


































Global Research in Higher Education 
ISSN 2576-196X (Print) ISSN 2576-1951 (Online) 

Vol. 4, No. 4, 2021 

www.scholink.org/ojs/index.php/grhe 

89 

 

Original Paper 

A Psychodrama Intervention to Loneliness Due to COVID-19 

Hakan Usakli
1
 

1
 Prof. Dr., Sinop, Turkey 

 

Received: October 12, 2021    Accepted: November 3, 2021  Online Published: December 19, 2021 

doi:10.22158/grhe.v4n4p89              URL: http://dx.doi.org/10.22158/grhe.v4n4p89 

 

Abstract 

Loneliness as a psychological state is affective and cognitive discomfort or uneasiness from being or 

perceiving oneself to be alone or otherwise solitary. Since the beginning of the pandemic, people 

stayed at home, afraid of contracting COVID-19. As youths followed lectures via the internet for long 

hours without physical participation, they became more and more withdrawn and socially isolated. 

This study explores psychodrama as an intervention to reduce loneliness in university students. 

COVID-19 pandemic durations seemed to be caused loneliness for all people. The short-version of the 

ULCA loneliness scale was applied to 358 university students. 24 students were selected for the study 

based on their higher scores on the assessment. These students also accepted that COVID-19 

negatively affected their loneliness state. The average age of participants was 21 years old, and no one 

was younger than 19 years old. Randomly they were divided into two groups as experimental and 

controlling with equal representation of number. The experimental group joined 15 weeks of 

psychodrama groups for 90 minutes each week. All sessions were held with via internet video platform 

meeting program. In psychodrama method of psychotherapy, clients enacted their concerns to achieve 

new insight about themselves and others. The psychodrama program started with introducing group 

participants and expression of why they are in the group to each other. The group was guided with an 

experienced group leader. With the techniques of psychodrama such as warmup, mirror, doubling, and 

role reversal, participants self-disclosed their current moods. K-square statistical analyses suggested 

that the group of university students who joined psychodrama overcame their loneliness. Education 

policy makers should bear in mind that today’s Covid-19 society suffers from psychological treatment 

deficits in the area of loneliness. Group action methods should be taken immediately. Group guidance, 

counseling, and drama in education and psychodrama can be useful for students to cope with problems 

resulting from of COVID-19. Youths truly need to share their suffering with professionals. Preventive 

guidance activities should be given importance in schools. 

Keywords 

COVID-19, Loneliness, Psychodrama, University Students 



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1. Introduction 

COVID-19, which originated in China and spread all over the world in a short time, like a nightmare, 

affected all people negatively. Hundreds of people have died and thousands of people also are suffering 

from this illness in most miserable health conditions.  

Coronavirus (CoV), what we used to see around us, it is among the catarrhal-flu factors. The variant 

that emerged on December 29-31, 2019 and is currently in the pandemic (world epidemic) that we fear 

will cause CoV type is defined as “Coronavirus disease 2019”, i.e., “COVID-19” from the beta-CoV 

group. All types of it can affect mammals. At the time of publication, COVID-19 proved fatal in 3% of 

cases worldwide. Health authorities suggested that rapid recognition and isolation of cases be combined 

with increasing awareness and social, residential quarantine in order to prevent the spread of the virus. 

Scientific institutions and health units will end the epidemic with the coordinated work of government 

agencies (Karcioglu, 2020). 

On January 23, 2020 “Lock-down” for the city of Wuhan, quarantine decision was made and 

implemented. Considering the different clinical prognosis of the disease, the age groups in which it is 

seen, and it’s spread; it can be anticipated that the subject will not be limited to the medical dimension, 

but may have negative effects in terms of socio-cultural, ethical and moral, legal, education, tourism, 

economy, agriculture and public health. This article, which is the starting point, includes content that 

examines and evaluates the negative aspects of the COVID-19 pandemic that affect social life and the 

ethical plane based on news sources with high accuracy on the internet and scientific literature (Ustun 

& Ozciftci, 2020). 

Terán-Pérez et al. (2021) claim that concerning anxiety and depression, both sexes reported high 

symptoms. These data suggest that stressful conditions related to social isolation and the economic 

uncertainty caused by the pandemic may induce mental health disturbances, which may become worse 

with sleep restriction. In a similar study, Citak and Pakdemir (2021), found that a significant number of 

participants had high anxiety levels. Also, it was determined that individuals’ sleeping habits changed, 

and that they had more difficulty sleeping during the COVID-19 pandemic. The study also found that 

those individuals having trouble sleeping also had a higher inclination to have generalized anxiety. 

There are many research studies concerning COVID-19 and loneliness (Luchetti et al., 2020; Groarke 

et al., 2020; Killgore et al., 2020a; Saltzman, Hansel, & Bordnick, 2020; Li & Wang, 2020; Killgore et 

al., 2020b; Hwang et al., 2020; Killgore et al., 2020c). All of these studies indicate the effects of 

COVID-19 on loneliness.  

