Online Psychodrama and Action Methods: Theories and Practices

Abstract

This article is a study of psychotherapy and sociotherapy practices developed in virtual environments during the Covid-19 pandemic. Online action methods were applied, among them: psychodramas, sociodramas, spontaneous theaters and dramatic games. As an objective, we sought to understand the specifics of these methods. Methodologically, analyzes of the information and of the socodynamics of these encounters were conducted, where we confirm or refute hypotheses related to the therapeutic specificities and effects of online practices. From the analysis some phenomena were found, which were defined theoretically and practically, such as hyper-supplementary reality, interconnecting scenes, virtual tele, virtual therapeutic bond, condensed corporality, speech-action, dynamic sociocultural matrix, and virtual psychodramatic role.

New developments during the COVID-19 pandemic: Drama therapy as an online psychological intervention tool

“…Online psychological intervention is less affected by life conditions, such as schedules and fixed times and routines, which bring clients a great sense of security, which helps them keep in touch with the group and enhances their sense of belonging (Nery, 2022 ). Sharing concerns and feelings within the group strengthened group integration during COVID-19 (Carroll et al, 2000 ) and provided a sense of continuity.…”

“…Based on the analysis of 20 interviews with drama therapy practitioners from 1 9 countries, Atsmon et al summed up four patient attitudes toward online drama therapy—resistance, anxiety, adaptation, and fluency—and concluded that online drama therapy was a via ble branch of drama therapy (Atsmon et al, 2022 ). Nery's research used online action methods, such as psychodrama, social drama, and spontaneous drama, to stimulate clients' imagination in a virtual environment (Nery, 2022 ). Reyes conducted a literature review on drama therapy for students with ASD during COVID-19 and found that, although remote technology made some students anxious, it kept them in touch with other people (Reyes, 2022 ).…”