The effect of creative drama-based peer bullying prevention program on preschool students' bullying behaviors

The aim of this research is to examine the effect of creative drama-based peer bullying prevention program (CDBPBPP) on bullying behaviors of preschool students. The research was carried out with a explanatory mixed research design in which quantitative and qualitative research data were combined and examined. In the quantitative dimension of the study survey and semi-experimental designs with pretest – posttest control group were used. The population of the study is 60-72 months old preschool students studying in independent kindergartens in the central districts of Diyarbakır in the 2021-2022 academic year. The sample of the study was preschool students studying in 9 independent kindergartens in the central districts of Diyarbakır (n=930). Among this sample, two groups (n1=23, n2=23) with high mean scores of bullying and equal to each other were selected for the experimental study. In the pre-test and post-tests, the preschool peer bullying scale teacher form and the bully and victim child behavior evaluation form were used. In the experimental process of the study, the observation form of peer bullying behaviors in the classroom and the CDBPBPP weekly activity evaluation form were used. After the experimental procedure, the structured CDBPBPP evaluation interview form was also used as a data collection tool. A comparison analysis based on the difference between the pretest and posttest scores of the experimental and control groups (group) and the pretest and posttest measurements (measurement) was used to evaluate the joint effect of the experimental and control groups (measurement). The difference variable was analyzed by Mann-Whitney U test, one of the non-parametric test techniques according to the groups, and statistical significance was interpreted at the .05 significance level. In this study, the data obtained from CDBPBPP weekly activity evaluation form and semi-structured CDBPBPP evaluation interview forms were analyzed by content analysis method. According to the results of the research, it has been observed that there are various types of bullying (physical, relational or verbal) in approximately one out of every five classes. In this study, CDBPBPP had a statistically significant positive effect on the bully-victim child behavior general score of the experimental group. In addition, it was effective in the passive-bullying child behaviors sub-dimension and it was observed that the preschool peer bullying level of the experimental group decreased in all measurement tools. According to the qualitative results of the research, the program; it has been seen that it supports the development of communication, empathy, self-expression, social skills, body awareness, respect for others and emotional awareness skills. It was concluded that CDBPBPP had a positive effect on bully, victim and bystander students, and all three types of bullying decreased in the classroom. According to the experimental group teacher, CDBPBPP reduced bullying behaviors in students.