The Application and Intervention Effects of Drama Therapy and Play Therapy on Elementary School Students with Social Difficulties: An Empirical Study at Xingguang Primary School

Abstract

This study investigates the impact of a year-long intervention using drama therapy and play therapy on elementary school students at Xingguang Primary School who are facing social difficulties. The intervention aimed to address key psychological challenges, such as emotional regulation, social skills, and behavioral control. The results demonstrated significant improvements, particularly in the behavioral dimension, with a 70% improvement rate. Students showed substantial progress in managing emotions and exercising self-control, which in turn positively influenced their social interactions. However, progress in the cognitive, personality, and emotional dimensions was more modest, with improvement rates of 27.3%, 30.77%, and 20%, respectively. The gender-based analysis revealed that male students showed stronger improvements in cognitive and personality dimensions, while female students experienced more significant changes in emotional regulation and cognitive areas. These findings highlight the importance of gender-specific approaches in therapeutic interventions. Overall, the study concludes that the integrated approach of drama therapy and play therapy provides an effective framework for addressing social difficulties, fostering emotional resilience, and enhancing students' behavioral and social skills. The research also suggests that personalized, long-term interventions are crucial for achieving deeper and sustained changes in students' psychological development.