Handbook for Trainers (EN)

PaTiE: Psychodrama as a

Tool in Education

Handbook for workshop directors

Leonardo Da Vinci project – Transfer of Innovation

Project No: 2013-1-GR1-LEO05-14123

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

INDEX PaTiE: Psychodrama as a Tool in Education ................................................................ 1

Handbook for workshop directors .............................................................................. 1

Leonardo Da Vinci project – Transfer of Innovation ............................................... 1

Foreword ............................................................................................................ 4

1. Psychodrama in educational process .......................................................... 6

2. Introduction on PaTiE training materials ...................................................... 9

2.1 Recommendations and key points ....................................................... 9

2.1. 2.2 Requirements, materials and tools ............................................... 10

2.3 Specifications for each workshop ........................................................... 11

2.2. Module 1: The experiential method of psychodrama .......................... 11

2.3. Module 2: Warm up ............................................................................ 13

2.4. Module 3: The power of the group ...................................................... 15

2.5. Module 4: Sociometric group mapping ............................................... 17

2.6. Module 5: Conflict management ......................................................... 19

2.7. Module 6: Working with symbols ........................................................ 22

2.8. Module 7: Role playing ....................................................................... 26

2.9. Module 8: Sharing with the group ....................................................... 28

3. Evaluation ................................................................................................. 32

3.1. Evaluation Form for Workshop Director in Psychodramatic exercises 32

3.2. Evaluation Reports Template for Workshop Director .......................... 34

3.3. Evaluation Forms for Course Participants (1 form per Module) .......... 36

Module 1: “The Experiential Method of Psychodrama” ............................................ 36

Module 2: “Warm Up” .............................................................................................. 38

Module 3: “The Power of the Group” ....................................................................... 40

Module 4: “Sociometric Group Mapping” ................................................................. 42

Module 5: “Conflict Management” ............................................................................ 44

Module 6: “Working with Symbols” .......................................................................... 46

Module 7: “Role Playing” ......................................................................................... 48

Module 8: “Sharing with the Group” ......................................................................... 50

3.4. Evaluation of the results ..................................................................... 52

BIBLIOGRAPHY .............................................................................................. 54

2

Foreword

The Handbook for trainers on Psychodramatic Experiential Teaching Methods has

been developed in the framework of the project "PaTiE - Psychodrama as Tool in

Education", funded by the IKY National Agency of Greece within the context of the

Leonardo Da Vinci, action Transfer of Innovation, EU Programming 2007-2013. The

project, which was approved in 2013 for an overall duration of 24 months, terminating

on 30 September 2015, involves 4 EU countries and 6 partners: Region of

Crete/Lifelong Learning Department/Vocational Training Centre Regional Unit of

Rethymno, ECTE, European Centre in Training for Employment Rethymno (EL), EST

Lifelong Learning Centre, Bielskie Stowarzyszenie Artystyczne Teatr Grodzki (PL),

Centro Machiavelli Firenze (IT), and ALECOP, S.COOP. (ES).

The overarching goal of the PaTiE programme is to introduce VET adult educators to

the experiential method of psychodrama and train them on how to effectively apply

selected psychodramatic principles and techniques in their educational processes.

Moreover, PaTiE project aims to transfer to partners the experiential learning

methods of Psychodrama developed by Polish partners and applied in their

educational seminars. The Polish partner “Grodzki Theatre Association” was leader

of POTENS project (project no.: 142673-LLP-1-2008-1-PL-Grundtvig-GMP) and

“EST LLL Centre” was partner in the consortium. Through the implementation of

POTENS project Polish partners developed a “Guideline on psychodrama use in

AE” and a book entitled “The search for creativity”. These educational materials

and “know-how” were transferred to PaTiE project, and were adapted to the needs

of participating countries and VET sector.

The elaboration of the guidelines is rooted in the cooperation of an international team

of experts. The draft version of the guidelines was tested in national pilot workshops

organized to evaluate the formerly developed PaTiE curriculum and training materials.

That was achieved by delivering four pilot courses for adult educators on

psychodramatic learning techniques in each of the project participating countries in the

national languages (Greece, Italy, Poland and Spain). The four national pilot courses

were led by experienced psychodramatists. These pilot courses were running in 2015,

completing 64 hours in each country and having totally 48 adult VET educators as

4

participants experiencing and experimenting psychodramatic techniques and

approaches.

This handbook is divided in three chapters; the chapter entitled Psychodrama in educational process contains the main guiding ideas related to the psychodrama use

in adult education. Most of the parts of this chapter were transferred by the Guidelines on psychodrama use in adult education developed in the frames of implementation

of the EU project POTENS. The chapter with title Introduction on PaTiE training materials aims to provide guidelines on how to use the exercise book and theory, and

where to find the material to be taught. PaTiE workshop directors will also find

guidelines for structuring each workshop with regard to time and content, and

identifying the objectives of each activity. Finally, the chapter entitled Evaluation is

dealing with course evaluation. In this chapter workshop directors could find guidelines

on the criteria based on they should evaluate the completed workshop activities. Also,

in this chapter workshop directors could find the corresponding recommended

evaluation sheets and questionnaires, designed to facilitate the evaluation of the

techniques and methods that each module of the PaTiE curriculum presents.

