Date of Award

Spring 5-22-2026

Document Type

Thesis

Degree Name

Master of Arts in Clinical Mental Health Counseling

Major

Expressive Therapies

First Advisor

Jason D. Butler, PhD, RDT/BCT

Abstract

This integrative literature review examines the relationship between drama therapy and self-efficacy, and its implications for academic success. Traditional measures of achievement emphasize outcomes while overlooking the psychological processes that influence student engagement and persistence. Drawing on interdisciplinary literature, this review synthesizes research on how drama therapy supports self-efficacy through embodiment, role exploration, and structured play. These processes create safe, participatory environments where individuals can rehearse new behaviors and reconstruct self-perceptions. They also align with key mechanisms of self-efficacy development, including mastery experiences and emotional regulation. This review identifies gaps in current research, particularly the limited integration of drama therapy in educational settings, and proposes directions for future study. It argues that incorporating drama therapy into educational contexts may offer an effective pathway for strengthening self-efficacy and supporting more comprehensive understandings of academic success.

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