The Effect of Psychodramatic Role-Playing on Postpartum Depression, Self-Efficacy, and Perceived Social Support

The Effect of Psychodramatic Role-Playing Used in Childbirth Preparation Classes on Postpartum Depression, Self-Efficacy, and Perceived Social Support

This research was conducted to examine the effect of psychodramatic role-playing in childbirth preparation courses on postpartum depression, self-efficacy, and perception of social support. The study was conducted using a randomized controlled experimental design between October 31, 2025, and February 25, 2026. The study population consisted of pregnant women who applied to the Antenatal School of Zeynep Kamil Women and Children's Diseases Training and Research Hospital. The sample size was calculated as 57 pregnant women (control: 29, intervention: 28). While the control group received standard childbirth preparation education, the intervention group received standard childbirth preparation education as well as psychodramatic role-playing. The Demographic Information Form, General Self-Efficacy Scale, Multidimensional Perceived Social Support Scale, and Edinburgh Postnatal Depression Scale were used to collect research data. The study findings revealed no significant differences between the control and intervention groups in terms of sociodemographic and obstetric characteristics. Furthermore, no significant differences were found between the control and intervention groups in pre-test and post-test scores on the General Self-Efficacy Scale, Multidimensional Perceived Social Support Scale, and Edinburgh Postnatal Depression Scale.

Childbirth preparation education plays a crucial role in reducing anxiety, increasing maternal self-efficacy, and enhancing perceived social support during pregnancy and the postpartum period. Innovative educational approaches, such as psychodramatic role-playing, may strengthen coping skills and emotional preparedness for childbirth. This randomized controlled trial was conducted to evaluate the effectiveness of psychodramatic role-playing integrated into childbirth preparation classes provided in a maternity education program.

The study included pregnant women between 32 and 36 weeks of gestation who voluntarily participated in the childbirth education program. Participants were randomly allocated into intervention and control groups. The intervention group received structured childbirth preparation education sessions enriched with psychodramatic role-playing techniques designed to improve emotional expression, coping strategies, and social interaction. The control group received the standard childbirth preparation education program.

Data were collected at baseline and during the postpartum period using standardized measurement tools including the Edinburgh Postnatal Depression Scale (EPDS), the Multidimensional Scale of Perceived Social Support (MSPSS), and the General Self-Efficacy Scale. The primary outcomes of the study were postpartum depression, maternal self-efficacy, and perceived social support. This study aims to provide evidence on the effectiveness of psychosocial and interactive educational interventions in childbirth education programs and to support the development of evidence-based maternal care practices.

Inclusion Criteria:

• Agree to participate in the study and be able to speak and understand Turkish,

  • Be 18 years of age or older,
  • Be at least literate,
  • Be a primiparous pregnant woman,
  • Be at least 32 weeks and no more than 36 weeks pregnant,
  • Have no psychological disorders or chronic illnesses.

Exclusion Criteria:

• Being multiparous,

  • Being less than 32 weeks pregnant,
  • Being in the high-risk pregnancy category,
  • Having received childbirth preparation training from another institution or individual,
  • Not having completed the training program.