Abstract:

The paper focuses to the evaluation of therapeutic and therapeutic-educational procedures from the perspective of persons with addiction who have been placed in institutional care and for whom therapeutic-educational intervention (dramatherapy) is part of their treatment program. Dramatherapy intervention is led by special educators/dramateherapists of the Faculty of Education of Palacký University in Olomouc.

The subject of the research is the factor of evaluation of the semantic differential of the following interventions: dramatherapy, progressive stages of treatment (0-3), medication, psychotherapeutic group, self-management - therapeutic community, point system, activity therapy, autogenic training. The researchers' interest has focused primarily on the evaluation of the dramatherapy intervention in comparison with other treatment modalities. Data collection was supported by the semantic differential method at the factor level of evaluation. Statistical analysis is related to the relationship between dramatherapy and other intervention practices.

Dramatherapy is a therapeutic-formative discipline in which group activities use theatrical and dramatic means in group dynamics to achieve symptomatic relief, to alleviate the consequences of psychological disorders and social problems, and to achieve personal-social growth and integration. Dramatherapy is part of (among other things) the training of special educators in the Czech Republic.

The aim of the research was to find out how hospitalized clients evaluate therapeutic-educational interventions (dramatherapy) applied by special educators.
To determine the degree of evaluation of potency and activity (especially evaluation) with which clients approach individual interventions, the classical semantic differential of C. Osgood was used (a masking strategy).

The semantic differential used measures individual meanings of concepts according to a seven-point rating scale. Respondents recorded their opinions about the assessed therapeutic and therapeutic-educational interventions by selecting a specific item on the scales. For the scales, the extreme points were pairs of adjectives with opposite meanings. By selecting a scale, respondents (inpatient clients with addiction) expressed the degree of the characteristic that is expressed by the respective pair of adjectives. Points on the scale were assigned numerical values from 1-7. Each rated concept (intervention) was assessed in terms of three factors - evaluation, potency and activity. The evaluation factor can be interpreted as the 'good' or 'bad' of the concept, the potency factor as the 'power' of the concept, and the activity factor as the relationship to 'movement and change'.

The adjectives pleasant x unpleasant, beautiful x ugly, good x bad, dark x blonde are associated with the evaluation factor. Associated with the potency-strength factor are the adjectives coarse x fine, weak x strong, deep x shallow, heavy x light. The rest of the adjectives are associated with the activity factor, but this factor, like the potency factor, has not been the subject of research.

The research builds on preliminary research conducted last year.

Keywords:

Dramatherapy, drama based, drug addiction, drug dependence.