Report on wp5

PaTiE:Psychodrama as a tool in Education

Report on WP5 WP Leader: ECTE - EUROPEAN CENTER IN TRAINING FOR EMPLOYEMENT Duration: 01/12/2014 – 31/07/2015

Written by: Androulakis Konstantinos, Eleni Liakou Date: 15th of October 2015 Place: Rehtymnon, Greece

1. Contents Table of Contents 2

GLOSARRY ........................................................................................................................................... - 6 -

3

INTRODUCTION ................................................................................................................................... - 7 -

4

MATERIALS AND METHODS ................................................................................................................. - 7 -

5

TRAINING ............................................................................................................................................. - 7 5.1 5.1.1

ECTE - GREECE ............................................................................................................................... - 7 -

5.1.2

Centro Machiavelli - ITALY ............................................................................................................. - 8 -

5.1.3

ALECOP-SPAIN ............................................................................................................................... - 8 -

5.1.4

EST - POLAND ................................................................................................................................ - 9 -

5.2

Course Syllabus ECTE ..................................................................................................................... - 9 -

5.2.2

Course schedule Centro Machiavelli .............................................................................................. - 9 -

5.2.3

Course schedule Alecop- Spain .................................................................................................... - 10 EDUCATOR FOR THE PILOT COURSE ............................................................................................................- 10 -

5.3.1

ECTE – GREECE ............................................................................................................................ - 11 -

5.3.2

Centro Machiavelli ...................................................................................................................... - 11 -

5.3.3

ALECOP-SPAIN ............................................................................................................................. - 11 -

5.3.4

EST – POLAND ............................................................................................................................. - 11 -

5.4

7

COURSE SYLLABUS ...................................................................................................................................- 9 -

5.2.1

5.3

6

RECRUITING PARTICIPANTS ........................................................................................................................- 7 -

COURSE IMPLEMENTATION ......................................................................................................................- 12 -

5.4.1

Course Event - Greece ................................................................................................................. - 12 -

5.4.2

Course Event - Italy ..................................................................................................................... - 12 -

5.4.3

Course Event - Spain ................................................................................................................... - 13 -

5.4.4

Course Event - Spain ................................................................................................................... - 16 -

5.4.5

Course Event - Poland ................................................................................................................. - 16 -

EVALUATION OBJECTIVES AND TOOLS ............................................................................................... - 17 6.1

EVALUATION QUESTIONNAIRE 1- FOR THE WORKSHOP DIRECTOR ....................................................................- 17 -

6.2

EVALUATION QUESTIONNAIRE 2 - FOR PARTICIPANTS (ADULT EDUCATORS).......................................................- 17 -

6.3

EVALUATION QUESTIONNAIRE 3 FOR ADULT STUDENTS .................................................................................- 17 -

6.4

POST - TRAINING REPORT FROM WORKSHOP DIRECTORS ................................................................................- 18 -

FINDINGS AND CONCLUSIONS ........................................................................................................... - 18 7.1 7.1.1

QUESTIONNAIRE 1: EVALUATION FOR THE WORKSHOP DIRECTOR ....................................................................- 18 Evaluation for the workshop director - Greece............................................................................ - 18 -

PaTiE - Report on WP 5 7.1.2

Evaluation for the workshop director – Italy ............................................................................... - 20 -

7.1.3

Evaluation for the workshop director – Spain ............................................................................. - 21 -

7.1.4

Evaluation for the workshop director – Poland ........................................................................... - 22 -

7.2 7.2.1

Evaluation for the workshop director – Greece ........................................................................... - 23 -

7.2.2

Evaluation for the workshop director – Italy ............................................................................... - 26 -

7.2.3

Evaluation for the workshop director – Spain ............................................................................. - 28 -

7.2.4

Evaluation for the workshop director – Poland ........................................................................... - 36 -

7.3

8

QUESTIONNAIRE 2- EVALUATION FOR PARTICIPANTS .....................................................................................- 23 -

POST - TRAINING REPORT FROM WORKSHOP DIRECTORS ................................................................................- 38 -

7.3.1

Training report - Greece .............................................................................................................. - 38 -

7.3.2

Training report – Italy.................................................................................................................. - 43 -

7.3.3

Training report – Spain ................................................................................................................ - 47 -

CONCLUSIONS.................................................................................................................................... - 57 -

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PaTiE - Report on WP 5

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PaTiE - Report on WP 5

Abstract The delivering of pilot courses for adult educators on psychodramatic learning techniques, in each of the project participating countries in national languages, have an aim of testing the already developed curriculum and training materials, evaluating these materials and provide a feedback for making appropriate corrections.

Methodologically, this was achieved by recruiting participants following specific selection criteria, drawing a course syllabus, based on curriculum already developed, implementing the course sessions following the eight modules of training and respective training materials already produced.

The final adjustment of the training materials was based on the evaluation feedback of both trainers and trainees.

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2 GLOSARRY workshop director = workshop director Trainer = participant Adult trainer= workshop director Participant= participant adult students= participant Syllabus = syllabus Trainee= participant Pilot course = pilot workshop session Workshop session= workshop session Curriculum = curriculum Trainer handbook = trainer handbook Evaluation questionnaires = evaluation questionnaires Evaluation report = evaluation report Workshop leader= workshop director Course duration= workshop session workshop conductor = workshop director

PaTiE - Report on WP 5

3 INTRODUCTION The pilot course represents the heart of this project. In this WP the formerly developed curriculum and training materials was tested with delivering a pilot course for adult educators on psychodramatic learning techniques in each of the project participating countries in the national languages. Respected feedback was used to the training materials be adjusted and been more effective to trainers’ needs.

This report is divided into four main sections. The first section provides background information on the the pilot training course, materials and methods used, and as well as, a summary of the learning events and a general description of the participants profile. The second section provides an overview of the evaluation objectives contained in this report and the tools used to measure these objectives.

The objectives help provide a solid framework for the third section that outlines findings and conclusions obtained from participant’s feedback.

Finally, the fourth section outlines

recommendations and conclusions for finislising training materials.

4 MATERIALS AND METHODS Based on outcomes of WP3 and WP4, learning material was developed, which included eight training modules with respective training material, accompanied with guidelines for an Adult trainer in form of “trainer handbook”. This material that consisted of eight concrete modules of training and respective training material was tested in a series of pilot course runs in all partners countries .

The pilot course implementation was divided in two phases:

•

1st phase - Training: During this period trainers (VET adult educators) tested the curriculum and training materials, in order to ensure that all course materials are complete and ready for educational use.

•

2nd phase – Evaluation: At the end of each session/ course, participants evaluate on of what was learned and closing activities.

5 TRAINING 5.1

RECRUITING PARTICIPANTS

5.1.1 ECTE - GREECE ECTE recruited VET adult educators for being the participants for the national pilot courses.

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PaTiE - Report on WP 5

As methods for participants recruiting was used national networks for adult educators, national registration bodies for adult trainers and databases for VET trainers. Suitable trainees profile included, to be a VET adult educator that are aged up to 50s and are not familiar with experiential learning methods, and are therefore in need of additional training.