5

1. Psychodrama in educational process

The starting points of the educational psychodrama are the personal and the

professional boundaries of the two relational partners: those of the learner and the

educator. The education aims for transformation of knowledge, of attitudes and of

skills. Psychodrama offers an adequate approach and useful tools especially for

changing attitudes and developing skills in different domains of education, but also for

the application of the theoretical knowledge. The domain of attitude change includes

the learners' emotions, values, beliefs, biases, role expectations that influence the

learning atmosphere and the learners' relationship to the educator and education, to

the learning process and the learning environment. This is the main domain in which

the psychodrama can set the stage for creative contributions, addressing both the

learners' and the educators' emotions and beliefs, offering possibilities to clarify roles,

expectations, values, beliefs and biases. The skills are the abilities to put specific

acquired knowledge into practice. The knowledge domain refers both to the pure

theoretical knowledge and to its application. Psychodrama means action, that is doing

in practice what the person knows or even doesn't knows, or simply experiencing in

practice what the person is able to do and what kind of effects some actions might

have. Addressing the domain of the attitudes and the interpersonal skills, psychodrama

can offer first of all, an excellent approach and beneficial means for undergraduate and

graduate educators’ training, lifelong learning activities, meaning also supervision for

educational work and staff.

One of the problems raised by Blatner (2002) regarding the most wide-spread

technique related to the Morenian tradition, role playing, “comes from the common

tendency to assume that interpersonal skills are easier than technical skills – though in

fact they are even more difficult – and so people tend to think they can engage in

directing role playing before they've really achieved a level of bare competence (much

less mastery). (...) Sometimes teachers fail to appreciate the complexity of a skill

they're learning, and it's important to emphasize that directing role playing is about as

complex as learning how to deliver a baby”. The ability to educate and teach is first of

all an interpersonal skill, and this is where psychodrama can largely contribute, since it

is essentially a way to develop interpersonal skills, to deepen the professional self-

knowledge and to better understand the learners' needs.

6

Changing attitudes and developing skills requires an accommodative type of learning.

We agree with Adam Blatner's point of view regarding the common needs of all

learners involved in education, related to what the well-known psychologist and

epistemologist Piaget called assimilation and accommodation in the learning process.

“Unfortunately, so much of education is oriented to the kinds of learning that can be

more easily tested, which is assimilative, memorization type learning. Yet what the

world really needs is people who have skills, and skills go beyond mere knowledge of

facts. Skills, though, require a more complex performance-oriented testing which

requires more teacher attention, covers more subtle variables. And skills reflect an

accommodative type of learning. (…) These skills cannot be learned by reading any

number of books, although a little didactic material can be helpful in creating an

intellectual framework for the accommodative learning. Rather, the kinds of skills

needed for flexible, creative, rational thinking must be exercised, practised, and learned

in a process of interaction, risk-taking, self-expression, feedback, encouragement, and,

in short, a process which is closer to learning to swim than learning the capital cities of

the various states” (Blatner, 2002). Psychodrama offers valuable approaches to re-

establish the equilibrium of assimilative and accommodative learning modes with its

large possibilities to foster accommodative learning through its active methods

developing spontaneity and creativity.

The learning atmosphere created by psychodrama is another basic resource of

psychodrama in favour of education. Being a group method, psychodrama can produce

a proper learning environment through creating group cohesion, atmosphere of

confidence and safety, in which the learner can effectively handle her/his anxieties

related to the learning situation, teacher/educator or group members. Much of the

problems reported by the adult educators they are confronting with in their work (e.g.

drop outs, lack of motivation) can be handled more efficiently if more attention is paid to

the development of group cohesion and creation of an adequate learning environment.

Usually too short time is devoted to creation of group cohesion and security issues.

Many times classes are not treated like a group going through different phases from

birth to coming to an end, but rather like a mass without taking into account basic group

dynamic phenomena. The capacity to handle group dynamic phenomena requires a

wider and deeper training, especially for such major themes of group dynamics like

conflict resolution and handling of resistances.

7

Psychodrama techniques used in education are laying on the foundation of the manner

psychodrama leader/adult educator understands the application of psychodramatic

tools. This depends on:

the way psychodrama directors/adult educators perceive their professional role

boundaries, attributions and responsibilities (professional self-knowledge)

the professional relationships (the encounter, than the contracts) between

different role partners involved in the educational process

how the participants'/learners' roles, needs, motivations and other

characteristics really are and how the adult educators understand them

the objectives of the psychodramatic intervention in the specific educational

(and organizational) setting, according to the specific educational contract, etc.