As a psychological maladaptation, loneliness is one of today’s epidemic diseases. The concept of 

loneliness defined by dictionaries and the concept of loneliness used in the field of mental health are 

not exactly the same. Loneliness in the dictionary refers to the situation where nobody is around. 

However, the concept of loneliness used in the field of mental health is the inability of a person to feel 

the feelings of attachment, closeness and belonging to anyone. 



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Loneliness: It can be measured (SNI: Sozial Network Inventory) not by the number of people around 

an individual, but by the personal satisfaction of the individual in his/her social relations. For example, 

although they have a lot of friends around them, there are still people who need deep relationships and 

feel lonely. Even if we give an opposite example, we can observe that some people who are isolated 

from their environment and have very few friends do not feel lonely. 

According to Genctan (1994) there are different kinds of loneliness such as:  

1) People who live alone may feel lonely. 

2) He/she may become lonely by alienating his/her community group. 

3) Loneliness may occur due to exclusion by the environment. 

4) A person can become lonely by his own choice by minimizing his relations with his 

environment. 

5) Real loneliness; the feeling of being unrecognized and lonely. 

6) Temporary loneliness; loneliness, which, by the individual’s own choice, often produces 

constructive and creative consequences. 

As our life cycle progresses, we may notice that our perspective on loneliness and relationships 

changes. For example, Young adults (18-30 years) want to have a large number of friends to escape 

loneliness, while advanced adults (30-45 years) want a small number of but closer friends. In addition, 

the causes and consequences of loneliness vary according to culture. For example, in Western societies, 

loneliness is seen as the lack of a close friend or lover/spouse due to the influence of individualist 

culture. But in Eastern societies, loneliness is evaluated in the context of a wider network with the 

effect of social culture. In other words, incomplete relationships with family, relatives or even 

communities are considered loneliness Genctan (1994). 

The reasons that prevent lonely people from establishing relationships have been investigated and, 

according to research, two main reasons causing loneliness were found. One of them is negative 

expectations and the other is a lack of social skills (Hawkley, 2019, p. 185). First, look at what is meant 

when speaking about negative attachments. As lonely people enter a social environment, they think that 

their experiences here will not go well like others, and they constantly have negative expectations. 

These low expectations poison lonely people while trying to establish a friendship or romantic 

relationship. This poison is reflected in their thoughts and behavior, causing them to behave cold and 

avoidant. At this stage, people alone should try to overcome their negative thoughts and low 

expectations and try to replace those thoughts with more functional thoughts (Sahin, 2019). 

Let us look now at the deficiencies in social skills, which is another factor. Some situations such as not 

knowing how to communicate, not knowing how to behave, not being able to use gentle and effective 

language, not being able to empathize, and not knowing how to continue talking are some of the 

situations that are seen due to the lack of social skills. Lack of social skills can lead to inability to get 

out of the loneliness cycle and to be trapped in that cycle. At this stage, in order to overcome loneliness, 



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individuals should develop their social skills, research, read, and participate in a social skills training if 

they are not self-sufficient. Psychodrama is highly affective to enlarge social skills such as, 

interpersonal skills, communication, empowerment, and human relationships (Giacomucci, 2021).  

 

2. Psychodrama 

Psychodrama is an action method of psychotherapy which has a distinctive language and a 

characteristic structure. Psychodrama interventions are creative, engaging, and interactive for group 

and individual treatment. Psychodrama is a form of group psychotherapy in which action techniques 

are used. Group members do not sit in a circle on chairs discussing life and its problems. Life is 

brought into the room and enacted using group members as the cast of the drama. The process is rich, 

enlivening and fun. Solutions are found to problems using the creativity and spontaneity of the group 

(Holmes, 1992). 

The aim of psychodrama is to help a person be more constructively spontaneous, be happier and have 

the strength to design life as she wants it to be. The objectives of insight and cathartic release play their 

part in unblocking the person’s perception and ability to deal with change (Wilkins, 1999). 

What this means is that psychodrama, in combination with all the other psychological and social 

technologies being developed, can facilitate a new, potentially achievable goal: the intentional 

transformation of consciousness itself. With these considerations in place, let us proceed to an 

examination of some of the issues in greater detail (Blatner, 2000). 

Psychodrama involves the staging of a problem in life as if it were a play, and so certain terms are used 

which are derived from theatre: protagonist, director, stage, audience, and the like. The protagonist is 

the person who is the subject of the psycho dramatic enactment and the director is the person who 

orchestrates the psychodrama to help the protagonist explore a problem. The stage is the area in which 

the enactment takes place. The audience or the auxiliary egos play the roles the protagonist wants to 

work on and the audience watches the play. 

