COMBATING ACADEMIC ANXIETY WITH PSYCHODRAMA: A PRE-POST CONTROLLED STUDY

Abstract

This study explores the effectiveness of psychodrama therapy in reducing state and trait anxiety among final-year postgraduate students aged 20–25 during a period of heightened academic stress caused by final examinations and campus placements. Psychodrama, an experiential group therapy method involving role-playing, doubling, role reversal, and sociometry, was used to foster emotional expression and stress relief. Utilizing the Sanjay Vohra Psychometric Test, a culturally relevant tool for the Indian population, which measures five psychological dimensions—Tension, Guilt Proneness, Maturity, Suspiciousness, and Self-Control—the study examined pre- and post-intervention scores of 30 participants who received a five-day psychodrama intervention. A paired samples t-test was conducted to assess the statistical significance of changes across both forms of anxiety.

The results revealed that psychodrama significantly reduced state anxiety, particularly in the areas of tension, guilt proneness, and self-control, with a notable enhancement in maturity. While suspiciousness showed a downward trend, it did not reach statistical significance within the state anxiety domain. In contrast, trait anxiety scores demonstrated highly significant improvements in guilt proneness, maturity, suspiciousness, and self-control, underscoring psychodrama’s potential for facilitating deeper emotional and behavioral transformation.

Though promising, the study's limitations include a modest sample size and brief intervention duration. Future research should focus on long-term outcomes and larger, more diverse populations. The findings support psychodrama as a useful approach for managing situational anxiety and enhancing emotional resilience in academic settings.