5.1.2

Centro Machiavelli - ITALY

The participants recruitment carried out by Centro Machiavelli has been developed through the use of Machiavelli social media (Facebook and web site) that collect many thousands of people. Centro Machiavelli also used some direct contact of the language school. Centro Machiavelli also posted a call for application in a popular internet database named “emagister�, that collect the training course available in Italy.

5.1.3 ALECOP-SPAIN According to the schedule presented by ECTE for follow activities after the meeting, the recruitment process would be sent to all the partners by Basecamp. Therefore, following the instructions and documents uploaded in this platform, Alecop has done the following activities: For the recruitment, PaTiE partners agreed to use several media as press release, social networks, email, etc. For this, Alecop took part in several groups and actions in social networks as Linkedin and Facebook, spread informational leaflets among centers and also invited to different educators and VET centers to the course.

Email by using the contacts list, through the Christian Schools network in the area, through the contacts of Emana (http://emana.net/), a network and digital space for collaborative learning and coaching oriented to the develop of people and organizations, and also sending all the information to trade unions of teachers and Berritzegunes (which are institutional centers dedicated to the training of educators).

Massive mailing by Mailchimp, sending adverts to Vocational and Educational Training centers in the Basque Country and to the network of municipalities in the area.

Printes and digital Leaflets to educational centers.

Press release: further detailed in point 2.5. Dissemination and exploitation of the results.

Social networks: Alecop sent the information through open and close groups for adult educators, innovative teaching, etc., in Linkedin Spain. It was also created and shared a Facebook event.

However, since the answer thanks to the other initiatives were really strong, the strategies in social network did not last too long.

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PaTiE - Report on WP 5 All together the outreach of this recruitment is estimated to have touched:  554 Vocational Training Centers  242 Municipalities  41 Adult Education Centers  18 Coach Network, Syndicates and Associations  15 Berritzegunes (Pedagogic Innovation Resource and Support Centers)  25 Lifelong Learning Counseling Centres  + Other General Stakeholders From this outreach the response was very successful and the 16 places of the pilot course were filled in a short time span. Out of the 16 subscribed participants 13 completed the course (3 of them left during the process). Apart from this 20+ people were left in a waiting list for a new edition of the course. The vast majority of these participants were VET educatos (11) with the exception of one Univerity professor, 2 coached working with educational institutions and 2 trainers of other type

5.1.4 EST - POLAND 5.2

COURSE SYLLABUS

Using the curriculum developed in WP3, the leader of WP5 (ECTE), drew up a draft syllabus for the course. This included a course objectives, a description of the methods of instruction, a description of evaluation procedures and a course schedule. The syllabus after discussion with all partners was finalized and distributed.

Every partner was free to modify and adjust the syllabus to the specific local needs in terms of number of participants, time interval between two successive workshops.

5.2.1 Course Syllabus ECTE Syllabus as a concrete project output can be viewed and downloaded in projects platform. seperate 5.2.2 Course schedule Centro Machiavelli Centro Machiavelli, on the basis of the syllabus presented by ECTE, prepared, additionally a two pages syllabus of the course which was distributed to participants. The first page contained six brief but effective sections regarding the following topics: •

Context and objectives of the course

•

Target group and prerequisites -9-

PaTiE - Report on WP 5

•

General information about time, duration and methodology

•

Deadline for enrollment

•

Certificates

The second page of the syllabus, instead, briefly introduced the course program divided into modules.

5.2.3 Course schedule Alecop- Spain The structure followed in each workshop was also agreed during the Mondragón meeting, when the project partners decided that each session should have the same structure as a psychodramatic session. However, understanding that the course has to be pedagogic and educational, a technical discussion part has been added to the traditional psychodramatic structure. The goal of it is to allow a space where adult educators can ask doubts and clarify some questions about the psychodramatic techniques trained in the session.

Finally, the material distributer among all the participants per session, was: −

Printed copies in the end of every session

−

Digital (PDF) copies send by email after every session

−

Evaluation sheets collected at the beginning of every session (filled with annotations about the training modules)

5.3

EDUCATOR FOR THE PILOT COURSE - 10 -

PaTiE - Report on WP 5

Workshop/ courses directors (educators), for pilot courses were the psycodramatists, specialists experienced in adult training, already participated in former projects’ activities and namely the of training modules and learning material development in WP3 ad WP4.

5.3.1 ECTE – GREECE The workshop director of all sessions was Mr Sofia Dimou, psychologist, cerified psychodramatist, who as a scientific fellow in ECTE, was actively involved in all project activities, participated in transnational meeting and was responsible for the development of two of training modules and learning materials of WP3 and WP4.

5.3.2 Centro Machiavelli The director of the pilot course was a psychologist expert in psychodrama who had previous experiences as course trainer and university lecturer. The course director also took part in the development in the materials of WP3 and WP4.

The 8 classes that the course director carried out are based on the materials developed in the WP3 and WP4.

Educators, were provided with the “Handbook for trainers”, which was used as a guide explaining how to use the exercise book and theory and where to find the material to be taught. At the same handbook, educators, fount guidelines for structuring each session/ workshop with regard to time and content, and identifying the objectives of each activity.

5.3.3 ALECOP-SPAIN The director of the PaTiE pilot courses developed in Spain was Mr. Carlos Ramirez, a reputed Psycotherapy expert psychologist (www.psicoterapiabilbao.es) who is placed in the city of Bilbao.

Carlos has a degree in Psychology and Psychotherapy and has completed his training in Psychology, Psychotherapy and Sports Science in England, Scotland, Canada and the US. He has worked in psychiatry and in private care; both as a group, individual and couples therapy. He has also consulted athletes, coaches and professional teams in various disciplines.

Carlos actively participated in the creation of the training modules and learning materials of WP3 and WP4.

5.3.4 EST – POLAND - 11 -

PaTiE - Report on WP 5 Workshops in Poland were run by psychodrama and theatre instructor with many years of practice on these fields. This person was also involved in POTENS project as a trainer.

5.4

COURSE IMPLEMENTATION

The implementation of national courses took place in an eight weeks period, approximately. All the national courses used the training materials of WP3 and WP4, which were adjusted in training needs of each participating country. The adjustment of the training materials according the training needs, as well as, according to regional characteristics of each participating country, was based in the outcomes of the survey of WP2 and was finalized at the end of the pilot courses implementation.

5.4.1 Course Event - Greece In pilot training courses that were held in Rethymnon in ECTE premises certified institute to provide Life Long Learning programs in Greece. The total duration of the courses were 40 hours.

Workshop sessions were implemented in a two month period in a two-day course, starting on Friday afternoons for the first day and ending on Saturday noon for the second, leaving enough time between the sessions to participants, that proved to be very effective, as they did not get tired of new material taught while they were expecting for the new session to come.

Courses Date

Place

Training participants/ Numbers

April 03-04, 2015

ECTE, Rethymnon

April 24-25, 2015

ECTE, Rethymnon

12

May 08-09, 2015

ECTE, Rethymnon

8

11

5.4.2 Course Event - Italy The pilot course classes took place in Florence, at Centro Machiavelli institute. The course was divided in 8 lessons of 4 ours for a total of 32 ours. The lessons was implemented in the afternoon, starting at 14,30, according to the request of the participants. The lessons was originally planned to take place every week for an overall duration of 2 months, in order to be understood by the - 12 -

PaTiE - Report on WP 5 participants without stress and to give them the time to think about the experiences carried out in the classes. Due to precise request of the participants and Italian bank holiday, some date changed comparing to the original course schedule.