All psychodrama techniques are suitable to contribute to the goals set in PaTiE project,

but the success of psychodrama use in education depends on the grounding of the

educator’s competencies by a comprehensive psychodrama training. The pilot

workshop directors, trained as psychodrama experts, exploited a very large array of

psychodrama applications. The VET adult educators, participants of PaTiE pilot

courses, who were mostly at their first steps in psychodrama, as expected, explored

mainly the use of warm up and sociometric exercises, some collective games and sub-

group role-playing activities, as well as several self expression modalities, like body

movement and the use of symbolic objects. Warm-up exercises or ice-breaker activities

were used by the VET adult educators in order to motivate their learners/participants,

to allow them to know each other and to develop the learning environment.

8

2. Introduction on PaTiE training materials

This chapter provides guidelines to VET adult educators participating in PaTiE course and explains how to use the exercise book and theory and where to find the material to

be taught. PaTiE workshop directors will also find guidelines for structuring each

workshop with regard to time and content, and identifying the objectives of each

activity. In the section dealing with evaluation, the criteria with which the workshop

director should evaluate the completed workshop activities are identified, as are the

corresponding recommended evaluation sheets and questionnaires.

2.1 Recommendations and key points

Participants: the participants in

these workshops are VET

educators who work in continuing

vocational education and training. It

is recommended that there be

between 10 and 16 members in the

group.

Content level: Given that the

modules are independent,

however, it is possible that the

participants have not attended the

other sessions. In such case, they

can ask to the instructor to

consider whether a more thorough

examination of the basic concepts

is required. VET adult educators

may consult the introductory

Module 1, or any of the other

course modules, in order to

understand some key concepts.

Purpose: the purpose of this

course is to present certain

techniques that could be for

carrying out Psychodramatic work

among diverse activities in the

classroom. When the workshop

director is thinking about imparting

any module, he/she should first

review the main aims and practices

offered by each of them. This

information can be found in the

introduction of the subjects and it is

useful in order to decide which kind

of module will be the best for the

group’s interests.

Objective: the objective is both to

teach the relevance of the symbol

in Psychodramatic work within the

classroom and to introduce

exercises to teachers of adult

vocational training and life-long

education that will allow them to

improve certain multidisciplinary

competences, identified as being

9

essential by members of the adult

education sector itself. Some of

these competences may be such

as improving communication with

the course participants, contending

with diverse groups, creating an

atmosphere of greater trust,

motivating course participants,

encouraging understanding

between classmates, or fostering

creativity and spontaneity.

Duration: each module, 8 in total,

is intended for a workshop of

around 8-10 hours duration (during

the pilots it has been seen that 64

hours may not be enough to gain

enough confidence in the director

role, therefore it is recommended

that the duration is increased to 80

hours). The actual time required

will depend on the needs of the

group. It is recommended each

module to be held on a single day

or, if this is not possible, on two

consecutive days.

Structure: the workshop will follow

the normal psychodramatic

structure. Warming up, action and

sharing. The psychodramatic

structure is always dependent on

the classroom and group needs or

demands. Exercises: The Psychodramatic

exercises that are set out in each

module have the objective to

introduce educators to the specific

processes in Psychodrama, so

they may understand how to apply

them in the classroom. In the case

of the symbolic work in

Psychodrama, the objective of the

exercises contained in the manual

is to provide the VET adult

educator with tools for dealing with

the different situations that can

arise in the classroom.

2.1. 2.2 Requirements, materials and tools

Workshop director: the workshop

director should be an professional

psychodramatist. These techniques

are very powerful and must be

given by an expert. The rule of

“expect more than you bargained

for” is important in Psychodrama,

and it requires a trainer

experienced in handling these

techniques.

Space: a large room is needed for

running these workshops, one with

enough space for the participants

to move around and act as they

carry out the recommended

exercises.

Theory: in order to integrate the

theoretical concepts into the

Psychodramatic action, it is

recommended that the workshop

10

director outlines the key concepts

to be introduced in the main

exercise of the workshop,

according to the needs of the

participants and as will be specified

later.

Tools and materials: the tools for

planning and evaluating the

exercises during the workshops,

and the materials required to carry

out the dramatic action, are both

defined in each module, so you will

need the training materials

developed for this course to set up

and impart the PaTiE workshops.

2.3 Specifications for each workshop

Below are exposed the main theories per each modules, with the specific concepts that

should be exposed in each workshop, as well as some tips and techniques that can be

imparted. However, note that, depending on the experience of the workshop director,

he or she can change the exercises and readapt the theories.

