Effects of drama-based supportive training programs on social selfefficacy of children in regional boarding secondary school

Abstract

Today, not all families have the opportunity to have a nuclear family structure. Increasingly, one of the parents is lost due to death, divorce, separation or abandonment, neglect and abuse. In addition, scattered population in Turkey, the fact that the majority lives in settlements such as villages, hamlets, nomad areas, and summer ranges, and the geographic obstacles and unfavorable climatic conditions especially in the Black Sea, Eastern and Southeastern Anatolia regions, diseases, economic troubles, and distant schools all affect lives and continuing education. In such cases, children may need support from an institution. The family function assumed by an institution can cause problems in the development of healthy social self-efficacy of adolescents. This study aims to investigate the effects of drama-based supportive training programs on social self-efficacy of adolescents in regional boarding secondary school. This semi-experimental study was conducted using pre-, post- and follow-up tests with a control group. The study group consists of 48 adolescents (24 in the experimental, and 24 in the control group) in the Malatya/Hekimhan/Kurşunlu Regional Boarding Secondary School. One-hour dramabased supportive training program was provided to children one day a week for ten weeks. The "Social Self-Efficacy Perception Scale (SSEPS)" was applied in order to measure the effect of the training program on children. Independent samples t-test was used in the two-group comparisons of the quantitative data having a normal distribution. The dependent groups t-test was used for the comparison of the variables with a normal distribution, and the Wilcoxon signed rank test was used for the intragroup comparison of the variables without a normal distribution. P<0.05 and p<0.01 were accepted as the level of significance. As a result of the study, it was revealed that the drama-based supportive training program provided to the children had a significant, and continuing effect on social self-efficacy of the children.