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
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
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
3
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 selfknowledge 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 reestablish 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 subgroup 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
techniques
these
VET
carrying out Psychodramatic work
educators who work in continuing
among diverse activities in the
vocational education and training. It
classroom. When the workshop
is recommended that there be
director is thinking about imparting
between 10 and 16 members in the
any module, he/she should first
group.
review the main aims and practices
Content level: Given that the
offered by each of them. This
modules
independent,
information can be found in the
however, it is possible that the
introduction of the subjects and it is
participants have not attended the
useful in order to decide which kind
other sessions. In such case, they
of module will be the best for the
can
group’s interests.
workshops
are
ask
to
the
are
instructor
to
that
could
be
for
consider whether a more thorough
Objective: the objective is both to
examination of the basic concepts
teach the relevance of the symbol
is required. VET adult educators
in Psychodramatic work within the
may
classroom
consult
the
introductory
and
to
introduce
Module 1, or any of the other
exercises to teachers of adult
course
vocational training and life-long
modules,
in
order
to
understand some key concepts. Purpose: course
is
the
purpose
to
present
of
education that will allow them to this
certain
improve
certain
multidisciplinary
competences, identified as being
9
essential by members of the adult
or, if this is not possible, on two
education sector itself. Some of
consecutive days.
these competences may be such
Structure: the workshop will follow
as improving communication with
the
the course participants, contending
structure. Warming up, action and
with diverse groups, creating an
sharing.
atmosphere
trust,
structure is always dependent on
participants,
the classroom and group needs or
of
motivating
greater
course
encouraging
2.1.
understanding
normal
psychodramatic
The
psychodramatic
demands.
between classmates, or fostering
Exercises: The Psychodramatic
creativity and spontaneity.
exercises that are set out in each
Duration: each module, 8 in total,
module
is intended for a workshop of
introduce educators to the specific
around 8-10 hours duration (during
processes in Psychodrama,
the pilots it has been seen that 64
they may understand how to apply
hours may not be enough to gain
them in the classroom. In the case
enough confidence in the director
of
role, therefore it is recommended
Psychodrama, the objective of the
that the duration is increased to 80
exercises contained in the manual
hours). The actual time required
is
will depend on the needs of the
educator with tools for dealing with
group. It is recommended each
the different situations that can
module to be held on a single day
arise in the classroom.
2.2
have
the
to
the
objective
symbolic
provide
the
work
VET
to
so
in
adult
Requirements, materials and tools
Workshop director: the workshop
Space: a large room is needed for
director should be an professional
running these workshops, one with
psychodramatist. These techniques
enough space for the participants
are very powerful and must be
to move around and act as they
given by an expert. The rule of
carry
“expect more than you bargained
exercises.
for� is important in Psychodrama,
Theory: in order to integrate the
and
theoretical
it
experienced techniques.
requires in
a
handling
trainer these
out
the
recommended
concepts
Psychodramatic
into
action,
the it
is
recommended that the workshop
10
director outlines the key concepts
exercises during the workshops,
to be introduced in the main
and the materials required to carry
exercise
workshop,
out the dramatic action, are both
according to the needs of the
defined in each module, so you will
participants and as will be specified
need
later.
developed for this course to set up
Tools and materials: the tools for
and impart the PaTiE workshops.
planning
of
the
and
2.3
evaluating
the
training
materials
the
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
Time
Presentation of the
References
Pages 3-19
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) Materials
Colorful scarves
Pages 20-32
Sheets of paper (smaller and larger) 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
Page 3
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
Theories presentation
J.L. Moreno and the
Pages 5-19
origins of
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
Pages 20-32
Names Trust Social atom Complementary Masks Yes-No Path
2.3.
Module 2: Warm up Category
Time
Instructions
Short presentation of
References
Pages 4-7
module, aims, method and trainers. 15 minutes Warm-up exercise 1530 minutes Introduction for learners (module presentation, aims/ scope etc, theory presentation): 1-2 13
hours Activities/exercises/ discussion: 3 -5 hours Evaluation: 1 hour Materials
Colorful scarves
Page 26
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 Learning outcomes
Learners are expected to be Pages 22-24 able to: To explain the principles of warmingup 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
14
problem/challenge in a group of adult learners To discuss with group about the experience Theories presentation
Definition of Warm Up
Pages 5-22
Concept of Tele Tele and meeting Concept of spontaneity Concept of creativity Game and Psycodrama
Exercises and activities
Activities to facilitate
Pages 24-34
the presentations Team building activities Activities to do on the move
2.4.