2.2. Module 1: The experiential method of psychodrama

Category

Instructions

References

Time

Presentation of the

module content and its

aims followed by

introduction to the

theories: 1-2 hours

Practical

demonstrations of the

theories and specific

approaches/technique

s through exercises

and discussion with

learners: 5-6 hours

Evaluation: 1 hour

(possibly followed by

e-mail survey)

Pages 3-19

Materials

Colorful scarves

Sheets of paper

(smaller and larger)

Pages 20-32

11

Pieces of cardboard,

glue, scissors, string

for making masks

Illustrated magazines

or newspapers

Markers, pencils,

crayons – different

colours

Flipchart or whiteboard

Projector (optional)

Learning outcomes

On completion of the

module, the learners will

be able to:

outline the main

concepts and

principles of

psychodrama

give examples of

application of the

method in education

identify possible

threats resulting from

the use of

psychodrama outside

of psychotherapeutic

context

point out opportunities

of enriching VET adult

education with

psychodramatic

techniques and

exercises

Page 3

Theories presentation

J.L. Moreno and the

origins of

Pages 5-19

12

psychodrama

Creativity and

spontaneity – the

cornerstones of

psychodrama

The primacy of the

encounter

On the psychodrama

stage

Repertoire of roles

Sharing experience

Exercises and activities Greetings

Names

Trust

Social atom

Complementary

Masks

Yes-No

Path

Pages 20-32

2.3. Module 2: Warm up

Category

Instructions

References

Time

Short presentation of

module, aims, method

and trainers. 15

minutes

Warm-up exercise 15-

30 minutes

Introduction for learners

(module presentation,

aims/ scope etc, theory

presentation): 1-2

Pages 4-7

13

hours

Activities/exercises/

discussion: 3 -5 hours

Evaluation: 1 hour

Materials

Colorful scarves

Paper and pens/pencils

for writing/drawing

Colored remnant

(scamp of cloth)

Masks

Hats

Colored paint (tempera)

Music and music player

Various magazines on

sport, hunting, society,

entertainment, nature,

etc

Scissors, glue, pens

and crayons

Page 26

Learning outcomes

Learners are expected to be

able to:

To explain the

principles of warming-

up and its possible

benefits for educational

practice in VET

To list warming-up

techniques and argue

why and how they can

(cannot) be applied in

the participants’ own

practice

To propose and run an

appropriate warming-up

exercise to respond to

a particular

Pages 22-24

14

problem/challenge in a

group of adult learners

To discuss with group

about the experience


Definition of Warm Up

Concept of Tele

Tele and meeting

Concept of spontaneity

Concept of creativity

Game and Psycodrama

Pages 5-22

Exercises and activities Activities to facilitate

the presentations

Team building activities

Activities to do on the

move

Pages 24-34

2.4. Module 3: The power of the group

Category

Instructions

References

Time



and trainers: 30

minutes

Warm-up exercises

and discussion about

group dynamics: 1

hour

Theory presentation,

group theories

dynamics: 1-2 hours


discussion: 5 -6 hours

Evaluation: 1 hour

Pages 3- 4

15

Materials

Colorful scarves

Mats/ Rugs

Various toys: animals,

dolls of different sex,

dolls of different kind-

like fairies, mermaids

Sheets of paper and

colorful markers,

pencils, oil pastels

Playmobil

Pages 26- 33

Learning outcomes

Explain the principles

of group and group

dynamic and their

possible benefits from

their implementation in

VET.

Identify the benefits of

psychodrama in

educational process,

as being a group

member.

List three exercises

that refer to group work

and how these can be

applied in class.

Propose and run a

certain exercise which

corresponds to a

particular challenge in

a group of adult

learners.

Page 3


Historical detection of the

scientific study of Group

Defining Groups

Describing Groups

Group Dynamic

Pages 4- 20

16

Stages of Group

Groups & Group dynamic

in Psychodrama

The value of groups and

Group Dynamics in

Education

Exercises and activities Count until 20

Change of Position

Who will transfer me

across?

Group- body

Like a movie

Story making

Just a Word

Wander and Focus

Group Sculpture

My Route in the Group

Introduction to the

exercises. Pages: 21- 22

Considerations & Risks in

applying the exercises for

the Educator. Pages: 22-

25.

Exercises pages: 25-34

2.5. Module 4: Sociometric group mapping

Category

Instructions

References

Time

Presentation of the

module content and its

aims followed by

introduction to the

theories: 1-2 hours

Practical

demonstrations of the

theories and specific

approaches/technique

s through exercises

and discussion with

learners: 5-6 hours

Evaluation: 1 hour

(possibly followed by

Pages 3-19

17

e-mail survey)

Materials

Colorful scarves

Sheets of paper

(smaller and larger)

Markers, pencils,

crayons – different

colours

Flipchart or whiteboard

Projector (optional)

Pages 19-30

Learning outcomes

On completion of the

module, the participants

will be able to:

explain the principles

of sociometry and its

possible benefits for

educational practice in

VET

list three sociometric

techniques and argue

why and how they can

(cannot) be applied in

the participants’ own

practice

propose and run an

appropriate

sociometric exercise to

respond to a particular

problem/challenge in a

group of adult learners

“map” the structure of

a sample group and

the patters of its

inherent relations

Page 3

Theories presentation The foundations of Pages 5-19

18

sociometry in J.L.

