The Effect of a Psychodrama-Based Group Intervention on Anger and Self-Injurious Behaviors in Adolescents Diagnosed with Substance Use Disorder: A Randomized Controlled Trial
Bibliographic record
Abstract
Background Psychodrama, a psychotherapy involving dramatization and role-playing, promotes insight and behavioral change. Recent studies highlight its effectiveness in treating adolescents with substance use disorders by enhancing psychological support in clinical settings.Objective This study examined the effects of psychodrama-based group work on anger and self-injury behaviors in adolescents with substance use disorders.Methods A randomized controlled trial with 43 adolescents (21 experimental, 22 control) was conducted. The experimental group received psychodrama-based group sessions, while the control group received no intervention. Data were collected using the Trait Anger and Anger Expression Styles Scale (TAAESS) and the Inventory of Statements About Self Injury (ISAS).Results Compared to controls, the experimental group showed significantly lower post-test scores in total anger, trait anger, anger out, and anger in, along with higher anger control scores (p < 0.05). Self-injury behaviors measured by ISAS also decreased significantly (p < 0.05).Conclusion Psychodrama group work significantly reduced anger and self-injury behaviors in adolescents with substance use disorders. Integrating psychodrama into treatment is recommended to improve care outcomes.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".