Courses Date

Place

Training participants/ Numbers

12/05/2015

Centro Machiavelli, Florence

19/05/2015

Centro Machiavelli, Florence

9

26/05/2015

Centro Machiavelli, Florence

10

03/06/2015

Centro Machiavelli, Florence

10

04/06/2015

Centro Machiavelli, Florence

8

09/06/2015

Centro Machiavelli, Florence

8

15/06/2015

Centro Machiavelli, Florence

9

16/06/2015

Centro Machiavelli, Florence

10

9

5.4.3 Course Event - Spain The pilot course driven by Alecop, there were 16 initial participants and 13 of them have finished the whole course and obtained the certificate. The age of the participants was between 20 and 50 years old all and there had different professional profiles, most of them related with adult education in VET, but also with other fields of education. The reason of this was, firstly, because of the lack of time to recruit participants (due schedule problems for the applicants) and, secondly, because some of them had a high profile in innovation techniques for education, which was really interesting for the performance of PaTiE pilot course.

Participants by professional profile:

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PaTiE - Report on WP 5



By gender:



By age:

Alecop team agreed to set up the sessions on Saturdays, in order to allow the participants to assist.

The calendar of the course was the following:

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PaTiE - Report on WP 5

The total duration of the course was of 64 hours divided in 8 different Saturdays with 8h sessions each. The pilot course calendar was specified according to the availability of the course director and the school national calendar in order to make it most comfortable for the participants’ requirements.

Each session was divided in two halves, with a morning session from 9 to 13h and an afternoon session from 14 to 18h.

The course was done in a space rented for this purpose and in order to facilitate a large, open space, where the needed material could be brought and used without impediments and the techniques could be implemented with no handicaps. A comfortable environment is one of the most important factors to take account in a session of Psychodrama. For the organization of the course and coordination with the participants, the company enabled an email list (with all the participants approval) to remember the dates, answer doubts and organize car trips among the participants who lived farther from the established location. This list also served, for the participants, to share related information as news, articles or other initiatives, as well as a forum among the group, which, we think, improved the team building and the confidence.

In order to facilitate the process, Alecop also offered all the training materials, handbooks and templates in both formats, printed and digital, and translated to Spanish, which was one of the - 15 -

PaTiE - Report on WP 5 main tasks accomplished for this activity. Additionally, the company selected and bought all the tools and materials needed for the run of the workshops, as masks, scarves, music, paints, paper, cardboards and etcetera. Finally, taking into account that the sessions are large and intense, the company prepared breaks with some food and drinks for each one.

The implementation of the pilot course in Spain was a success thanks to the professionalism of the organizers and of the psychodramatist, and also because the involvement of the participants. The eight sessions were accomplished without troubles, although the main points of them can be read below, in the conclusions section.

In the table bellow can be find the assistance of each session:

Courses Date

Place

March 28, 2015

Mondragon

Training participants/ Numbers 12

April 18, 2015

Mondragon

13

April 25, 2015

Mondragon

12

May 9, 2015

Mondragon

12

May 16, 2015

Mondragon

10

May 23, 2015

Mondragon

11

•

May 30, 2015

Mondragon

10

•

June 6, 2015

Mondragon

13

5.4.4 Course Event - Spain In Poland were run eigtht sessions, eight hours each, in a period of April and May. Its methodology was based on materials developed within PaTiE project, especially curriculum and training materials.

5.4.5 Course Event - Poland

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PaTiE - Report on WP 5

Courses Date

Place

Training participants/ Number

30/04/2015

Bielsko Biała

11

09/05/201

Bielsko Biała

10

0/05/2015

Bielsko Biała

11

15/05/2015

Bielsko Biała

11

16/05/2015

Bielsko Biała

11

21/05/2015

Bielsko Biała

11

22/05/2015

Bielsko Biała

11

31/05/2015

Bielsko Biała

10

6 EVALUATION OBJECTIVES AND TOOLS Three questionnaires were implemented for evaluating learning effectiveness, during and after the training for adult trainers in all parnters‘ counries. The evaluation strategy followed is analytically described in „trainers handbook“, consisted of the following four different questionnaires to measure learning and general rollout effectiveness:

6.1

EVALUATION QUESTIONNAIRE 1- FOR THE WORKSHOP DIRECTOR

Filled by workshop director and evaluate the psychodramatic exercises. This questionnaire is for the workshop director in order to facilitate his / her evaluation – reporting of the psychodramatic exercise performed during the workshop. It is applied to every session/module.

6.2

EVALUATION QUESTIONNAIRE 2 - FOR PARTICIPANTS (ADULT EDUCATORS)

Filled by the workshop participants: Evaluation of the exercise performed in the classroom. General.

The workshop director (trainer), handed this questionnaire to the adult educators, so that they assessed whatever Psychodramatic exercise carried out in the classroom. This questionnaire was decided not to be used during the pilot course. It was provided to the participants, so that they could use it and evaluate themselves as educators, when implementing exercise in their schools.

6.3

EVALUATION QUESTIONNAIRE 3 FOR ADULT STUDENTS - 17 -

PaTiE - Report on WP 5 Filled by students of participants in the workshop.Evaluation of the exercise performed in the classroom. After the Psychodramatic exercises were performed in the classrooms when participants back in their work, participant’s students reported on this questionnaire out to their students in order to evaluate its effect.

6.4

POST - TRAINING REPORT FROM WORKSHOP DIRECTORS

A report from course trainer in a written format giving qualitative information as well as a general overview of the general impression and of the need of any changes needed in training material and exercises. (trainers).

Copies of the actual questionnaires are included in the Annex, while the actual feedback from each tool is summarized in – Findings and Conclusions.

7 FINDINGS AND CONCLUSIONS 7.1 7.1.1

QUESTIONNAIRE 1: EVALUATION FOR THE WORKSHOP DIRECTOR Evaluation for the workshop director - Greece

Overall, the response from workshop director was positive. All modules for five from six indicators were rated excellent having a rate from 3,6 the lowest to 4.

As far Indicator “Understanding the techniques for symbolic /sociometry / warm up / sharing, etc. work“, trainees were rated with 2,6, as in the first three modules could carry out the proposed exercises, as taught and without difficulty, without introducing any variation if needed (“The experiencial method of Psycodrama”, “The Power of the Group” and the “Warm Up”), in rest mosules could introduce a variation when required, however they couldn’t create new ones adapted to specific needs. This is however very normal as they are not professional psycodramatists .

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4

3

3

4

4

4

4

2

2

2

3

4

3

3

3

4

3

3

3

Learning to share the experience of the Psychodramatic action.

