Improving Early Adolescents' Peer Relations through Classroom Creative Drama: An Integrated Approach

Abstract

This article describes two creative drama programs designed to improve peer relations skills of early adolescents in classrooms. Additional goals of the interventions were to train staff in the creative drama approach and to evaluate the programs with multiple qualitative and quantitative methods. In a rural and an urban inner-city school, all students in one 7th grade class participated in weekly creative drama sessions in small groups and made some documented gains in peer relations. The article discusses the utility of creative drama programs in relation to the original goals of improved peer relations, staff training, and practical program evaluation. School social workers might find that the creative drama approach to developing peer relations, although demanding professionally and administratively, can be an effective modality for interpersonal learning in the classroom.

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