Harnessing Theatre and Film-Based Interventions for Stress Management, Mental Health, and Job Performance among University Lecturers in Delta State
This paper examines the growing challenges of occupational stress and declining mental health among university lecturers in Delta state, Nigeria, characterised by excessive workload, financial insecurity, infrastructural decay, and publication pressures. It investigates the possibilities of theatre and film-based interventions as an effective non-clinical but culturally grounded strategy for improving the psychological well-being and job performance of lecturers. Drawing on several established theories, the paper posits that prolonged exposure to stress, if left unmanaged, can undermine lecturers’ motivation, research productivity, effective teaching, and administrative efficiency. Nevertheless, numerous lecturers resist seeking assistance due to cultural stigma and lack access to psychological care. Despite these challenges. Based on Drama therapy, psychodrama, arts therapy, and cognitive behavioural theory, this study posits that active participation in theatrical role play and guided film viewing can positively influence emotional expression, cognitive reframing, catharsis, and problem solving. These processes can serve as a mechanism for reducing anxiety, fostering empathy, and burnout while also strengthening resilience and breaking the isolation that is common in academic work. The paper concludes that integrating interactive theatre workshops and guided film screenings into staff wellness programmes can complement traditional approaches. The paper recommends that university administrators should prioritise promoting emotional balance, as such interventions can enhance sustainable job performance and improve institutional productivity.
Keywords: Theatre-based interventions, film therapy, Occupational stress, Mental Health, job performance