Moreno’s writings

Social atom

Science of action

Sociometric methods

and techniques

Current issues

debated

Exercises and activities Dividing line

Social atom

What to choose

Synergies

Triangle of conflict

Map

Pages 19-30

2.6. Module 5: Conflict management

Category

Instructions

References

Time



and trainers: 30

minutes

Warm-up exercises

and discussion: 1 hour

Theory presentation,

Group Function, Origin

of Conflict, etc: 1-2

hours


discussion: 5-6 hour

Evaluation: 1 hour

Pages 3- 4

Materials

Colorful scarves

Playmobil

Pages 24- 31

19

Various toys: animals,

dolls of different sex,

dolls of different kind-

like fairies, mermaids

Sheets of paper and

colorful markers,

pencils, oil pastels

Learning outcomes

Indicate the extra value

of the psychodramatic

intervention in conflict

management.

Identify the benefits of

‘’opening’’ and

confronting an existing,

obvious or underlying,

conflict in the group

and how this

influences the learning

procedure.

Point out the limitations

of such an exploration

in the classroom.

List three exercises

that refer to conflict

management and how

these can be applied in

class

Propose and run an

appropriate

psychodramatic

exercise which

corresponds to an

emerged conflict

situation in a

classroom of adult

learners.

Page 3

20


What means Normal

function of the Group?

What means Non

Normal function of the

Group?

How a Confrontational

situation is expressed

in a Group?

How a Group Conflict

is Resolved?

What Leading

Weaknesses appear?

The Leader’s Attitude

in a Conflict situation

Social Elements in

Groups

Conflict Management

in Psychodrama

Conflict Management

in Education

Pages 5- 19

Exercises and activities Dogs and Cats

Conflict

Enemy

Follow and be followed

Teacher- Reactive

Child

The Shoe

Something that has not

been settled

Group Sculpture

Just a Word

Wander and Focus

My Route in the Group

Introduction to the

exercises. Pages: 20- 21

Considerations & Risks in

applying the exercises for

the Educator. Page: 22


21

2.7. Module 6: Working with symbols

Category

Instructions

References

Time

Pre-session

preparation for

learners (module

presentation: aims/

scope etc, theory

presentation: brief

introduction to the

theories): 1-2 hours

Session: exercises/

discussion with

learners: 5-6 hours

Evaluation: 1 hour

(this should be done

by director and

participants after the

workshop, and send

by email).

Structure pages 3-4

Materials

Theoretical outline of

the adult educator.

Various magazines on

sport, hunting, society,

entertainment, nature,

etc. are placed in the

centre of the room.

Scissors, glue and

poster boards for

making a collage.

White paper sheets,

pens and crayons.

A bag to hold the

sheets of paper.

The materials that the

For more information about

the module pages: 3-4

22

trainer will need to perform

the exercises are specified

in each exercise.

Learning outcomes

Explain the

importance of the use

of symbology in

education practice.

Suggest diverse

symbols and identify

their possible

function.

Choose exercises

that are appropriate

to the objectives set

out.

Understand the

importance of

protecting and

maintaining the

integrity of both the

group and the

individual.

Integrate the use of

symbols with active

Psychodramatic

techniques.

Appreciate the

importance of sharing

in Psychodrama.

Develop a simple

Psychodramatic

exercise, orientated

towards adult

education, in which

symbols for a real life

classroom situation

Aims and learning

outcomes page: 3

23

are used.


The introduction to theory

on the symbol will be given

throughout the

Psychodramatic action. To

that end, it is

recommended that the

director prepare and use

an outline in order to link

together the relevant

theoretical aspects

throughout the workshop,

based on the information

that appears in the

exercises.

The inclusion of theoretical

aspects during the

workshop is left in the

hands of the director. It is

not necessary to explain all

of the content, just review

the following key concepts:

The difference

between sign and

symbol.

The rule of ‘free

association’.

Explicit and implicit

content in symbols.

Spontaneity and

creativity.

Role-playing.

Functions of

intermediary objects in

the Psychodrama

session.

Theory Pages 5-22.

Exercise example to work

with the theory, page 22.

24

Participants can also find

deeper information in the

training materials and in

the specific bibliography

utilised to complete the

theory of this module.

Exercises and activities The trainer of this module

can find an introduction to

the exercises and also a

simple pre-exercise to

explain to the participants

how they can choose the

best exercise to perform in

the classroom according to

their needs and goals.

Index exercises:

Puppets

Cards and

postcards

Masks

Painting-Drawing

Sculptures

Acting roles

Acting Objects

Imaginative

exercises

Exercises with

music and

movement

Introduction to the

exercises page: 23-24

Pre-exercise ‘identify your

objectives. Page: 24.

Considerations for the

educator and risks, pages:

25-26.