Module 3: The power of the group Category
Time
Instructions
Short presentation of
References
Pages 3- 4
module, aims, method and trainers: 30 minutes Warm-up exercises and discussion about group dynamics: 1 hour Theory presentation, group theories dynamics: 1-2 hours Activities/exercises/ discussion: 5 -6 hours Evaluation: 1 hour
15
Materials
Colorful scarves
Pages 26- 33
Mats/ Rugs Various toys: animals, dolls of different sex, dolls of different kindlike fairies, mermaids Sheets of paper and colorful markers, pencils, oil pastels Playmobil Learning outcomes
Explain the principles
Page 3
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. Theories presentation
Historical detection of the
Pages 4- 20
scientific study of Group Defining Groups Describing Groups Group Dynamic
16
Stages of Group Groups & Group dynamic in Psychodrama The value of groups and Group Dynamics in Education Exercises and activities
Count until 20
Introduction
to
the
Change of Position
exercises. Pages: 21- 22
Who will transfer me across?
Considerations & Risks in
Group- body
applying the exercises for
Like a movie
the Educator. Pages: 22-
Story making
25.
Just a Word Wander and Focus
Exercises pages: 25-34
Group Sculpture My Route in the Group
2.5.
Module 4: Sociometric group mapping Category
Instructions
Time
Presentation of the
References
Pages 3-19
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 17
e-mail survey) Materials
Colorful scarves
Pages 19-30
Sheets of paper (smaller and larger) Markers, pencils, crayons – different colours Flipchart or whiteboard Projector (optional)
Learning outcomes
On completion of the
Page 3
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
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
Pages 19-30
Social atom What to choose Synergies Triangle of conflict Map
2.6.
Module 5: Conflict management Category
Time
Instructions
Short presentation of
References
Pages 3- 4
module, aims, method and trainers: 30 minutes Warm-up exercises and discussion: 1 hour Theory presentation, Group Function, Origin of Conflict, etc: 1-2 hours Activities/exercises/ discussion: 5-6 hour Evaluation: 1 hour Materials
Colorful scarves
Pages 24- 31
Playmobil 19
Various toys: animals, dolls of different sex, dolls of different kindlike fairies, mermaids Sheets of paper and colorful markers, pencils, oil pastels Learning outcomes
Indicate the extra value
Page 3
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.
20
Theories presentation
What means Normal
Pages 5- 19
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 Exercises and activities
Dogs and Cats
Introduction
to
the
Conflict
exercises. Pages: 20- 21
Enemy Follow and be followed
Considerations & Risks in
Teacher- Reactive
applying the exercises for
Child
the Educator. Page: 22
The Shoe Something that has not
Exercises pages: 23-31
been settled Group Sculpture Just a Word Wander and Focus My Route in the Group
21
2.7.
Module 6: Working with symbols Category
Time
Instructions
Pre-session
References
Structure pages 3-4
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). Materials
Theoretical outline of
For more information about
the adult educator.
the module pages: 3-4
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
22
trainer will need to perform the exercises are specified in each exercise. Learning outcomes
Explain the
Aims
and
importance of the use
outcomes page: 3
learning
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
23
are used. Theories presentation
The introduction to theory
Theory Pages 5-22.
on the symbol will be given
Exercise example to work
throughout the
with the theory, page 22.
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. 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 Introduction
to
the
can find an introduction to exercises page: 23-24 the exercises and also a Pre-exercise ‘identify your simple
pre-exercise
to objectives. Page: 24.
explain to the participants Considerations
for
the
how they can choose the educator and risks, pages: best exercise to perform in 25-26. the classroom according to Exercises pages: 23-45 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
25
2.8.
Module 7: Role playing Category
Time
Instructions
References
Short presentation
Structure and time pages:
of module, aims,
22-23
method and trainers. 15 minutes Warm-up exercise 15-30 minutes Introduction for learners (module presentation, aims/ scope etc, theory presentation): 1-2 hours Activities/exercises/ discussion: 3 -5 hours Evaluation: 1 hour Materials
Colorful scarves
Materials pages: 24-29
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,
26
nature, etc Scissors, glue, pens and crayons Learning outcomes
Learners are expected to Learning outcomes page be able to:
23
To explain the principles of roleplaying and its possible benefits for educational practice in VET To list three roleplaying techniques and argue why and how they can (cannot) be applied in the participants’ own practice To propose and run an appropriate roleplaying exercise to respond to a particular problem/challenge in a group of adult learners To discuss with group about the experience Theories presentation
Theoretical background:
Theory pages: 3-13
Definition Role definition Group definition Among role and group in psychodrama
27
Distinction between role-playing an psychodrama Methods and applicative contexts Application of these key theories in education Educational roleplaying The director’s role Construction of a role-playing session Settling construction and classroom learning Exercises and activities
List of exercises/ activities:
Exercises pages: 24-27
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
Time
Instructions
References
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 Exercises pages: 23-35 indicated
in
the
training
materials exercises. Sheets Colored pencils Pillows Learning outcomes
Aims Explain the importance
and
learning
outcomes page: 4
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 29
Psychodramatic techniques. Develop a simple Psychodramatic exercise, orientated towards adult education, in which sharing exercises for a real life classroom situation are used.