4 Understanding the techniques for symbolic /sociometry / warm up / sharing, etc. work 5 Identifying situations in which symbols / sociometry / warm up, etc. are useful 6 Understanding latent dynamics

Average rating

Role Playing

4

4

Sharing

Sociometry

4

1 Understanding the importance of protecting and maintaining the integrity of both the group and the individual 2 Using and understanding symbols /sociometry, sharing, warm up... etc. in the classroom

Conflict Management

Warm Up

4

The experiencial method of Psycodrama

The Power of the Group

PaTiE - Report on WP 5

4

4

4

3

3

4

4

3,9

3

3

3

2,6

4

4

4

4

3,7

4

3

4

4

3,6

Experience rated on a 4-point scale. (where “4 (A)” indicates extremely valuable and “1 (D)” indicates not valuable).

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PaTiE - Report on WP 5

7.1.2 Evaluation for the workshop director – Italy The collected data from the workshop director express a very positive feedback. No score lower than 3 was given.

The experiencial method of Psycodrama

conflict management

role play

power of the group

warming up

sociomentry

use of symbols

Sharing

Understanding the importance of protecting and maintaining the integrity of both the group and the individual Using and understanding symbols /sociometry, sharing, warm up... etc. in the classroom Learning to share the experience of the Psychodramatic action.

Understanding the techniques for symbolic /sociometry / warm up / sharing, etc. work Identifying situations in which symbols / sociometry / warm up, etc. are useful Understanding latent dynamics

4

4

4

4

4

4

4

4

 4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

3

4

4

4

4

3

3

4

3 3

3 3

3 4

3 4

4 4

3 3

4 3

4 4

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PaTiE - Report on WP 5

7.1.3 Evaluation for the workshop director – Spain

Conflict Management

Sharing

Average rating

Understanding latent dynamics

Symbols

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

Role Playing

Understanding the techniques for symbolic /sociometry / warm up / sharing, etc. work

Sociometry

Learning to share the experience of the Psychodramatic action.

Warm Up

Understanding the importance of protecting and maintaining the integrity of both the group and the individual Using and understanding symbols /sociometry, sharing, warm up... etc. in the classroom

The Power of the Group

The experiencial method of Psycodrama

The qualitative evaluation given by the director can be founded in the explanation below the table scores.

4

4

4

4

4

4

4

4

4

2,5

3,5 4

4

4

4

3,9

4

3,7

3,5

3,9 3,5 3,7 4

4

3,5

4

3,7

4

4

4

4

4

4

4

4

4

3,4

3,5 4

4

3,9

4

4

4

3,9

3,7

3,7 4

3,5 4

4

3,9

4

3,9

Experience rated on a 4-point scale. (where “4 (A)” indicates extremely valuable and “1 (D)” indicates not valuable)

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PaTiE - Report on WP 5

Sharing

Conflict Management

Working with Symbols

Role Playing

Warm Up

Sociometric Group Mapping

The Power of the Group

The experiencial method of Psycodrama

COURSE SESSION

7.1.4 Evaluation for the workshop director – Poland

AVERAGE INDEX 4,4 4,4 4,5 4,1 4,4 4 4,3 4,3 DATE 30.04.15 09.05.15 10.05.15 15.05.15 16.05.15 21.05.15 22.05.15 31.05.15 1 I view the situation in the classroom differently now 2 I think using this type of technique has been helpful 3

Following the exercise, I feel that the teacher is part of the team.

4

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

5

I felt part of the group and participated keenly in the classroom.

4

5

5

3

5

3

5

5

5

4

5

4

4

4

4

4

5

5

4

4

4

4

4

5

5

5

5

5

5

5

5

5

4

4

4

5

5

3

5

4

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PaTiE - Report on WP 5

6

In general, I feel more motivated after taking part in the exercise.

7 I trust my classmates more.

8

I understand and appreciate the differences that exist between classmates.

9

I understand my classmates better and have more respect for them.

10 I have more confidence in my own abilities.

7.2

5

4

4

5

4

4

4

3

3

4

4

4

4

4

4

4

5

5

5

3

4

4

4

4

4

5

5

3

4

5

5

5

4

3

4

5

5

4

3

4

QUESTIONNAIRE 2- EVALUATION FOR PARTICIPANTS

Evaluation of the exercise performed in the classroom.

7.2.1 Evaluation for the workshop director – Greece Overall, the response from participants was very positive. The indicators/ questions that had to be replied were rated almost excellent, having beeing rated in a range between 4,25 to 4,51.

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Sociometry

Warm Up

The Power of the Group

The experiencial method of Psycodrama

COURSE SESSION

PaTiE - Report on WP 5

AVERAGE INDEX 4,25 4,36 4,18 4,46 DATE 3/4/2015 4/4/2015 24/4/2015 25/4/2015 INDICATORS 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 I view the situation in the

1 classroom differently now I think using this type of

2 technique has been helpful Following the exercise, I feel that

3 the teacher is part of the team.

4

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

6 7

I felt part of the group and participated keenly in the classroom.

In general, I feel more motivated after taking part in the exercise.

I trust my classmates more.

8

I understand and appreciate the differences that exist between classmates.

5

9

I understand my classmates better and have more respect for them.

I have more confidence in my own abilities.

4

5

3

5

4

4

4

4

3

4

5

2

5

5

5

4

5

5

5

3

4

4

3

4

4

5

3

3

4

4

4

3

4

4

4

5

4

5

5

4

5

5

4

5

5

3

5

5

3

5

5

5

5

5

5

4

4

5

4

4

4

5

5

3

4

5

4

4

5

4

5

5

5

5

4

5

4

5

5

3

5

4

1

4

4

3

4

5

3

5

2

5

4

5

4

5

5

5

5

2

3

4

4

5

2

5

5

4

4

5

5

5

4

5

5

5

5

5

5

4

5

3

4

4

4

4

5

5

5

3

4

5

5

5

5

5

3

4

4

4

5

4

4

5

5

5

5

4

5

3

5

5

5

5

5

4

4

4

3

5

4

4

4

5

5

5

3

5

5

3

5

4

5

2

5

3

4

4

5

5

5

5

5

4

4

5

2

5

5

4

5

5

3

4

3

3

5

5

4

4

5

5

5

3

5

5

4

5

4

5

3

5

3

4

5

4

4

5

5

4

5

4

4

3

4

5

4

5

4

4

3

4

3

4

5

5

4

5

5

4

5

4

4

4

5

4

5

3

4

4

4

5

4

4

5

5

4

4

5

4

4

4

5

4

5

4

3

3

5

4

4

5

5

5

5

5

4

5

4

5

3

5

4

5

4

4

4

5

5

5

4

5

5

4

5

4

4

3

5

5

4

5

4

5

4

5

3

4

5

4

5

5

5

5

5

4

5

4

5

5

5

3

4

4

5

5

2

5

5

5

5

5

4

5

2

5

4

3

5

4

4

4

4

3

5

4

4

4

5

5

5

5

4

4

3

5

5

5

3

3

3

4

5

3

4

5

4

4

5

10 Rated on a 5-point scale. (where “5 ” indicates Strongly agree and “1 ” indicates Strongly disagree

- 24 -

Role Playing

Conflict Management

Sharing

COURSE SESSION

PaTiE - Report on WP 5

AVERAGE INDEX 4,45 4,43 4,51 DATE 25/4/2015 8/5/2015 9/5/2015 3 4 5 6 7 8 1 2 3 4 5 6 7 8 INDICATORS 1 2 3 4 5 6 7 8 1 2 I view the situation in the

4

4

4

4

5

4

5

3

5

4

5 4 4 3 5 4 3 4 5 4

5 4 4 5

5

5

5

5

5

4

5

3

4

4

5 4 5 4 5 4 4 4 5 4

5 4 4 5

Following the exercise, I feel that 5 the teacher is part of the team.

