there canbe 10-12 adolescents in group work and Voltan-Acars point of view (2005) there can be a studywith 8-13 volunteers are taken into consideration.

Instrument

e Scale of Determining Conflict Resolution

Behavior: In the study, the scale of determiningconflict resolution behavior developed by Koruklu(1998) is used. e scale assesses conflict resolutionbehaviors under two sub-scales which are Aggres-sion and Problem Solving. e highest point thatcan be taken from each sub-scale is 60 and thelowest point that can be taken from each sub-scaleis 12. High point means that the behavior is fre-quently seen. In other words, having a high point

from Aggression sub-scale means a negative situa-tion in terms of conflict resolution while having ahigh point from Problem Solving sub-scale meansa positive situation in terms of conflict resolution.

Data Collection

e scale was applied to 150 students (60 boysand 90 girls) studying in 9th, 10th and 11th gradesin the school where the practices were conductedin 2008-2009 education term. e experimental,control, and placebo groups were composed of 18boys and 18 girls randomly chosen from 77 stu-dents whose points of conflict solution aggressionsubscale were high and whose points of problemsolving was low. Also, the data of the student whoseaggression score was low and whose problem solv-ing ability was high were not included in the evalu-ation process.

Experimental Process

e studies started in March in 2009. In the study,

experimental process consisting of 10 sessions isconducted with the students participating in exper-

imental group. Each session lasts for 90-120 min-utes and each one is held one time in a week. Whilethere are no study for control group, in placebogroup, ten weeks interaction group which doesntinclude conflict resolution is executed.

Psychodrama sessions usually consist of 3 stages.ese stages are warm-up, performance and shar-ing. In warm-up stage, the group members are pre-pared for that days session and various warminggames helps this process. Game phase is a groupmember-based or protagonist-centered stage. isphase can also be called performance stage. Sharingstage is divided into two sections. ese sectionsare role feedbacks and identification feedbacks. It isnot possible to construct the psychodrama sessionsbecause the nature of psycho drama is spontane-ous. Everything takes place naturally. If the mem-

bers dont have anything to contribute to the group,the group leader can suggest various warming-upgames. In experimental process, in the first session,group rules and construction is established and inthe following sessions the warm-up games calledconform in dreams, the best expression of feeling,the meeting of the angers, relaxation exercise, angermachine, black box, contrasts, incomplete works,anxieties, obstacles game, our positive characteris-tics and our emotions (Altnay, 2003) are respec-tively played. Aer each warm-up game, role feed-backs and identification feedbacks concerning theroles they take part in are asked from the members.Besides, the members are asked to write tales, dra-ma and plays including anger, aggression, conflictresolution and problem solving; they are also askedto draw the picture of the group and the group tree.Aer these warming-up games, working with themembers who are protagonists, the members areenabled to gain insight and to see their awarenesslevels as it is stated in the aims of psychodrama.In protagonist-based games, role feedbacks andidentification feedbacks are obtained at the end of

the game. All the members in experimental groupparticipate in all the sessions. Aer 10 sessions arecompleted, the members are given the evaluationform of the group works which consists of 4 ques-tions. e summary of the members evaluationsabout the sessions and themselves are presented inthe findings part.

Statistical Analysis

In order to choose the right test for the analysis of

the data, whether the range of the scores obtainedfrom determining conflict resolution behaviorscale of the experimental, control, and placebo


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groups correspond to the basic assumptions of par-ametric tests are tried to be tested. Kolmogorov-Smirnov normality analysis is executed in order todetermine the analysis technique in the study andgiven the fact that the data do not have a normaldistribution and that the number of the members

in each group is below 30, non-parametric test isdecided to be used. e data is analyzed with thehelp of SPSS WINDOWS 15.0 Statistics packet.Aer forming experimental and control groups,whether there is a difference among the pre-testscores of conflict resolution is tested with the helpof Kruskal-Wallis Test and it is established thatthere isnt any difference within the groups. (Chi-square for the pre-test of aggression= 4.13, p>.05;Chi-square for the pre-test of problem solving=3.62,p>.05).

Kruskal-Wallis test is used in order to determinethe efficacy of the experiment; Mann-Whitney Utest is utilized when there are meaningful differ-ences and when the post-test and permanency testof the experimental group are compared, WilcoxonPaired Two Sample Test is used. In statistical analy-sis, the level of significance is accepted as .05

Results

e Findings Regarding the First Hypotheses

It is found out that the conflict resolution scoresof the experimental group participating in thepsychodrama sessions and those of the controland placebo groups not taking part in the sessionsdifferentiated in terms of aggression and problemsolving sub-scales (Aggression; for experimental-control groups: U=17.00,p


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e findings of that research have similarity withour research results. e fact that group practicesconducted using psychodrama techniques in thisstudy is effective in conflict resolution can be clari-fied with the facts that the experiment subjects ex-press themselves better when they feel themselves

in a comfortable and free environment and thatthey discover something related with them in theroles they take place or in the games with protago-nist. Also, the facts that the students in experimen-tal group participate in the study enthusiastically,that each session is conducted with participationof all the members, that the members take part inwarming-up games and in the roles with protago-nist willingly can be important factors that affectthe efficacy of the experimental process.

e analysis shows that there is no difference be-

tween the post test measurements and the follow-up test measurements made 12 weeks later in termsof aggression but there is difference in problemsolving scores. is situation points that experi-mental process still has an effect on the aggressiontill the follow-up tests measurements. is resultshows that the adolescents can keep their aggres-sions under control if right interventions can beput into practice on the adolescents aggressive-ness. When the literature is looked into, Hamamc(2002), Karata and Gkakan (2009), Reis,Quayle, Brett and Meux (2008), establish that theexperimental process has a permanent effect aerpsychodrama practices in terms of the follow-uptests results. As it is seen in all the other studies,this study also has some limitations. is researchis limited to the scale of determining conflict reso-lution behavior and to the students studying inthe 9th, 10thand 11thgrade in 2008-2009 educationterms in Hac Zekiye Arslan High School in Nide.

Consequently, it is seen that group practices usingpsychodrama techniques are effective in the ado-lescents conflict resolution scores. Furthermore,as a result of the follow-up test measurement, itis found out that experimental effect on the ag-gression scores continues until the follow-up testmeasurements conducted 12 weeks aer posttestmeasurements.

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