Akademik Veri Yönetim Sistemi
Arts in Psychotherapy, cilt.98, 2026 (SSCI, Scopus)
This study addresses the critical need for evidence-based interventions in teacher education by longitudinally evaluating the short- and long-term effects of a structured psychodrama program on university students from the Faculty of Education. Utilizing a sample of 45 participants (intervention group: n = 22; control group: n = 23), the research focuses on key psychological competencies, including flourishing, self-compassion, and empathy. The intervention group participated in a structured 10-session psychodrama program, while the control group received no intervention. To assess within-group changes and between-group differences, mixed-design and repeated measures ANOVA were employed across three time points (T1, T2, and T3). Results indicate that the intervention group demonstrated significantly greater improvements than the control group in the Engagement (p = .033), Relationships (p = .004), and Meaning (p = .047) dimensions of flourishing. Furthermore, a significant main effect of time was observed for Cognitive Empathy (p ' .001) and Total Empathy (p = .002). While the intervention group showed a significant increase in these areas (p ' .05), the Group*Time interaction effect did not reach statistical significance (p = .116; p = .186). Regarding long-term efficacy, a significant Group*Time interaction (p = .036) confirmed improvements in Overall Self-Compassion. Specifically, the Self-Judgment subscale showed a significant main effect of time (p = .007), with scores increasing significantly within the intervention group from T1 to T3 (p = .045). Collectively, these findings highlight psychodrama’s potential as a sustainable pedagogical approach for promoting long-term emotional resilience and professional well-being in the teaching profession.