5

4

5

5

5

4

1

4

5

5 3 5 2 5 5 3 2 5 5

5 4 4 5

I have been able to express my opinions and participate in front 5 of the other group members.

4

5

5

4

4

4

1

4

5

5 5 4 4 5 5 5 4 5 5

5 3 5 5

I felt part of the group and participated keenly in the 5 5 classroom.

4

5

5

5

4

5

2

3

5

5 5 3 4 5 5 4 5 5 5

5 3 5 5

In general, I feel more motivated 5 after taking part in the exercise.

4

4

5

5

4

5

3

3

5

5 4 5 4 5 5 5 5 5 4

5 3 4 5

5

5

4

5

5

4

4

5

4

4

5 4 4 3 5 5 5 4 5 4

5 4 4 5

5

4

5

5

4

5

5

4

4

5 4 5 5 5 4 5 4 5 5

5 4 4 5

5

5

5

5

4

5

5

4

4

5 4 5 5 5 4 5 4 5 5

5 5 4 5

4

5

5

5

4

5

4

4

5

5 3 5 5 5 5 5 5 5 4

5 5 4 5

1 classroom differently now

I think using this type of

2 technique has been helpful 3

4

6 7 I trust my classmates more.

I understand and appreciate the differences that exist between 5 8 classmates.

I understand my classmates better and have more respect for 5 9 them.

I have more confidence in my 4 10 own abilities.

- 25 -

PaTiE - Report on WP 5

7.2.2 Evaluation for the workshop director – Italy Also in this case the feedback received from the participants was very positive. The rates are all between 4,06 and 4, 27 expressing appreciation and satisfaction.

COURSE SESSION AVERAGE INDEX DATE INDICATORS

1

I view the situation in the classroom differently now I think using this type of technique has been helpful Following the exercise, I feel that the teacher is part of the team.

The experiencial method of Psycodrama 3,99 12/05/15 1

2

3

4

5

6

7

8

9

The conflict management 4,04 19/05/15 10

1

2

3

4

5

6

7

8

role play 4,20 26/05/15 9

10

1

2

3

4

5

6

power of the group 4,22 03/06/15 7

8

9

10

1

2

3

4

5

6

7

8

9

10

3

3

3

5

4

3

4

3

4

4

5

3

2

4

5

3

5

3

5

4

4

3

4

4

5

5

3

5

3

3

4

5

3

5

4

4

5

3

4

4

4

5

4

4

4

4

4

4

5

4

3

4

4

3

4

4

4

5

5

4

4

4

4

5

3

5

3

3

5

5

4

5

4

4

5

2

2

4

4

5

4

3

4

5

4

5

5

5

4

4

5

4

4

2

3

5

4

2

4

4

5

5

4

5

4

4

4

5

4

5

4

5

5

4

5

5

5

4

5

4

4

3

5

5

5

3

4

4

5

4

3

5

4

4

5

5

4

4

4

5

4

5

4

4

3

4

4

5

4

4

5

5

5

4

5

5

5

4

4

5

4

5

5

5

4

4

5

4

4

5

4

5

5

5

4

4

4

5

4

5

3

4

4

5

5

5

4

5

5

5

6 after taking part in the exercise.

7 I trust my classmates more.

4

5

4

5

5

4

4

5

3

4

5

4

4

4

4

4

4

4

3

4

4

4

4

4

4

5

4

5

3

4

4

5

5

5

4

5

5

4

3

3

3

4

4

5

4

4

4

5

5

3

3

4

4

4

5

3

4

4

3

3

4

4

5

5

4

5

3

4

5

5

5

5

4

4

5

3

8

3

4

3

4

5

5

4

3

4

4

5

4

4

4

4

4

4

3

5

4

4

3

4

4

5

5

4

5

4

4

4

5

5

5

4

4

5

3

4

5

3

5

4

4

4

4

3

4

5

4

3

4

5

4

4

4

4

4

3

4

4

4

5

5

4

5

3

4

5

5

4

5

4

4

5

4

2

3

4

5

3

4

3

3

3

4

5

3

3

3

4

4

4

2

3

4

3

2

4

4

4

5

4

5

3

4

4

4

4

5

4

4

5

2

2 3 4 5

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

I felt part of the group and participated keenly in the classroom.

In general, I feel more motivated

I understand and appreciate the differences that exist between classmates.

I understand my classmates better

9 and have more respect for them.

10

I have more confidence in my own abilities.

Experience rated on a 4-point scale. (where “4 (A)” indicates extremely valuable and “1 (D)” indicates not valuable)

- 26 -

PaTiE - Report on WP 5 COURSE SESSION AVERAGE INDEX DATE INDICATORS

1 2 3 4 5

I view the situation in the classroom differently now I think using this type of technique has been helpful Following the exercise, I feel that the teacher is part of the team.

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

I felt part of the group and participated keenly in the classroom.

riscaldamento 4,31 04/06/15 2

1

3

4

6

5

sociometrie 4,21 09/06/15

7

9

8

10

1

2

4

3

5

l'uso dei simboli 4,27 15/06/15

7

6

8

9

10

1

2

3

4

6

5

7

power of the group 4,27 03/06/15 9

8

10

1

2

3

4

6

5

7

9

8

10

3

4

5

4

4

4

5

3

3

4

5

5

3

4

3

4

3

5

3

5

5

4

3

3

5

36

4

4

3

5

3

3

5

5

4

5

3

5

5

4

5

5

5

5

4

4

4

5

4

4

3

4

5

4

4

5

5

5

3

4

5

40

5

3

3

5

4

3

5

5

4

5

4

3

5

4

5

4

5

5

4

3

5

5

4

4

4

4

4

5

2

5

5

4

4

4

5

38

4

5

4

5

2

4

5

5

4

5

4

4

5

4

4

3

4

5

4

4

4

5

4

4

4

4

5

4

5

5

5

4

4

4

4

40

4

5

4

5

5

4

5

4

4

5

4

4

5

4

5

4

5

5

4

5

5

5

4

4

4

4

5

5

5

5

5

3

4

4

5

41

4

5

4

5

5

4

5

5

4

5

In general, I feel more motivated

6 after taking part in the exercise.

7 I trust my classmates more.

4

5

5

4

4

4

5

5

5

4

4

5

3

4

4

4

5

4

4

5

5

4

4

3

5

39

4

5

3

5

4

4

5

4

4

5

4

4

5

4

4

5

5

3

5

4

4

5

3

4

4

4

4

4

3

5

5

4

4

3

5

37

4

5

3

5

3

4

5

4

4

5

8

4

3

5

4

4

4

5

5

5

4

4

5

4

4

4

4

5

4

3

5

5

4

4

4

5

39

3

5

3

5

3

4

5

5

4

4

4

4

5

4

5

5

5

3

4

5

5

5

3

4

4

4

5

5

4

5

4

4

4

3

5

39

4

5

3

5

4

4

5

5

4

5

4

5

5

4

4

4

4

3

5

4

4

5

3

4

4

4

4

4

2

5

4

4

4

3

5

35

4

5

3

5

2

4

5

4

4

4

I understand and appreciate the differences that exist between classmates.

