The proposed practice for recognition is the Teen Center Psycho-Drama Group, the "Dramatic Bees." The Teen Center Psycho-Drama Group resulted from a Needs Assessment Survey, which identified that 85% of teens indicated a need for youth programs addressing adolescent issues. In response, the SBYSP (School Based Youth Services Program), through the Teen Advisory Board, developed the concept of the present Drama Group. Funded by the SBYSP, this program provides adolescents with the opportunity to complete their education, to obtain skills that lead to additional education or employment, and to lead a mentally and physically healthy life by addressing the potential problems that they might encounter during their teen years.

The group was first organized in the spring of 1996 and membership continues to be ongoing. The group is under the direction of a man who has extensive community theater experience with the assistance of an advisor/counselor.

The Teen Center Drama Group, a psychodrama group, is part of the high school's Student Assistance Program. Membership is opened to all students on a voluntary basis. Interested students participate on some level (acting, writing, critiquing, production, sound, stage crew, etc.). The group meets at the Teen Center (a local NJ School Based Youth Services psycho-social recreational center). Rehearsal time is determined by performance schedules.

Through the process of developing and producing vignettes, the drama group members act as models for the district's culturally diverse teen population by enacting a problematic situation to an audience of their peers. In doing so, the relationship of the characters is explored, as are their patterns of behavior and communication. Various alternative options are explored among the group. Through team decision-making and critical thinking, a solution for the problem is agreed upon and a skit is then written. The drama group demonstrates originality in their script writing by directly addressing the needs of the students in the various vignettes. There is an artistic expression in the creation, production and performance.

Vignettes have been performed depicting anger-management, violence, depression, relationships, peer and family conflict, sexuality and substance abuse. In both the skit itself, as well as in the interaction through open discussion between audience and actors which follows, observations are presented which clarify problems and which define potential solutions. Questions are formed and a hypothesis is suggested. Appropriate resources and services, found both in the school and in the community, are identified. Referrals are made available at this time. The validity of alternate solutions is evaluated and this data is then interpreted and analyzed to draw conclusions. Problem solving and decision-making skills are developed and refined as an appropriate solution is reached.

The drama group has been recognized by the N.J. Association for Supervision and Curriculum Development and by the Montclair State University Chapter of Phi Delta Kappa. The drama group has repeatedly performed for the freshman orientation program at the high school. They were invited to perform at freshman orientations at other high schools in New Jersey and were filmed by ABC News. The psychodrama group has performed at numerous workshops sponsored by the city's Child Abuse Prevention Council and at a citywide forum for parents also run by this council. Their performance was taped by the local Cablevision channel and aired for viewing.

GOAL: To work towards eliminating those negative behaviors which are detrimental to academic achievement, graduation, health and social competency.

1.1 To introduce and reinforce school policy regarding Substance Abuse, Violence, Vandalism, school attendance, and other inappropriate behaviors detrimental to the academic success of teens.
1.2 To increase the utilization of school and community resources/support services.
1.3 To improve problem solving techniques and the ability to successfully communicate.
1.4 To provide teens with an innovative exposure to problematic situations and the functional resolution of such.
1.5 To foster the development of functional/effective decision making skills, communication skills and coping mechanisms so as to decrease the rate of suspensions, truancy, and drop out rates.

This innovative psychodrama group develops and performs skits, which address problematic situations from inception to resolution. By doing so it addresses Core Curriculum Standards and Cross Content Workplace Readiness Standards in a number of areas.

The drama club members are engaged in the process of writing vignettes by organizing and outlining materials to be addressed and by writing drafts according to their intended message. Writing is geared to the message they wish to portray and the audience for which they perform. (3.4) The Drama Group uses their vignettes to prompt discussion with their audiences in which they support and refute their position. This takes place while in a small or large group discussion at the end of each vignette. (3.2) The audiences explore and reflect on the vignettes while hearing and focusing attentively. (3.1) They are encouraged to understand that the messages portrayed in the vignettes are a representation of social reality and social responsibility through the analysis of such. (3.5)

The drama group's vignettes target situations aimed at teaching health enhancing personal, interpersonal, and life skills. (2.1; 2.2) Not only does this impact on the audiences but also on the actors as well. A major emphasis is on the use and abuse of alcohol, tobacco and other drugs (2.3); and the biological, social aspect of human sexuality and family life (2.4).

Drama students refine their perceptual, intellectual, physical and technical skills through the theatrical production process. (1.2) The product is revised through critique by advisor and fellow students. (1.4)

The activity promotes the critical thinking, decision-making and problem-solving skills needed to develop original and creative design projects. The students select and evaluate appropriate solutions to situations, formulate questions, and identify resources in the school and community, which address their needs. (9.2). Members of the drama group must work cooperatively to achieve their final production. They must evaluate their accomplishments, accept constructive criticism, demonstrate respect for people of diverse backgrounds, and utilize time efficiently and effectively. (9.2)

4. Describe how you would replicate the practice in another school and/or district.

Replication of this program required an advisor with insight and experience in contemporary adolescent issues and a director with experience in theater arts. The advisor, along with the director is responsible for organizing a group of dedicated and creative high school students. Roles are delegated according to student interest and talent. Administrative support from the Superintendent of Schools and the High School Principal is essential for the allocation of funds, time and space necessary for production.