Effects of Psychodrama Practice on University Students’ Subjective Well-Being and Hopelessness Essay
Effects of Psychodrama Practice on University Students’ Subjective Well-Being and Hopelessness
Psychodrama can be defined as the helpful role-playing method technique usually conducted by groups. Many questions have been raised about the effects which can be caused by psychodrama on students (Blatner, & Adam, 2014). This article have discussed and compiled those effects caused by psychodrama practice on university students’ subjective well-being and hopelessness, morenean approaches: Recognizing Psychodrama’s many facets, the integration of psychodrama with Bowen’s theory in couple therapy and enriching psychodrama through the use of cognitive behavioral therapy techniques Bibliography.
Article summary on the effects of psychodrama practice on university students’ subjective well-being and hopelessness
The effects of psychodrama can be either positive or negative (benefits or limitation).Psychodrama has several applications in real life today. These applications include business, training, religion, and application in business and also teaching together with psychotherapeutic application and concentrations (Blatner, & Adam, 2014). Many people have made it a major part in their colleges as psychodrama trainers who puts efforts broadly with such persons (Farmer et al, 2007). The psychodrama tic tactic can be readily unified with several other approaches which relates to psychotherapy. According to Blatner, & Adam, (2014), the integration of psychodrama with psychoanalysis, gestalt therapy, behavior therapies, creative arts therapies, play therapy, body therapies, family therapy, group therapy, imagination therapies and other miscellaneous psychotherapies. For example within (ASGPP) American Society for the Study of Group Psychotherapy and Psychodrama there is a sub class of psychodrama that precisely concentrate on application of psychoanalytic.
Psychodrama symbolizes a full expansion and improvement of role-playing together with their applications and implementation. Although role-playing is mostly discussed, outdoor of psychodrama it has not often been considered as an intermediation but except decisiveness training, others are known by the clinician. A psychodrama tic role-playing meeting is perfect for formulating for example a university student to have an encounter with a family or friend member, employer, or maybe the colleague worker. Psychodrama have another application of addressing a wide range of matters and problems comprising those in the currently, future, and past or those that comprise the interior encounter (Farmer et al, 2007).
According to Farmer et al, (2007), it can be addressed as “surplus reality,” that is those issues connected to what one might have, would have, and should have done. This can be applied to efficiently address visions and fantasies and can be applied to address worries related to “God”, “the church” or “the government” in a straight sort of manner. This can improve the well-being of a student and assist him or her in grieving through a goodbye meeting with a departed important and esteemed one. Furthermore Psychodrama can be applied to enhance specific therapy on an individual or additional therapy setup. This can assist the move a student past a deadlock or define if they are equipped for expulsion from treatment through tackling an expected challenging situation (Treadwell, 2005).
Privacy is an issue in any experimental preparation groups just as it is in psychotherapy groups. Each participants is required to come to an agreement to privacy as one condition for being a fragment of this training (Blatner, & Adam, 2014). The participants are also stimulated to take into account ongoing work and school interactions with other participants as they select what they unveil as a personal material. Furthermore, it will be addressed out that a moral condition for group work is to make the contestants aware that though a group trainer is forbidden by law from unveiling any material from group, also other group members do not have that same responsibility.
Many ways can lead to physical injury to the participant in the process of enactment. For example, the presentation of fierce scenes, creating effects in example standing on chairs, or peoples who are bodily compromised to start with commotions which they cannot do. It is the teacher’s and therapist’s accountability to be alert of possible hazards and to shield the participants. Societal force can end up in individuals feeling constrained to participate in activities of which they may not otherwise accord. Moreover, it is stressed that this subject must be made clear with each participant with whom the therapist might use the method (Farmer et al, 2007).
Psychodrama is the most approach developed by Moreno in his lifespan. Instead of being believed of as an only technique, his work would be greatly aided if utilized and recognized as actually separate mechanisms (Karatas, &Zeynep, 2005). Although the efficiency of these individual mechanisms might be added up by using them in performance, there are many situations in which they can be applied in their own right. Moreno came to a conclusion that body movement, active interrelations and actions on the stage, their common familiarity or distance as stated in altitudinal terms, physical, could inform more about the troubles in interpersonal affairs than speaking (Farmer et al, 2007).
The action occurring on the stage, movements and spoken words, and objects, make it probable for the character to either to complete anything he or she has been unable to, or have not known how to do it, or tried not do in actuality (Treadwell, 2005). This can be referred as act completion since it is on the psychodrama stage that the person understands the emotions and thoughts that obstruct him, plus the new sequence of behavior that will assist him to express himself independently (Treadwell, 2005). Psychodrama not only sightsees one’s unexpressed feelings and thoughts, but also the conditions that have never really occurred but could have the meets with those who are actually not there. Everything can happen in psychodrama and this hidden dimension of experience can be referred as surplus reality or an extra dimension of reality.
