Kuram ve Uygulamada Eğitim Bilimleri • Educational Sciences: Theory & Practice - 11(2) • Spring • 609-614 ©2011 Eğitim Danışmanlığı ve Araştırmaları İletişim Hizmetleri Tic. Ltd. Şti. Investigating the Effects of Group Practice Performed Using Psychodrama Techniques on Adolescents’ Conflict Resolution Skills Zeynep KARATAŞa Mehmet Akif Ersoy University 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 Hacı Zekiye Arslan High School, in Niğde. 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 and A person who have difficulties while deciding and mental human development generally occurring be- who start to feel anxious is possibly in conflict tween puberty and adulthood (Kulaksızoğlu, 2004). (Cüceloğlu, 1994). On the other hand conflict oc- While parents of adolescents are feeling mixed curs in undesirable situations and conflict can oc- emotions about independendence of adolescent, an cur with strain (Gürüz & Temel-Eğinli, 2008). The adolescent wishes to gain independence (Gander & process of conflict takes place in four stages. These Gardiner, 2001). In the attempt to gain the identity stages are: being aware of the conflict, developing of adolescents in the face of the changing environ- emotional reaction towards conflict, having the in- ment and new conditions may experience some dif- tention of performing various behaviors consider- ficulties and challenges. Emotional accumulations ing the developed emotions and reactions and the can cause conflict (Kulaksızoğlu, 2004). transformation of the intentions into real behaviors (Demiray, 2008). Conflict can affect our lives both Conflict is a situation which occurs when two or in negative and positive ways. According to Beck- more motives affect an individual at the same time. mone (2002 cited in Demiray, 2008), the conflicts which results from different wishes and needs and a Correspondence: Assist. Prof. Zeynep KARATAŞ, which are indispensable for people’s life force an Mehmet Akif Ersoy University, Faculty of Educa- individual to learn and develop him. tion, Department of Educational Sciences, 15100 Burdur / Turkey. E-mail: zeynepkaratas1972@ Psychodrama is a research technique which helps hotmail.com & zeynepkaratas@mehmetakif. the participants to reanimate the events in their edu.tr Phone: +90 248 213 4055 Fax: +90 248 234 lives instead of just talking about the psychological 6009. 609 EDUCATIONAL SCIENCES: THEORY & PRACTICE and social problems of them (Blatner, 2002). Pro- Moreover, the participants evaluated the psycho- viding catharsis, gaining insight, testing the facts, drama therapy and themselves after the therapy. developing rational thoughts, learning and be- These findings are presented in result section. havior changes in psychodrama are aimed to take place in the psychodrama sessions in which this technique is utilized (Dökmen, 2005). Method Given the research findings conducted in Turkey Investigation Design and abroad on conflict and violence, it is seen that This study is a semi-experimental research con- the adolescents have difficulties in coping with cerning the effects of group sessions in which their anger and aggressive behaviors, preventing psychodrama techniques are used on adolescents’ the violence, expressing their emotions in a right ability of conflict resolution. In the research, pre way, and even being aware of the structure of their and posttest design with control group is used. This feelings and thoughts. Besides it is established they design is a complicated one which is commonly are inadequate in solving problems. Furthermore, used (Büyüköztürk, 2007). In this design, the scale the benefits of having the experience of group or of determining the conflict resolution behavior be- participating in various psycho-educational groups fore the experimental process is applied to the stu- in order to cope with these situations and experi- dents in experimental and control group as pretest. mental operations are found out to be effective After that, group practices consisting of 10 sessions (Akdeniz, 2007; Aytek, 1999; Bundy, 2001, 2003; in which psychodrama techniques are utilized are Cenkseven, 2003; Duran & Eldeleklioğlu, 2005; implemented to the experimental group. In this Fong, 2006; Hermann & McWhirter, 2003; Kipper, term, there are no trainings for the control group. 2002; Mundy, 1997; Racelyte, 2006; Sipsas, 2000; Tekinsav-Sütçü, 2006; Uçak-Şimşek, 2003; Uysal, In the placebo group, ten weeks interaction group 2006). On the other hand, when the research find- which doesn’t include conflict resolution is organ- ings conducted on conflict resolution using psy- ized. One week after the end of the ten sessions chodrama technique are considered, it is seen that with experimental group, the scale of determining the experimental process is effective and the group the conflict resolution behavior are implemented members’ abilities to express themselves, to solve to all the groups as posttest and the scale of deter- problems, and the ability for conflict resolution mining the conflict resolution behavior is applied have increased (Amatruda, 2006). to the students participating in experimental group one time for follow-up measurement. The Aim of the Research The Participants The aim of the research is to analyze the short and long terms effects of the group sessions conducted The experiment subjects are chosen from Hacı using psychodrama on the adolescents’ abilities for Zekiye Arslan High School in the city center of conflict resolution. Niğde in the 2008-2009 education terms. The scale of determining conflict resolution behavior is im- plemented to all the students studying in 9th, 10th Hypothesis and 11th grade students (60 boys and 90 girls) in In this research, the accuracy of the following hy- the suitable lessons in order to compose the experi- pothesizes are examined. mental and control group of the research. Taking one point above and below the standard deviation 1. There will be statistically significant differences of the arithmetic mean of the applied scale of de- in the scores of conflict resolution of the students termining conflict resolution behavior, there are 41 participating in the group sessions in which psy- students who get 36 and more than 36 points which chodrama techniques are used compared to the is one point above the standard deviation for ag- students in control and placebo groups. gression score and 36 students who get 30 and less 2. There won’t be statistically significant differ- than 30 points which is one point below standard ence between the posttest and follow-up scores deviation. So, totally there are 77 students. 12 of 77 measured 12 weeks after the end of the psycho- students, 6 girls and 6 boys are assigned to experi- drama therapy in term of conflict resolution of mental group randomly, 12 students to the con- the students participating in the group sessions trol group and 12 students for the placebo group. in which psychodrama techniques are used. Furthermore, a student whose aggression score is 610 KARATAŞ / Investigating the Effects of Group Practice Performed Using Psychodrama Techniques on Adolescents... low, whose problem solving ability is high, who is imental group. Each session lasts for 90-120 min- mentioned by the school administration and staff utes and each one is held one time in a week. While as a student who behaves rationally, who is at the there are no study for control group, in placebo same age and same grade with the students in the group, ten weeks interaction group which doesn’t experimental group is assigned into the experi- include conflict resolution is executed. mental group as a model for his positive behaviors. Psychodrama sessions usually consist of 3 stages. The score of this student is not included into the These stages are warm-up, performance and shar- evaluation process. ing. In warm-up stage, the group members are pre- The assignation of the experiment subjects into the pared for that day’s session and various warming groups are carried out with random sampling tech- games helps this process. Game phase is a group nique. While assigning 12 people into