 

Table 1. Core Techniques in Psychodrama 

Techniques usage of frequency List of techniques 

Core techniques Soliloquy 

Double 

Mirror 

Role Reversal 

Resistance Interpolation 



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Secondary techniques Sculpture 

Social atom 

Intermediate objects 

Games 

Sociometry 

Role play 

Symbolic 

representation 

Other techniques Symbolic representation 

Amplification 

Concretization 

Empty chair 

 

Table 1 illustrates the techniques in psychodrama that frequently used.  

Definition of techniques: 

Soliloquy: The protagonist shares with the audience the feelings and thoughts that would normally be 

kept hidden or suppressed. 

Double: When another group member joins the protagonist, taking on their posture and, when it is 

helpful, speaking for the protagonist, they are said to be a double. 

Mirror: A process in which the protagonist’s part in the drama is taken by another who then does and 

says what the protagonist did previously while the latter watches. This “instant replay” allows the 

protagonist a more objective view of the scene. 

Role Reversal: When protagonists take on the role of “the other” in their dramas and the auxiliary plays 

the protagonist, roles are said to be reversed. 

Resistance Interpolation: This intervention describes the process of testing the protagonist’s 

spontaneity, in terms of responding to new situations, by modifying the psychodrama scene. Sculpture: 

The director asks the protagonist to arrange group members in a symbolic representation of the way 

he/she perceives an aspect of his/her life or self. 

Social atom: An individual’s immediate social network. Originally the social network into which a 

person is born, and which continues to affect them throughout life, but also used to mean those 



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“significant others” surrounding an individual in the present. 

Intermediate objects: Objects such as props, fabrics, puppets, cloth dolls and masks have been 

recognized as catalysts of important non-verbal reactions and at the same time allow a greater distance 

from the emotionally charged situation. 

Games: Dramatic games were referred to in about a quarter of the revised references. The game must 

go through the same stages of the psychodrama session: warm-up, action and sharing.  

Sociometry: An approach to the measurement of interpersonal relationships. 

Role play: A group therapy approach in which clients act out their problems to gain new insights and 

achieve emotional catharsis and was developed by Jacob Moreno who contended that people could gain 

more from acting out their problems than from talking about them. 

Symbolic representation: The process of mentally representing objects and experiences through the use 

of symbols (including linguistic symbols) Psychodrama utilizes and cultivates imagination, symbolic 

representation, and also the ability to shift back and forth between the realms of imagination and 

ordinary reality.  

Amplification: Describe a judged tendency of a person to amplify physical symptoms based on 

psychological factors such as anxiety or depression. 

Concretization: Concretization allows protagonists to experience physically what had been experienced 

psychologically, and the marshaling of the multilevel resources of the body can serve as a vehicle for 

spontaneity and insight. 

Empty chair: (also known as “auxiliary chair”) Instead of another person (an auxiliary) playing the 

complementary figure in a protagonist’s enactment, an empty chair represents that position. Sometimes 

this allows for a more spontaneous expression of aggressive or tender feelings, depending on the 

makeup of the group or the embarrassment of the protagonist in working with another person (Lippitt, 

1958). This is an invaluable technique in a one-to-one therapeutic context and has been incorporated as 

an integral part of Gestalt therapy. 

Spontaneity and creativity are two broad and very important concepts in psychodrama, and those lead 

to interpersonal and social changes (Giacomucci, 2021).  

The aim of this study is to find out effectiveness of psychodrama on loneliness of university students 

caused by COVID-19. There are many studies relating to COVID-19 and loneliness as mentioned 

above. None of those studies indicate any remedies to loneliness of university students. So, this study 

seeks to offer effective remedies.  

 

 

 

 

 



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3. Method 

3.1 Participants 

The loneliness short version scale was applied to 358 university students whereby 50 students scored 

high indicating loneliness and were interviewed to determine if the pandemic affected them negatively. 

The interviews revealed 24 students accepted that the lockdown affected them badly and feel extremely 

lonely. The participants were in the age of between 19 and 21. Two groups randomly were assigned as 

control and experimental. All groups consisted of the same number of participants.  

3.2 Data Analysis 

The Mann-Whitney U test was used in this study to compare differences between two independent 

groups when the dependent variable is either ordinal or continuous, but not normally distributed 

(MacFarland & Yates, 2021). 

3.3 Measure  

Loneliness Scale 

UCLA Loneliness Scale short form was used. The scale, which consists of 20 items, is in the four-point 

Likert type, and is scored as 1 (not at all appropriate) and 4 (completely appropriate). The lowest score 

that can be obtained from the scale with 2 reverse coded items (items 3 and 6) is 8 and the highest score 

is 32. High scores on the scale indicate that the individual has a high level of loneliness. The 

exploratory factor analysis resulted in a factor and a confirmatory factor. The analysis showed that the 

model fits well with the original scale and has high validity. The psychometric properties of the scale 

were analyzed with internal consistency, exploratory and confirmatory factors. The internal consistency 

coefficient of the scale is .96, and the test-retest reliability coefficient is .94 (Dogan, Cotok, & Tekin, 

2011). 

