THE EFFECTIVENESS OF PERFORMATIVE AND GAME METHODS IN PSYCHOTHERAPY OF STUDENTS’ ANXIETY

Abstract

The analysis of modern research shows that anxiety is one of the most common emotional problems among students, which significantly affects their mental health, academic achievement, and social adaptation. Many stress factors, including academic demands, economic instability, and social isolation, cause an increased level of anxiety among students. This problem becomes particularly relevant in the conditions of the existential threat caused by the war, which increases the psycho-emotional burden on young people. In this regard, the use of effective methods of psychotherapeutic influence aimed at reducing the level of anxiety becomes essential. The article examines the effectiveness of performative and game techniques in treating students’ anxiety. The use of the GAD-7 technique for screening generalized anxiety made it possible to identify the dynamics of changes in the psycho-emotional state of students after the implementation of the training program. The study is based on an experimental sample of 30 students who were tested before and after applying the techniques. It has been proven that integrating approaches such as role-playing, drama therapy, and art therapy contributes to reducing anxiety levels and improving students’ social and academic skills.

The empirical data obtained using хі-square statistical analysis confirmed the significance of the impact of the implemented methods (χ² = 12.88, p < 0.05). The proportion of students with clinically significant anxiety levels decreased from 25% to 20%, while the number of people without symptoms increased from 15% to 20%. The methodological basis of the study also allowed us to assess the positive impact of the training program on the development of emotional self-regulation, increased self-esteem and strengthened social ties among the participants. The study confirms the importance of a performative approach that focuses on bodily-emotional involvement, creative activity, and interactivity, which creates a safe space for emotional expression and adaptation to stressful situations.

Further research should aim to study the long-term impact of performative techniques on students' mental health and integration into the educational process. One should be paid attention to their impact on the development of emotional intelligence, motivation for learning, self-reflection, and the formation of value orientations. The results indicate the significant potential of performative games and drama therapy for developing innovative strategies for supporting the mental health of student youth in the face of modern challenges