I understand my classmates better

9 and have more respect for them.

I have more confidence in my own

10 abilities.

- 27 -

PaTiE - Report on WP 5

AVERAGE INDEX DATE INDICATORS 1 2 3

4

4

5

5

3

3

3

5

4

2

3

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

5

5

5

I felt part of the group and participated keenly in the classroom.

4

3

4 4

5 6 In general, I feel more motivated after taking part in the exercise.

7 I trust my classmates more.

8 9 10

28/3/2015 4 4

1 I view the situation in the classroom differently now 2 I think using this type of technique has been helpful 3 Following the exercise, I feel that the teacher is part of the team.

The Power of the Group

The experiencial method of Psycodrama

COURSE SESSION

7.2.3 Evaluation for the workshop director – Spain

54

5 4

6 3

7 3

8 3

9 4

10 4

11 4

12 4

13 4

1

2

3

4

5

5

4

5

5

4

5

5

3

5

5

4

5

5

4

1

5

3

5

4

5

18/4/2015

4

4 4

5 2

6 5

7 4

8 4

9 5

10 5

11 5

12 5

13 5

5

5

5

3

5

5

5

5

5

5

5

5

4

4

4

4

4

5

3

5

4

5

4

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5 4

5

5

4

5

5

4

5

4

5

4

5

4

4

4

4

4

4

5

5

5

4

5

3

5

5

5

5

5

5

5

4

3

4

5

3

5

5

5

5

5

4

3

4

4

4

4

4

5

5

4

5

5

5

5

4

4

5

5

4

4

5

4

3

4

5

5

5

5

5

3

4

5

5

5 5

5

5

5

5

5

5

5

5

5

5

4

4

5

4

5

5

5

5

5

3

3

4

4

4

4

2

3

2

2

4

4

3

4

5

5

3

4

3

I understand and appreciate the differences that exist between classmates.

5

3

3

I understand my classmates better and have more respect for them.

5

3

4

4

4

3

5

5

4

5

4

5

4

I have more confidence in my own abilities.

4

2

3

4

5

2

5

4

3

5

4

4

4

3

3

4

4

4

4

5

4

3

3 4

3

4

3

4

2

- 28 -

Warm up

Sociometry

COURSE SESSION

PaTiE - Report on WP 5

AVERAGE INDEX DATE 25/4/2015 9/5/2015 1 2 3 1 2 3 INDICATORS 4 5 6 7 8 9 10 11 12 13 4 5 6 7 8 9 10 11 12 13 1 2 3 4 5

I view the situation in the classroom differently now I think using this type of technique has been helpful Following the exercise, I feel that the teacher is part of the team.

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

10

5

5

5

5

4

4

5

5

5

3

5

In general, I feel more motivated after taking part in the exercise.

9

5

5

I understand and appreciate the differences that exist between classmates.

I understand my classmates better and have more respect for them.

I have more confidence in my own abilities.

4

5

4

5

5

5

4

3

3

4

4

3

4

5

5

4

5

4

5

5

4

4

4

5

5

5

5

5

4

5

5

4

5

4

4

5

5

5

4

5

4

3

5

4

5

5

5

5

5

4

3

5

4

3

4

5

5

5

5

5

5

5

5

5

5

5

4

4

4

5

5

5

4

4

I felt part of the group and participated keenly in the classroom.

6 7 I trust my classmates more.

8

4

5

5

5

5

5

5

5

5

5

5

4

5

4

4

3

4

5

4

5

4

4

5

5

4

5

5

5

4

5

4

4

4

4

5

4

5

5

4

5

5

5

4

4

4

3

4

4

3

5

4

4

3

4

5

4

5

3

3

5

5

4

5

4

5

3

4

4

5

5

5

5

5

5

5

5

4

5

5

5

5

5

5

5

4

4

5

4

4

4

5

3

5

4

5

4

5

3

4

4

4

4

5

5

5

3

5

5

5

4

4

4

5

5

5

4

4

3

4

5

3

5

2

5

4

4

3

4

4

5

5

3

5

4

5 3

4

4

5

4

4

3

5

4

4

3

4

5

5

5

5

5

5

5

5

5

4

3

5

4

4

4

3

4

3

4

5

5

5

4

5

4

4

- 29 -

Symnols

Role playing

COURSE SESSION

PaTiE - Report on WP 5

AVERAGE INDEX DATE 16/5/2015 23/5/2015 1 2 3 1 2 3 INDICATORS 4 5 6 7 8 9 10 11 12 13 4 5 6 7 8 9 10 11 12 13 1 2 3 4 5

I view the situation in the classroom differently now I think using this type of technique has been helpful Following the exercise, I feel that the teacher is part of the team.

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

10

4

5

5

5

4

5

4

5

3

3

5

In general, I feel more motivated after taking part in the exercise.

9

4

5

I understand and appreciate the differences that exist between classmates.

I understand my classmates better and have more respect for them.

I have more confidence in my own abilities.

5

5

3

5

4

4

5

5

4

5

4

5

4

4

3

4

5

3

5

2

5

4

4

5

5

5

4

4

4

5

5

5

4

4

5

4

5

5

3

5

4

1

4

5

5

4

5

5

5

5

5

5

4

4

5

3

5

5

5

5

5

4

4

4

5

5

5

5

5

4

3

5

4

4

4

3

4

5

4

5

4

4

3

5

I felt part of the group and participated keenly in the classroom.

6 7 I trust my classmates more.

8

5

5

5

5

4

3

4

4

4

5

5

3

3

5

3

4

5

4

5

5

5

5

5

4

4

4

5

5

4

5

4

5

4

4

4

5

5

4

5

5

5

5

4

5

4

5

5

5

5

5

3

4

4

4

4

5

5

5

5

4

5

5

3

5

4

5

4

5

3

5

5

5

5

5

5

4

4

4

3

4

5

3

5

5

5

4

5

5

4

5

5

5

5

5

5

3

4

5

5

4

4

4

5

5

5

3

3

5

5

5

4

4

5

5

5

3

4

5

4

5

5

4

5

5

4

5

5

4

4

5

5

5

5

5

4

5

5

4

4

5

5

5

5

5

4

5

4

5

5

4

4

4

5

5

5

5

5

5

5

5

4

5

5

- 30 -

Sharing

Conflict management

COURSE SESSION

PaTiE - Report on WP 5

AVERAGE INDEX DATE 30/5/2015 6/6/2015 1 2 3 1 2 3 INDICATORS 4 5 6 7 8 9 10 11 12 13 4 5 6 7 8 9 10 11 12 13 1 2 3 4 5

I view the situation in the classroom differently now I think using this type of technique has been helpful Following the exercise, I feel that the teacher is part of the team.

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

10

3

5

5

5

4

5

5

4

4

4

5

In general, I feel more motivated after taking part in the exercise.

9

5

5

I understand and appreciate the differences that exist between classmates.

