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Introduction

School-based drama therapy programs have gained recognition in recent years for their positive impact on students’ social skills development. Drama therapy utilizes the power of drama and theater techniques to help individuals explore and express their emotions, improve communication, and develop empathy and self-awareness. This thesis aims to explore the role of school-based drama therapy programs in supporting student social skills development.

Chapter 1: Introduction
1.1 Introduction
1.2 Background of Study
1.3 Problem Statement
1.4 Objective of Study
1.5 Limitation of Study
1.6 Scope of Study
1.7 Significance of Study
1.8 Structure of the Thesis
1.9 Definition of Terms

Chapter 2: Literature Review
2.1 Overview of Drama Therapy
2.2 Benefits of Drama Therapy for Social Skills Development
2.3 Theoretical Frameworks in Drama Therapy
2.4 Current Practices of School-Based Drama Therapy Programs
2.5 Effectiveness of Drama Therapy in Schools
2.6 Impact of Drama Therapy on Different Age Groups
2.7 Challenges in Implementing Drama Therapy Programs in Schools
2.8 Comparison of Drama Therapy with Other Therapeutic Approaches
2.9 Cultural Considerations in Drama Therapy
2.10 Future Directions in School-Based Drama Therapy Programs

Chapter 3: Research Methodology
3.1 Research Design
3.2 Participants
3.3 Data Collection Methods
3.4 Data Analysis
3.5 Ethical Considerations
3.6 Validity and Reliability
3.7 Sampling Techniques
3.8 Data Interpretation
3.9 Research Limitations

Chapter 4: Discussion of Findings
4.1 Overview of Findings
4.2 Benefits of School-Based Drama Therapy Programs
4.3 Challenges and Limitations
4.4 Comparison with Existing Literature
4.5 Recommendations for Practice
4.6 Suggestions for Future Research

Chapter 5: Conclusion and Summary
5.1 Summary of Findings
5.2 Implications for Practice
5.3 Contribution to the Field
5.4 Conclusion
5.5 Recommendations for Policy and Practice

Thesis Overview:

The role of school-based drama therapy programs in supporting student social skills development is a topic of growing interest in the field of education and psychology. This thesis aims to explore the benefits, challenges, and effectiveness of implementing drama therapy programs in schools to enhance students’ social skills.

Chapter 1 provides an introduction to the topic, outlining the background, problem statement, objectives, limitations, scope, significance, structure of the thesis, and definitions of key terms. Chapter 2 reviews the existing literature on drama therapy, its benefits, theoretical frameworks, current practices, effectiveness, age-group impact, challenges, comparisons, and cultural considerations.

Chapter 3 discusses the research methodology, including research design, participants, data collection methods, analysis, ethical considerations, validity, reliability, sampling techniques, and data interpretation. Chapter 4 presents a detailed discussion of the findings, highlighting the benefits, challenges, recommendations for practice, and suggestions for future research.

Chapter 5 concludes the thesis by summarizing the findings, discussing implications for practice, contributions to the field, and recommendations for policy and practice. This thesis aims to contribute to the growing body of knowledge on the role of school-based drama therapy programs in supporting student social skills development and provide valuable insights for educators, practitioners, and researchers in the field.

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