Scientific research on psychodrama (Emìnglish-Bulgarian-Polish-Hebrew-Portughese)
Chairman: Elena Vegni
Krzysztof Ciepliński (Poland) -
Psychodrama with university students: trainer and trainee Perspectives -
The author will present a concept of the psychodrama and action methods used during an experiential group training for psychology students. A specific application of psychodrama in the context of academic education will be described based on the author’s experiences over twenty years working with groups of students as well as the results of empirical research. The research was carried out at the John Paul II Catholic University of Lublin (KUL), Poland, between November 2016 and April 2018. Participants were a group of fourth year Psychology of Promoting the Quality of Life students (N=70, aged 22, 59 female and 11 male). They were randomly chosen from a group of voluntaries participating in the research project and divided into five equal groups of 14 participants. A 24-hour three-day training was prepared and conducted by a certified psychotherapist and psychodrama trainer. All groups worked according to a very similar content and structure. Participants were anonymously surveyed with the Polish version of Robert Elliott`s Helpful Aspects of Therapy Form (HAT) adapted to the training context by K. Ciepliński. Trainees were asked for their feedback at the end of each eight-hour day of training as well as three months after. The participants from each group reported many significant events, both helpful and hindering. Helpful events were numerous in number. Some of these were still remembered after three months. The results of qualitative content analysis showed many similarities as well as personal differences in the experiencing of the group process by the students. The use of individualized measurement tools in the assessment of psychodrama groups can help trainers to understand better the relation between technical, individual and group factors in psychodrama training.
Keywords: Psychodrama, Action Methods, Experiential Learning, Significant Events, Students Training Groups.
Galabina Tarashoeva - Petra Marinova Djambazova (Bulgaria) -
"Can we prove the effectiveness of psychotherapy in research? And do we want? Especially in psychodrama?" -
The question is it possible to prove effectiveness of psychotherapy, and in particular of psychodrama, through scientific research is still unanswered. Is it enough just to believe in our method? Do we want to prove its effectiveness scientifically? There are a lot of reasons “for” and “against” conducting research in psychotherapy. There are a lot of peculiarities concerning the usual design, randomization, duration, blindness, number of participants, motivation, the role of the therapist, the usage of nosological entities, etc. Are we ready and in what extend to compromise with the requirements of the “gold standard” for scientific proof and with the rules of good practice in psychotherapy?
Key words: scientific research, proving effectiveness, psychotherapy, group psychotherapy, psychodrama.
Neşe Karabekir, MA Psych. (Turkey) -
‘’Using individual psychodrama in birth’’ -
Birth itself is a another phase that birthing woman is in an alpha state during the labour. It means she should not think and use her left brain. So there is no talking and cognitive and other psychotherapies can work in the labour. Only psychodrama can work. Since psychodrama is based on spontaneity, creativity and action, birth psychodramatist can use different individual psychodrama methods during the birth. If there is a stuckness in the birth or if there is a prolonged labour, then birth psychodramatist use few methods to solve this here and now. She is not only working with birthing woman, she also supports the father and extanded family and also birth team members ( including hospital stuff).
This is a very unique application for psychodrama during the pregnancy and labour.
I have developed birth psychodrama and using an teaching since 2010 in the Istanbul Birth Academy. I am participating the births with my birth team doctor, midwife and myself as a birth psychodramatist. With this new application, our cesarean and medical interventions rates are dramatically dicreased. So this is very important for all birth keepers and new parents to welcome the newborns peacefully and respectfully.
Maria Da Penha Nery (Brasil) -
Psychodrama and scientific knowledge production -
Psychodrama and scientific knowledge production. We will present the research challenges with methods of action and sociometry. We will talk about the epistemology of psychodrama. We will give examples with the research done in the universities of Brazil in the last 15 years. Some research addresses, for example, the issue of AIDS in the country, questions of affirmative action for afro-descendants and domestic violence.
Dani Yaniv (Israel) -
Trust the Process: A New Scientific Outlook on Psychodramatic Spontaneity Training -
Human mind is hypothesis-driven and our observations of the world are strongly shaped by preconceptions. This “top-down” principle is biologically driven and contraindicative to spontaneity, which is non-linear, condensed, and initially incomprehensible. My first argument is that spontaneity entails “bottom up” information processing, as articulated in the hierarchical neurocognitive model of perception. My second argument is that changing the balance between these two processes is important and feasible. Insights from psychodynamic transference and savant syndrome are presented to support these ideas. Uniting these contemporary notions with some essentials of J. L. Moreno’s philosophy is my third goal. By violating predictions and expectations, psychodrama interferes with top-down “conserved” processing and cultivates here and now, stimulus-dependent spontaneous acts. Further evidence is presented in support of the claim that adult spontaneity leads to enhanced cognition and creativity through imitating the child’s brain, as Moreno envisioned. Because spontaneity is formed before having the evidence for its truth or adequacy, it entails, in adults, overcoming apprehensions about acting without a theory in mind. This is what trusting-the-process means and it requires training, which psychodrama fosters on its stage laboratory.