• Paul Inbaraj

This research study used Pearson’s Correlation Coefficient statistics to establish correlations between psychological well being, behavioral improvement, interpersonal relationship skills, personal growth and self awareness, and academical improvement through drama therapy for adolescence children in the senior secondary school. Most of the research existing today on drama therapy is behavioural issues among youth, adolescence problems in the modern world, drama therapy in the school setting, drama therapy for autistic children and mentally retarded children, in this context children encounter various issues like stress in the school, drug addiction, poor academical performance, poor interpersonal skills and not having self awareness and the outcome is poor psychological well being in the society. However, it depends on children’s family and the school where they study. A child’s transition from middle school to senior school and senior school to senior secondary school is a crucial phase that brings in lot of challenges both for the child to adjust and those who impart education. Samples of 118 children, among 59 under therapy group were administered with drama therapy and used general questionnaire based on Likert scale. The data revealed that 66.6% (N=59) of the children gained positive behavioural changes, 88.6% (N=59) obtained emotional stability,89.8% (N=59) developed personal growth, 64.2 % (N=59) learnt skill adaptation,95.6% (N=59) scored interpersonal relationship skills, 72.9% (N=59) active participation in the class room setting. The t test value greater than critical value (1.699) differentiate the control and therapy group, so it is confirmed the impact of drama therapy among therapy group and control group, behavioural changes (t=2.73), interpersonal skills (t=3.71),emotional stability (t=2.8 ), personal and self awareness (t=4.03) and academical improvement (4.767). Therapy group and control group achieved higher significant scored for the same objectives likewise t=2.73, t= 3.71, t=2.83, t=4.02, t=4.76 for critical value 1.69. To this regards, ANOVA was also conducted to ensure that significant relationship exists. ANOVA statistics revealed that Drama therapy was significantly related to the objectives and a positive moderate correlation was suggested by the data across all psychological well being through drama therapy positive behavioural changes (r=0.598>0.361 DF 28 ),interpersonal relationship skills (r=0.395>0.361), personal growth and self awareness(r=0.413>0.361) and academical improvement (r= 0.711>0.361). The data analysis confirmed that all the variables satisfied the study in a positive way that drama therapy improved the present status of the children. A comparative experimental study with an intervention technique and skill adaptation method (skill adaptations for Mentally Retarded children) required to establish the direction of relationship between the said variables.

Drama therapy, Psychological well being, Adolescence, Behavioural, Personal well being, emotional well being, academic, ANOVA, t-Test, Pearson correlation, School

"ASSESSING THE EFFICACY OF DRAMA THERAPY ON PSYCHOLOGICAL WELLBEING IN ADOLESCENTS OF SENIOR SECONDARY SCHOOL", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.6, Issue 6, page no.947-960, June 2019, Available :http://www.jetir.org/papers/JETIR1907G32.pdf

"ASSESSING THE EFFICACY OF DRAMA THERAPY ON PSYCHOLOGICAL WELLBEING IN ADOLESCENTS OF SENIOR SECONDARY SCHOOL", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.6, Issue 6, page no. pp947-960, June 2019, Available at : http://www.jetir.org/papers/JETIR1907G32.pdf