Theories presentation
The trainer can decide how to Guidelines
for
the
explain the main concepts of sharing session page: this
module.
Anyway,
is 12
especially important to explain The role of the leader some
points
to
participants pages: 14-18
during the workshop as: Guidelines for the sharing Ethical
concerns
pages: 19-22
session The role of the leader Ethical concerns Participants deeper
can
information
also
find
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 Introduction
of
the
find an introduction to the exercises page: 23 exercises explaining the aims Exercises pages: 23-35 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
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 1
Understandi ng the importance of protecting and maintaining the integrity of both the group and the individual. Using and understandin g symbols /sociometry, sharing, warm up, etc. techniques in the workshop
Applying symbols /sociometry, sharing, warm up, etc. techniques in their own classroom
Identifying
Evaluation scale 2 3 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.
4 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.
Evaluating whether the participant has understood this concept, and whether they apply it correctly when doing the exercises Ability to propose symbols and techniques that have relevant content, conducive to the education process
The participant has not understood the concept and does not apply it in the exercises.
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.
Ability to apply the techniques for working with symbols /sharing / sociometry, etc. in the classroom in order to improve the education process. To
They are not able to apply any of the proposed techniques.
They carry out the propose d exercise s, as taught and without difficulty.
They are able to perform the exercises as taught and to create new ones that are adapted to their specific needs in the classroom.
Does
They apply the techniqu es, as taught, and introduce variation s when required.
not Recognises
the Identifies
the 32
situations in which symbols / sociometry / warm up, etc. are useful
Understandi ng latent dynamics
Learning to share the experience of the Psychodram atic action.
determine whether working with symbols /sharing / warm up / sociometry,e tc. can revitalise a typical classroom situation, according to the needs of that situation. Ability to observe and recognise underlying processes that may block the education process. Ability to give space to the participants so they may share their experience of the dramatic action.
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.
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.
Does not respect others' opinions and does not open the space up for their classmates to share freely.
Respect s the turns of the others but when participat ing themselv es they make judgeme nts and comment s on the others' experien ces.
Respects the turns of the others, expresses their own experiences, and does not judge nor analyse the experiences recounted by their classmates.
Respect s the turns of the others and shares their own experien ce but they analyse and judge their classmat es' experien ces.
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
Please, answer the following questions: 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. 2. 3. 4. 5. 6. 7.
Entirely disagree Mostly disagree Somewhat disagree Neither agree nor disagree Somewhat agree Mostly agree 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” Name of participant: ___________________________________________________ Date: ____/____/2015
Please, answer the following questions:
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. 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
39
Module 3: “The Power of the Group”
Name of participant: ___________________________________________________ Date: ____/____/2015
Please, answer the following questions: 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
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. 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
41
Module 4: “Sociometric Group Mapping” Name of participant: ___________________________________________________ Date: ____/____/2015
Please, answer the following questions: 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
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. 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
43
Module 5: “Conflict Management” Name of participant: ___________________________________________________ Date: ____/____/2015
Please, answer the following questions: A1.
Do you consider that conflict management techniques could be applied in VET adult classes?
□ A2.
Yes
□
No
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
_______________________________________________________ _______________________________________________________ _________________________________________________
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
45
Module 6: “Working with Symbols� Name of participant: ___________________________________________________ Date: ____/____/2015
Please, answer the following questions: 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
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. 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
47
Module 7: “Role Playing” Name of participant: ___________________________________________________ Date: ____/____/2015
Please, answer the following questions: 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
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. 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
49
Module 8: “Sharing with the Group” Name of participant: ___________________________________________________ Date: ____/____/2015
Please, answer the following questions: 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
_______________________________________________________ _____________________________________________
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. 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
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 1
2
3
4
5
6
7
the exercise
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 http://www.blatner.com/adam/pdntbk/rlplayedu.htm
in
Education,
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