Abstract
This is a continuing part of the health systems research on improving access to health care among in-school adolescent who have mental health problems and/or substance use. School-based psychosocial health promotion using low-intensity cognitive behavioral approach and basic motivational interviewing technique was found feasible in practice for both teacher and high-school student. Lead-teacher and peer-to-peer strategies and showed tendency to gain wider access. This study aimed to design a process to strengthen capacity on creativity of a lead teacher and peer-student by using creative drama techniques. Two schools which had ever engaged the prior research phase got involved in this study. Five lead-teachers and five peer-students from each school were recruited in the design and development process, as well as five health personnel from adolescent clinic of the provincial hospital. The results showed that the creative capacity building of lead-teachers and peer-students should be separately done. Two-step process was suggested, started with learning and practicing creative drama principles and techniques which five lead-teachers and five peer-students attended together. The first workshop focused on lead-teacher to learn to be learning designer and facilitator while peer-students learned to be active or pro-active learners. Improvisation techniques, puppet theater, positive monologues, and forum theater were impressed creative drama techniques which also relevant to complement with Li-CBT and MI techniques. They were helpful to create more participative learning activities with feeling of safe and joyful. The second step was design for strengthening capacity to design creative learning activities and space focusing on peer-students to engage more new peers which lead-teachers and health personnel were learning supporters. In conclusion, techniques of creative drama can be applied to enhance creativities of learning process and as a result it will enhance peer-engagement and facilitate positive and deeper communication to help inner exploring and sharing. This is a way to promote psychosocial health of in-school students by peer-to-peer strategy with learning approach.