I understand my classmates better and have more respect for them.

I have more confidence in my own abilities.

5

4

4

5

4

5

4

4

5

5

5

5

5

4

5

5

5

5

5

4

4

5

4

5

5

5

5

5

5

5

5

5

5

4

5

4

5

5

5

5

5

5

4

5

5

5

5

5

5

5

5

5

5

4

5

5

5

5

5

5

5

4

5

4

5

4

5

5

4

5

5

4

4

4

4

5

4

5

4

5

4

4

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6 7 I trust my classmates more.

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PaTiE - Report on WP 5 Some educators could apply the techniques in the classroom and give us the feedback about them through the specific evaluation templates. The full templates can be founded in the evaluations annex 12 / evaluations in the classroom, but here is a summary in English about the most important conclusions.

First practice Explanation of the exercise

Sociometric exercise: 26 learners. The proposal was to locate two basic poles about the main languages spoken in Basque Country, Basque and Spanish. Firstly, students did a warm-up exercise, walking through the line. Then they should locate themselves between both depending on their attraction or repulsion with the language.

Educator’s evaluation

The scores are low, except in what respects to the learners protection, which is very important, above all in the first time that these techniques are applied, and also shown that the emphasis on this issue has been enough strong.

Much accumulated energy was released. A very introvert learner felt the need to express how they had felt. A major respect as usual was demonstrated among the group. Even when the exercise should be just action, the learners wanted to know the technique explanation, but the educator didn’t know how to explain it. He explained that he didn’t know because he was in the learning process. Carlos, the director of the PaTiE pilot course, explained that is better no let them know the acknowledge because in that case the roles in action get more complicated. So the most adequate answer could have been just to say that is a good exercise for the group work. Even when the educator expressed his insecurity and lack of experience, he explained that it was a satisfactory experience anyway.

Learners’ evaluation

In general terms, they felt themselves as more involved in the group and more confident with their mates. In several evaluations, the scores get down in relation with the change in the group before and after the exercise. The reception and critics are very good. Just two of them felt uncomfortable with the activity because they felt totally disagree with anybody else in the class. About the improvement of the motivation in the classroom, just two of them answered that didn’t feel it.

Second practice Explanation of the exercise

Since a long time there is a group separated from the rest of the class. Through the scene I wanted to work on this situation. Two groups were made, mixing accepted and rejected people. The rest of the learners were observers.

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PaTiE - Report on WP 5 Warm-up: some movements to get relax, sit down, stand up, and move the arms. One group is take out of the classroom and I say to the rest of them that they have a treasure. They can’t give it to the group out of the room, but this group is going to ask for it. The people in the class have to say no in a respectful way. After the exercise they had space to share and express their feelings.

Educator’s evaluation

Both groups felt wrong. Learners look at me surprised because there wasn’t specific solutions after the dynamic. It seems that they needed an explanation or reasons, rationalize. They weren’t against the technique, but it seems that there can be resistances.

Learners’ evaluation

Learners considered this a useful technique because they were learning something new, helping to solve them and having fun. However, they felt wrong about no sharing their treasure. The average scores rise up comparing with the previous practice, although two of them still valorized the exercise in a negative way.

Third practice Explanation of the exercise

Some of the adults in the classroom are not well integrated because of different problems as language. We start with a warm-up and energizing roles. I pick up some learners among the separated ones and others from the integrated group.

Each of them choose another partner to represent its role. They ask and invite to do it. After the previous steps, we go into the scene and working in group as we used to do in the classroom.

Educator’s evaluation

The participants were spontaneous and naturals. When the scene goes down or loss intensity, we open a sharing space.

More than one learner confesses that now understands better what the separated ones used to feel.

Learners’ evaluation

In general they understand this as a really useful technique to understand the others. All the comments are positive in this sense but one. One of the learners expresses his/her sadness when he saw how his/her role was played. This lead we again to the main topic about how important is, for educators, not only now the techniques but also how to manage the situations that can rise up after the sessions.

Fourth practice

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PaTiE - Report on WP 5

Explanation of the exercise

Role play in the classroom. They change their roles among partners and the goal wasn’t pretty clear. It was just about to introduce them in the technique and have fun doing it, and moreover, for me was a way to in practice what I’ve learned during PaTiE course.

Educator’s evaluation

The school year 2014-2015 has been full of different incidents, learners has been aphetic with a lack of motivation. Some of them felt the course lost from the very beginning. The group was divided in two, trying to give more specific aid to the people with more or less problems to learn. There has been many complaints during the year, but in the moment that I ask for them to it in a paper, anonymously, they didn’t really know what to say. After the exercise I feel the class more relaxed, they’ve had fun but in a way they’re feeling a change and are more uncontrolled. Individually, some of the learners that was always asking to go out of the class is more calm and is not asking for that so frequently. .

Learners’ evaluation

They don’t really understand the point of the exercise but they liked it.

Fifth practice Explanation of the exercise

Full psychodrama action with a specific goal: the end of the school year is coming with the final exams and my intention is to motivate the group stressing the positive characteristics of everyone. I give them the instructions to start.

Educator’s evaluation

They are really nervous and want freedom to express both the good and the bad things about themselves. The sharing is not really rich, the only feel that appears all the time is anger. They show low curiosity and in the evocations part nobody takes part. They fulfill the evaluation but they don’t really like to do it. However, they ask when we are going to do something like this again. So it seems they liked it.

Learners’ evaluation

The scores of the exercise are really low and the perceptions no really rich. It is only remarkable to say that where learners put the highest punctuation is in the part about having more confidence in their partners and also about understanding better the others.

Sixth practice

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PaTiE - Report on WP 5

Explanation of the exercise

There is a problem in the class because of the tension between two learners. This conflict has disturbed all the class and I think that an exercise about verbal aggressions. The learners have to be through a line, locating themselves on it depending on their place in the group. After that, I make pairs with them to start and exercise in what some of them has to push and the other to hold, and then, change the role.

Educator’s evaluation

The sharing is not really rich because they’re not used to talk in public about their feelings, but there are few feedbacks.

After the closing, a learner commented to me: “This exercise brought me one thought that I’ve forgotten for years”.

Learners’ evaluation

Motivation and empathy have the best scores in the evaluation, as well as the usefulness of the exercise. However, the learners still show a lack of confidence in their own abilities which can be blocking their learning process. In their perceptions about the exercise, most of them confirm they want to repeat the experience about other themes but one learner, who, as he/she says, he/she has remembered things that he/she didn’t want to. This stressed the importance for the educator to have more skills or resources in this type of situations.

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PaTiE - Report on WP 5

7.2.4 Evaluation for the workshop director – Poland PaTiE pilot course in Poland took place in Bielsko Biała from 30/04/2015 to 31/05/2015. It was directed by the psychodrama trainer involved also in implementation of the POTENS project. There were 8 session run, accordingly to number of modules presented in curriculum and training materials. Each session lasted 8 hours.

There were 11 people (7 women and 4 men) participating in the course, all of them are VET adult educators, but having very little knowledge of psychodrama.

According to project guidelines, each session was dedicated to different module of training materials: “The experimental method of psychodrama”, “The power of the group”, “Sociometric group mapping”, “Warm up”, “Role playing”, “Working with symbols”, “Conflict management”, “Sharing”.