25

2.8. Module 7: Role playing

Category

Instructions

References

Time

Short presentation

of module, aims,

method and

trainers. 15 minutes

Warm-up exercise

15-30 minutes

Introduction for

learners (module

presentation, aims/

scope etc, theory

presentation): 1-2

hours


discussion: 3 -5

hours

Evaluation: 1 hour

Structure and time pages:

22-23

Materials

Colorful scarves

Paper and

pens/pencils for

writing/drawing

Colored remnant

(scamp of cloth)

Masks

Hats

Colored paint

(tempera)

Music and music

player

Various magazines

on sport, hunting,

society,

entertainment,

Materials pages: 24-29

26

nature, etc

Scissors, glue,

pens and crayons

Learning outcomes

Learners are expected to

be able to:

To explain the

principles of role-

playing and its

possible benefits

for educational

practice in VET

To list three role-

playing techniques

and argue why and

how they can

(cannot) be applied

in the participants’

own practice

To propose and run

an appropriate role-

playing exercise to

respond to a

particular

problem/challenge

in a group of adult

learners

To discuss with

group about the

experience

Learning outcomes page

23


Theoretical background:

Definition

Role definition

Group definition

Among role and

group in

psychodrama

Theory pages: 3-13

27

Distinction between

role-playing an

psychodrama

Methods and

applicative contexts

Application of these

key theories in

education

Educational role-

playing

The director’s role

Construction of a

role-playing session

Settling

construction and

classroom learning

Exercises and activities List of exercises/ activities:

The first day

An ordinary day

How others see me

My future

My doubts

The beautiful and

the ugly

What will be

What I wanted to

say

I say it to myself

Non- structured

Role playing


2.9. Module 8: Sharing with the group

Category

Instructions

References

Time Pre-session preparation for Structure pages: 4-5

28

learners (module

presentation: aims/ scope

etc, theory presentation:

brief introduction to the

theories): 1-2 hours

Session: exercises/

discussion with learners: 7

hours

Evaluation: 1 hour (this

should be done by trainer

and participant after the

workshop, and send by

email).

Materials

Specific materials, if any, are

indicated in the training

materials exercises.

Sheets

Colored pencils

Pillows


Learning outcomes

Explain the importance

of the use of sharing in

education practice.

Suggest diverse sharing

techniques and identify

their possible function.

Choose exercises that

are appropriate to the

objectives set out.

Understand the

importance of protecting

and maintaining the

integrity of both the

group and the

individual.

Integrate the use of

sharing with active

Aims and learning

outcomes page: 4

29

Psychodramatic

techniques.

Develop a simple

Psychodramatic

exercise, orientated

towards adult education,

in which sharing

exercises for a real life

classroom situation are

used.


The trainer can decide how to

explain the main concepts of

this module. Anyway, is

especially important to explain

some points to participants

during the workshop as:

Guidelines for the sharing

session

The role of the leader

Ethical concerns

Participants can also find

deeper information in the

training materials and in the

specific bibliography utilised to

complete the theory of this

module.

Guidelines for the

sharing session page:

12

The role of the leader

pages: 14-18

Ethical concerns

pages: 19-22

Exercises and activities The trainer of this module can

find an introduction to the

exercises explaining the aims

of them. The training materials

for this workshop also included

several well detailed exercises

and the trainer can choose one

to perform during the lesson

Introduction of the

exercises page: 23


30

according to his / her

preferences. Index exercises:

What you say is

important

Learning about sharing

Sharing action

Not listening

The nosy ball

Reasons to be here

Exchange of problems

Who am I?

A name, letters, words

and sentence

Yes or no

Presentation

Money

Sharing statements

Take for a dance

Write a story

Positive pyramid

Bullseye

Stand up together

Once upon a time

Drawing names to let go

Affirmation circle

Allowing departure

Wrap up hug

31

3. Evaluation

3.1. 3.1 Evaluation Form for Workshop Director in Psychodramatic exercises

This template is an orientation for the trainer in order to facilitate his/ her evaluation of the psychodramatic exercise performed during the workshop.

It can be applied to every module.

Indicator Description Evaluation scale 1 2 3 4

Understanding the importance of protecting and maintaining the integrity of both the group and the individual.

Evaluating whether the participant has understood this concept, and whether they apply it correctly when doing the exercises

The participant has not understood the concept and does not apply it in the exercises.

When carrying out the exercises, the participant's proposals demonstrate that they have understood the importance of this responsibility but they do not apply it effectively.

The participant understands the importance of this responsibility, and is able to demonstrate so by applying it in the exercises and generating an appropriate atmosphere of respect.

Using and understanding symbols /sociometry, sharing, warm up, etc. techniques in the workshop

Ability to propose symbols and techniques that have relevant content, conducive to the education process

The symbols and techniques proposed are not relevant to the education process because they are not fully understood.

The symbols and techniques presented are well identified but they are not relevant to the classroom.

The symbols and techniques proposed are correct and facilitate the education process in the classroom.

Applying symbols /sociometry, sharing, warm up, etc. techniques in their own classroom

Ability to apply the techniques for working with symbols /sharing / sociometry, etc. in the classroom in order to improve the education process.

They are not able to apply any of the proposed techniques.

They carry out the proposed exercises, as taught and without difficulty.

They apply the techniques, as taught, and introduce variations when required.

They are able to perform the exercises as taught and to create new ones that are adapted to their specific needs in the classroom.

