From spectator to spect-actor: an exploratory mixed-methods investigation of the “Dramatic Field” program and its correlates in stressed university students

Academic stress is a pervasive challenge in higher education. This exploratory sequential mixed-methods study investigated the “Dramatic Field” program, which integrates Victor Turner’s ritual process theory with Augusto Boal’s Theatre of the Oppressed, using Waltz and Jive dance as embodied mediums. The study aimed to describe participants’ subjective experiences and explore correlations between program engagement and psychological outcomes. A cohort of 60 highly stressed undergraduates voluntarily enrolled in the 8-week program. Quantitative data were collected post-engagement, and in-depth interviews with 26 participants were analyzed using reflexive thematic analysis. Quantitative findings indicated that higher program engagement was significantly correlated with lower perceived stress ( r = −0.65, p < .001), lower anxiety/depression ( r = −0.62, p < .001), and higher self-efficacy ( r = 0.59, p < .001). Due to the exploratory nature of the study design—specifically, the absence of a control group and pre-program baseline data—these observed correlations should be interpreted as associations rather than evidence of program efficacy. These findings provide preliminary hypotheses for future confirmatory research. Qualitative analysis generated four themes elucidating the transition from spectator to spect-actor: (1) Safe Exploration in the Liminal Space; (2) Liberating Distancing through Dramatic Roles; (3) Embodied Scripting of Repressed Narratives; and (4) Mirroring in Spect-Actor Fusion. The program demonstrated high feasibility (88% attendance). This study provides a rich description of the “Dramatic Field” experience and reveals robust correlations between engagement and positive psychological outcomes, offering a comprehensive phenomenological model for future confirmatory research.