3.4 The Program 

 

Table 2. The Program 

Week 

Number 

Thema of the session  Used technique Aim 

1 Taking the pulse of the 

group 

double identifying the group’s state, reducing anxiety and 

enhance spontaneity 

2 Self-Presentation role play getting to know the members of the group and 

stimulating the willingness for self-disclosure and 

listening to others 

3 The Mirror mirror to create and strengthen positive relationships 



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4 The Interview role play getting to know the members of the group, the 

willingness for self-disclosure and also for 

listening to others 

5 Role Reversal role play to collect “new truths”, to act and naturally 

overcome emotional blocks and cognitive 

prejudices 

6 Role reversal with a 

significant other 

role play to collect “new truths”, to act and naturally 

overcome emotional blocks and cognitive 

prejudices 

7 Role reversal with an 

object 

role play to collect “new truths”, to act and naturally 

overcome emotional blocks and cognitive 

prejudices 

8 The Auxiliary Chair 

technique 

Empty chair surfacing unexpressed thoughts, self-projections 

and fears to life 

9 The Stimulation of 

Communication and 

Self-Perception 

Clarification 

self-presentation, 

mirror, double 

look inside deeply 

10 Experience and become 

aware of 

positive/negative 

attitudes 

role play, 

soliloquy 

to know self in more detail  

11 Inspiring the need for 

change "Old me new 

me" 

role reversal, 

future projection 

soliloquy 

 

this exercise helps the client to examine his/her 

old ways of being and his/her hopes for the future 

12 Highlighting personal 

group status 

sociometry, 

future projection 

concretization 

identification and acknowledging the individual 

role and group relations. 

 

13 Highlighting group 

relationships 

concretization, 

sociometry 

identifying and acknowledging the individual role 



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14 Conflict management sociometry, 

social atom, 

concretization, 

future projection 

exploring and assessment of group relationships 

15 Group separation self-pres

entation, 

concretization 

soliloquy 

reminding significant moments from the group 

history and sharing emotions; establishing closure 

 

 

Table 2 illustrates 15 weeks sessions in respect to session themes, used techniques and the aim of the 

session.    

 

4. Findings 

 

Table 3. U-Test Result of the Loneliness Scale According to the Group 

Group N Mean Rank Sum of Ranks U p 

Experimental 12 6,88 82,50 4,50 0 

Control 12 18,12 217,50   

 

Table 3 illustrates U-test result of the loneliness scale according to the group. Mann Whitney U-test 

results of post-application loneliness scale scores of university students with high loneliness scores who 

participated in the psychodrama program and those who did not participate in such a program are given 

in Table 1. Accordingly, at the end of a fifteen-week experimental study, it was found that there was a 

significant difference between the loneliness scores of the students who participated in the 

psychodrama program and the students who did not participate in such a program (U=4.50, p<.00). 

When the mean ranks are taken into account, it is understood that students participating in 

psychodrama have lower loneliness scores than students who do not participate in psychodrama. This 

finding can be said that the psychodrama program is effective in reducing the loneliness of students 

who are lonely. 

 

 

 



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5. Conclusion and Discussion 

COVID-19 has been highly and negatively affecting all over the world. Due to the prohibition on going 

out, people cannot go to parks, visit family, meet with their friends, and cannot go to places such as 

restaurants, bars and discos. Young people stated that they had been quite alone for more than a year. 

There are studies in the literature showing that COVID-19 is related to loneliness (Luchetti et al., 2020; 

Groarke et al., 2020; Killgore et al., 2020a; Saltzman et al., 2020; Li & Wang, 2020; Killgore et al., 

2020b; Hwang et al., 2020; Killgore et al., 2020c). COVID-19 is an indisputable and feared reality. 

Another fact is that people start to have psychological problems. Especially young people have 

expressed their loneliness on various platforms. 

Psychodrama is an effective method for young people to overcome their loneliness. Techniques such as 

double, mirror, role reversal and so on can be highly effective for participants of psychodrama (Wilkins, 

1999; Blatner, 2000). These interventions create a non-threatening environment for the psychodrama 

participants (Usakli, 2012).  

In conclusion, processes such as psychodrama, group therapy, group counseling are recommended to 

children, adolescents and adults who are the victims of unwanted psychological situations such as 

loneliness, anxiety, and decline in well-being due to COVID-19. 

 

Acknowledgement 

I want to thank for all his helps to Dr. Scott Giacomucci. 

 

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