Bedeutsame Ereignisse während eines selbsterfahrungsorientierten Gruppentrainings für Psychologiestudenten – auf der Basis von Psychodrama und Aktionsmethoden

Abstract

This article of the Zeitschrift für Psychodrama und Soziometrie (ZPS) presents some results of empirical research on the change process during the psychological training based on Psychodrama and Action Methods. The participants were a group of 28 female, aged 22, fourth year Psychology students at the John Paul II Catholic University of Lublin, Poland. They are randomly chosen from a group of 61 voluntaries and divided into two equal groups. 24-hour three-day training were prepared and conducted by a certified psychotherapist and PD trainer. Participants were anonymously asked by using the Polish version of the Helpful Aspects of Therapy Form (HAT) adapted to the training context for their feedback at the end of each eighth-hour day of training as well as three months after. The students reported many significant events both helpful and hindering. Helpful events were more numerous in number. Some of these were still remembered after three months. The trainees' perception of the application of a set of PD and AM techniques in their academic professional education, as well as the use of HAT as feedback methods in group training were discussed.

Teaching-Learning Processes: Application of Educational Psychodrama in the University Setting

“…Additionally, a forum has been created for teachers to assess the usefulness of psychodramatic techniques. Although educational psychodrama has been proposed as a teaching method for decades and recent experiences in higher education exist [29,38,39], a lack of knowledge persists regarding the evidence and effectiveness of these techniques. Overall, teachers positively evaluated psychodramatic techniques to foster active, experiential and motivational learning and as resources for learning assessment and class group management.…”

“…The purpose of role-playing in education and the importance of developing kinesthetic learning have been frequently addressed in the literature [27,28,54]. Additionally, applications of educational psychodrama in higher education have demonstrated the usefulness of role-playing to develop professional skills in university students [29,38,39]. However, although teachers mentioned they already use this technique in teaching-learning processes, they highlighted the usefulness of the systematization and structuring proposed in the TTS-EP course.…”

“…Educational psychodrama or pedagogical role-playing is defined as a teaching-learning process based on the integration of personal interrelationships, action, the use of games and active teaching techniques [27,28]. The application of these psychodramatic elements in higher education has also been termed psychodrama-based training [29]. From this perspective, the use of psychodramatic techniques in the educational context is used to optimize learning processes [29].…”

“…The application of these psychodramatic elements in higher education has also been termed psychodrama-based training [29]. From this perspective, the use of psychodramatic techniques in the educational context is used to optimize learning processes [29]. Furthermore, in educational psychodrama, the emotional and experiential component of learning takes on special relevance [27].…”

“…There is less evidence of the application of psychodrama in higher education. However, use of psychodrama in the university shows positive results for knowledge acquisition and professional role training [29,38,39]. Specifically, evidence shows the positive effects of psychodramatic techniques on the acquisition of professional skills in education, psychology and business students [27,38,39].…”