Identifying To Does not Recognises the Identifies the

32

situations in which symbols / sociometry / warm up, etc. are useful

determine whether working with symbols /sharing / warm up / sociometry,etc. can revitalise a typical classroom situation, according to the needs of that situation.

recognise the situations where working with symbols / warm up / sociometry / sharing, etc. can be of use.

situations but does not propose appropriate exercises.

situations in which working with symbols / sociometry / warm up / sharing, etc. is useful, and proposes exercises that are adapted to each case.

Understanding latent dynamics

Ability to observe and recognise underlying processes that may block the education process.

Does not recognise the underlying processes that are giving rise to the educational blockage.

Intuitively knows some underlying processes but is not able to identify them clearly.

Recognises underlying processes that are taking place in the classroom and causing an obstacle to learning.

Learning to share the experience of the Psychodramatic action.

Ability to give space to the participants so they may share their experience of the dramatic action.

Does not respect others' opinions and does not open the space up for their classmates to share freely.

Respects the turns of the others but when participating themselves they make judgements and comments on the others' experiences.

Respects the turns of the others and shares their own experience but they analyse and judge their classmates' experiences.

Respects the turns of the others, expresses their own experiences, and does not judge nor analyse the experiences recounted by their classmates.

33

3.2. 3.2 Evaluation Reports Template for Workshop Director

Module __: “__________________________________”

Name of workshop director: _____________________________________________

Date: ____/____/2015

This template is an orientation for the workshop director in order to facilitate his/ her evaluation of training materials representing each module of PaTiE Training Programme.

It can be applied to every module.

Please, answer the following questions:

A1. Have I achieved the learning outcomes proposed in training material for this module? Please, explain below: _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

A2. Have I noticed a change in the participants’ perception of group work? Please, explain below:

34

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

A3. Please present briefly how you performed this module in the class; refer any obstacles or problems that you might confronted during the workshop.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Signature

35

3.3. 3.3 Evaluation Forms for Course Participants (1 form per

Module)

Module 1: “The Experiential Method of Psychodrama”

Name of participant: ___________________________________________________

Date: ____/____/2015


A1. Do you believe that psychodrama can influence your perception of group work and educational practice? Please, explain your answer:

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

A2. Can you see feasible ways of integrating the specific psychodrama approaches and techniques in the process of VET adult education?

□ Yes □ No

Please, explain your answer:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

A3. Do you see possible threats on using Psychodrama outside the therapeutic context?

36

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

A4. Give your responses to the following table according to your level

of agreement with the given statements and using the following key. Mark your answers with a circle:

1. Entirely disagree 2. Mostly disagree 3. Somewhat disagree 4. Neither agree nor disagree 5. Somewhat agree 6. Mostly agree 7. Entirely agree

I view the situation in the group differently now. 1 2 3 4 5 6 7

I think using this type of technique has been helpful for my own development.

1 2 3 4 5 6 7

Following the exercise, I feel that the whole team is more integrated. 1 2 3 4 5 6 7

I have been able to express my opinions and participate in front of the other group members.

1 2 3 4 5 6 7

I felt part of the group and I have participated keenly in the course. 1 2 3 4 5 6 7

In general, I feel more motivated after taking part in the exercise. 1 2 3 4 5 6 7

I trust my fellows more. 1 2 3 4 5 6 7

I understand and appreciate the differences that exist between the group members.

1 2 3 4 5 6 7

I understand my fellows better and have more respect for them. 1 2 3 4 5 6 7

I have more confidence in my own abilities. 1 2 3 4 5 6 7

37

Module 2: “Warm Up”


Date: ____/____/2015


A1. Please identify the benefits of warm-up techniques and their relevance for education:

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________

A2. Do you feel able to present a set of warm-up techniques in your adult classes?

□ Yes □ No

If yes, please list below which of them and explain:

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________

38

A3. Give your responses to the following table according to your level of agreement with the given statements and using the following key. Mark your answers with a circle:




1 2 3 4 5 6 7



1 2 3 4 5 6 7





1 2 3 4 5 6 7



39

Module 3: “The Power of the Group”


Date: ____/____/2015


A1. Are you able to explain the principles of group and group dynamic and their possible benefits from their implementation in VET?

□ Yes □ No

Please, explain the benefits:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________

A2. Do you have a clear idea on the further steps you would need to take to plan/modify your curricula in order to better focus on group dynamics?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

________________________________________________

40





1 2 3 4 5 6 7



1 2 3 4 5 6 7





1 2 3 4 5 6 7



41

Module 4: “Sociometric Group Mapping”


Date: ____/____/2015


A1. Are you able to explain the principles of sociometry and its possible application in educational practice in VET?

□ Yes □ No

Please, explain the applicability of sociometric techniques in adult VET classes:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________

A2. What benefits do you identify of sociometric techniques in giving insight into group structure and facilitating team building and conflict management?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

________________________________________________

42





1 2 3 4 5 6 7



1 2 3 4 5 6 7





1 2 3 4 5 6 7



43

Module 5: “Conflict Management”


Date: ____/____/2015


A1. Do you consider that conflict management techniques could be applied in VET adult classes?