The “character’s” story or subject is at the center of the psychodrama tic presentation whereby the character is the client, patient and the subject of the conduct. The character is chosen out of the group and during the psychodrama tic process the group’s participants are the “listeners” and the source is for the enactment (Blatner, & Adam, 2014). About the greatest part, the source plays the part according to the character’s comments and instructions .The organizer may direct the source but not intensively. According to Moreno, the source can be acted to the character’s creative mind in two approaches known as double and soliloquy (Treadwell, 2005).
There are many methods which co-therapist use to deal with those in relationships mainly couples by use of psychodrama methods and Bowen’s theories. The authors put together the Bowens theory of differentiated individual as single who is capable to function from a position of me as different from we in couples or relationships and use psychodrama to show this functioning (Blatner, & Adam, 2014).
The appliance of psychodrama among couples is based on the four Bowens theories (Farmer et al, 2007). the first theory is the theory of triangle, In couples who are too cross of very far there comes a time where some misunderstanding occurs, some couples are able to solve them in a peaceful manner while others they do not manage to do so, this cause an emotional tension which leads to violence in the family. This is where the Bowens theory of triangle gets in, the theory introduces a third party in the family, which helps to solve the problem. The three party’s forms a triangle as the name suggest due to the pull of the third party. The third party can be Christian leaders, police or family friends.
According to Blatner, & Adam, (2014), in families, differentiated profile according to Bowen’s theory occurs when a child is born with some characteristics similar to those of one parent or grandparent or the child is born during the period of the death of one of the members of the family. The child concentrates more on the family due to the pressure from those sharing the same characteristics with him or her. This makes child to grow in a sense of WE more than I. In this case, Bowen wanted to teach couples on how to be different from others, if is to attend therapy sessions on member can attend and bring a change in the family if both are not willing to attend together (Karatas, &Zeynep, 2005).
The authors bring together the psychodrama and also cognitive behavioral techniques in-group settings. Those groups should have a minimum of five and maximum of ten members. The sessions should take 2 to 3 hours and total period should be 15 weeks. Those with aggressive disorders should take individual therapy (Treadwell, 2005). In the application of cognitive therapy, therapist should start with dysfunctional contemplation or thought records where the group’s members record things that affect them emotionally. The records are kept in each person’s file.
During the filling of dysfunctional forms, the members should be given the samples first to guide them on how to fill them. Those forms help the therapist to know each person problem (Treadwell, 2005). Other cognitive technique is automatic thoughts, which are habitual. The therapist helps the patient to recognize them and assist the patient how to deal with them. The cognitive behavioral technique is very effective and the patient responds to it very well (Blatner, & Adam, 2014).
From the impacts of psychodrama and its explanation we can deduce that it not only explores one’s unexpressed feelings and thoughts, but also the situations that have at no time really occurred but could have the meets with those who are actually not there. Everything can happen in psychodrama and this hidden dimension of experience can be referred as surplus reality or an extra dimension of reality. Psychodrama is useful since it can be applied in business, training, religion, and application in business and also teaching together with psychotherapeutic application and concentrations. Other than benefits it can affect the participant due to its societal force which can end up in individuals feeling constrained to participate in activities of which they may not otherwise accord.
Psychodrama can be defined as the helpful role-playing method technique usually conducted by groups.
Effects of psychodrama can be either positive or negative (benefits or limitation).
Benefits include the applications in real life situations such as in business, training, religion, application in business and also teaching.
Negative effects are the potential harms in terms of emotions, social culture or physical change.
According to Moreno, Psychodrama is the most approach developed in his lifespan
Psychodrama not only sightsees one’s unexpressed feelings and thoughts, but also the conditions that have never really occurred but could have, the meets with those who are actually not there.
Everything can happen in psychodrama and this hidden dimension of experience, can be referred as surplus reality or an extra dimension of reality.
Bowens theories emphasizes mostly on differentiation where one refers himself as an individual.
The force of the third party in a relationship helps a lot.
The integration of Bowers theories and psychodrama brought a solution to those in relationships.
Dysfunctional thought forms help mostly students and patients with a problem of mood regulation.
During the first sessions of application cognitive technique, the students do not cooperate but later they enjoy the sessions.
Blatner, Adam (2014). Morenean Approaches: Recognizing Psychodrama’s Many Facets. Turk Egitim DernegiFarmer, Chris; Geller, Marcia (2007). The Integration of Psychodrama with Bowen’s Theories in Couples Therapy. Heldref Publications Winter
Karatas, Zeynep. (2005). Effects of Psychodrama Practice on University Students’ Subjective Well-Being and Hopelessness
Treadwell, Thomas W; Kumar, V K; Wright, Joseph H (2005). Enriching Psychodrama Through the Use of Cognitive Behavioral Therapy Techniques. HELDREF PUBLICATIONS Summer
Subject: Architecture & design,
University/College: University of Chicago
Type of paper: Thesis/Dissertation Chapter
Date: 7 August 2015
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