□ Yes □ No

A2. If yes, could you list two or three exercises that refer to conflict management and explain how these can be applied in class?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

A3. What could be the differences between your current way of dealing

with conflict and psychodramatic ones?

_______________________________________________________

_______________________________________________________

_______________________________________________________

44

_______________________________________________________

_______________________________________________________

_________________________________________________





1 2 3 4 5 6 7



1 2 3 4 5 6 7





1 2 3 4 5 6 7



45

Module 6: “Working with Symbols”


Date: ____/____/2015


A1. Please, explain the importance of the use of symbology in education practice:

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_____________________________________________

A2. Could you describe a simple Psychodramatic exercise, orientated towards adult education, in which symbols for a real life classroom situation are used?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________

46





1 2 3 4 5 6 7



1 2 3 4 5 6 7





1 2 3 4 5 6 7



47

Module 7: “Role Playing”


Date: ____/____/2015


A1. Do you consider that role-playing techniques could benefit the educational practice in VET?

□ Yes □ No

If yes, please explain why:

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________

A2. Which “Role Playing” exercises would you apply in your own VET classes and why?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

________________________________________________

48





1 2 3 4 5 6 7



1 2 3 4 5 6 7





1 2 3 4 5 6 7



49

Module 8: “Sharing with the Group”


Date: ____/____/2015


A1. Please, explain the importance of the use of sharing in education practice:

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

______________________________________________

A2. Are you able to present a set of “Sharing” techniques in your adult VET classes?

□ Yes □ No

If yes, please list below which of them you would apply in which situation and why:

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

50

_______________________________________________________

_____________________________________________





1 2 3 4 5 6 7



1 2 3 4 5 6 7





1 2 3 4 5 6 7



51

3.4. 3.4 Evaluation of the results

As can be seen, the Evaluation Form for Workshop Director proposes a 1, 2, 3,

4 grading, with 4 being the highest grade and corresponding to a more complete

learning. Each row of these templates corresponds to a competence or ability that

the adult participants should obtain thanks to the workshop training. The letters

indicate the level to which each competence has been understood. It is the

workshop director's responsibility, therefore, to check the results they have

obtained; whether the students do not understand certain competences because

the latter are at too advanced a level, or because the exercises are not really

orientated towards acquiring them, etc. These are the elements the director should

consider in their final evaluation of the workshop.

It is also very important that the workshop director, apart from giving a

numeric/quantitative evaluation to the workshop, also writes a report gathering the

more qualitative insights from the session. Psychodrama interventions have an

important emotional component that emerges through gleams of diverse types of

expression that cannot be expressed by numeric evaluation but are often more

important to the functioning of the group and the activity. That is why the workshop

director should write the Evaluation Report Template to be able to track the

progress of the group throughout the time.

The Evaluation Forms for Course Participants are a combination of open

questions and Likert scales. Both the workshop director and the participant can

add new statements to all the suggested questionnaires, provided they think it

necessary for carrying out a full evaluation. The results obtained from a Likert

scale are calculated by summing all the numbers indicated in each Likert item.

Minimum and maximum results are then established. These are calculated by

summing the lowest number on the scale – 1 – as many times as the number of

statements. So, in the case of item 1 suggested here; 1+1+1. For the maximum

result, 7 is summed as many times as the number of statements, in this case;

7+7+7. So, the minimum in this case is 3, and the maximum is 21. When

evaluating the result of a questionnaire, we can say that if it is close to 5 then the

attitude of that teacher with regard to their exercise is somewhat unfavourable. A

score of 17 indicates a highly favourable attitude.

52

In order to obtain the average result of a questionnaire, the PT/NT formula is

applied, where PT is the total number of points on the scale, obtained by summing

all the responses, and NT is the total number of statements.

I have achieved the objectives set out 1 2 3 4 5 6 7

I have noticed a change in the classroom 1 2 3 4 5 6 7

I have protected the integrity and wellbeing of the students during

the exercise

1 2 3 4 5 6 7

In this example, PT would be: 11 / NT: 3= 3.6, which is a medium-low evaluation in

the 1-to-7 scale suggested. In any case, analysing the answers separately is

useful for seeing the details and gaining a better understanding of the attitude of

the respondent.

53

BIBLIOGRAPHY

Bielskie Stowarzyszenie Artystyczne Teatr Grodzki (2009) GUIDELINES ON PSYCHODRAMA USE IN ADULT EDUCATION. POTENS multilateral Grundtvig project.

Blatner, A. (2002) Role Playing in Education, http://www.blatner.com/adam/pdntbk/rlplayedu.htm

Serafin, E. (2004) Psychodrama in der Erwachsenenbildung. (Psychodrama in the adult education) in F. von Ameln, R. Gerstmann, J. Kramer (eds) Psychodrama, Berlin, Heidelberg, New York: Springer

54

http://www.blatner.com/adam/pdntbk/rlplayedu.htm

Handbook for Trainers (EN)

Documents

Transcript of Handbook for Trainers (EN)