All of them contained theoretical introduction, but the greatest part was run in a practical way of psychodrama workshop session with all necessary parts – warming up, action and sharing. Having limited time, group had to choose representative number of techniques, accordingly to their interests and abilities.

All the course sessions were evaluated by both – the director and participants, with a very good results. On the one hand it was confirmed that all the participants understood the basis of psychodrama and assimilated presented techniques, and on the other the educators assessed usefulness of psychodrama methods and its positive influence on their work toolkit (average result – over 4 points on a scale 1-5).

Pilot course in Poland started with module 1 – “The experimental method of psychodrama”. We started with presentation of project basis and objectives. Also psychodrama was presented – in its therapeutic and educational context. The director explained also course plan and rules of attending (group contract).

After this theoretical introduction, typical psychodrama workshop was run. As it was the first session attended mostly by people who don’t know each other, group started with “light” exercises aiming at group and trust building. The session was finished with sharing and evaluation.

General feedback was very positive. All the members entered the group easily. They were spontaneous and creative. They experienced and felt the power of psychodrama, and at once understood how carefully they have to use this tool in classroom, out of therapeutic context.

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PaTiE - Report on WP 5 However, they noticed the value of psychodrama techniques – they found them as inspiring, opening, useful, different than everything so far.

Only one problem was reported – it was impossible to train all the techniques included in materials because of lack of time. The director had to choose most representative.

The same problem was reported also when it comes to the second workshop dedicated to the module “The power of the group”. This session contained much less of theoretical part. The group was focused on herself in a very practical way. Techniques described in “Teaching materials” were used for warm-up as well as for the main part of the workshop. At the end of the session, during sharing part the group came back in discussion about the idea of psychodrama – its assumptions and essence. The main subjects of both – practical and theoretical parts were: interactions between individual and the group (reciprocal influence), changing of moods and auto perception. The participants notice also that despite having a set of universal techniques, we must be prepared that each group is exceptional and different, what enforces individual approach.

In the third session the group focused on Warm-ups. The participants could learn how important this part is in realising spontaneity and creativity of the group members. Most powerful in this context was metaphor of sport – there’s no effects without training and warm up. Very enriching part of this session was that the participants could not only learn techniques presented in project materials, but also on this basis and own educational experiences they prepared their own warm-up exercises. We consider this session as a one of the most fruitful.

The forth session’s subject was “The Role playing” – For some of the participants it was a bit difficult part of a course. Despite experience of previous psychodrama sessions, they felt uncomfortable when playing different roles. They all liked exercises with preparing puppets. Among all techniques role reversal was the most discussed, because of its importance for solving difficult situations in the classroom. On the theoretical level discussion on a difference between real life and role playing (different understandings of what the “role” is) was very vivid and dynamic.

Next session was dedicated to sociometry. Here again the director decided to have a little bit more of theoretical introduction. The ideas of both – sociometric test and the sociogram were discussed.

Besides the concept of the social atom was very welcomed by participants – especially its “moving” from paper to the stage (social atom playing). The participants were very eager to create different social atoms exemplifying different groups and relations from their everyday life and work. They assessed sociometry as a very useful tool in identifying and modifying group structures.

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PaTiE - Report on WP 5 As sixth “The work with symbol” was practiced. From all the techniques participants liked the most crating symbolic shape of themselves as teachers. In general, this subject seemed to be understood in a very high level. We guess that’s because only the techniques not the idea as really new to most of group members. During theoretical sum-up possible modification of given techniques and their possible use were discussed.

Conflict management practiced during 7th session, despite it was almost at the end of the course, gave us a lot of new experiences and ideas to discussed. As in all other sessions, participants had the opportunity to learn and practice several different techniques. The general aim was to practice how to manage the conflict situations which are a normal part of teachers’ work. To act it, the director had to “provoke” conflict situation through different techniques and then show, how to overcome and solve them. The group was very interested in this subject, although played conflict situations aroused difficult emotions. On this occasion they noticed again very clearly how important is the group leader and his skills, how important is nonverbal communication, and how emotional this subject is.

The last session was dedicated to “Sharing” module of the training materials. All the techniques showing importance of proper talking and listening was assessed very high by the group. “What you say is important” became a motto of this session. The participants noticed that the necessity of having time and will for listening the other person consequent of the respect to the other is important not only during teaching and learning process but also (and maybe above all) in the everyday life. Every day we should be ready to create around us the atmosphere of free and creative conversation, a conversation which goes deeply in emotions and intentions of other person, not only exchanging information and judging others.

7.3

POST - TRAINING REPORT FROM WORKSHOP DIRECTORS

7.3.1 Training report - Greece 7.3.1.1 The experiential method of psychodrama The training material of the module ‘’the experiential method of psychodrama’’ was taught in the inaugural workshop.

Because of the ulterior goal of the project- to introduce Vet adult educators to an active and experiential way of learning, to psychodrama- after a small introduction to the project and its aims

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PaTiE - Report on WP 5 and to the origins of psychodrama, I immediately started the workshop by proposing and running some experiential activities.

At the beginning, the goal was to get to know each other better, to start creating relationships among the members, to create and highlight the ‘’tele’’ relationships among them as they bring the members closer and they feel greater familiarity, to start building the coherence of the group.

As far as concerned the teaching processes, my intention was to teach as many of the exercises written in the training material, so as the trainees to have a visual and experiential application of these, in order to feel more comfortable to apply them in their classes. The criterion according to which each exercise was chosen, was its suitability depending on what the group was expressing and needed. Always, after each exercise, sharing followed in order to introduce the members in the meaning of the psychodramatic sharing and also, to bring them closer and to develop more intimate relationships. After the completion of each activity, discussion followed, completing the practical part with theoretical extensions about the psychodramatic philosophy, with the main ideas- concepts and with questions and ideas about how these could be applied in the trainees’ professional environments.

The level of understanding of this module by the participants was pretty satisfactory. That is concluded by the fact that they all appreciated how easily and quickly they came closer to each other ‘’in the level of sense and without knowing many details about the others’’, as a member said. Also, the most of them expressed that the chosen exercises were simple and presented with simplicity, they could carry them out in their classes and they could identify adequately where to use them. The theory of the training material was presented also with simplicity and that helped in being understandable.

Concluding, the aims and the learning outcomes of the module 1 were satisfactory completed.

7.3.1.2 Warm up The training material of the module ‘’warm up’’ was taught during the third workshop.

At the beginning, a short theoretical introduction about what the warm up is, took place. It was emphasized how important it is for the educators of Vet, to be trained to pay attention and to correctly evaluate the atmosphere in the class and the mood of participants.

During the warm up phase, the exercise ‘’change of position’’ was done.

In action phase, the members were asked to discuss in couples what they want to develop a little bit more today, until the end of the session. Each one had to warm up himself/ herself to that and to contribute to his/ her partner’s warm up, to help him/ her to warm up to an issue. Then, person A would make the image of person B and person B would change it, if needed, in order to be exactly his/ her warm up. And vice- versa.

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PaTiE - Report on WP 5

In an atmosphere of appreciation and respect, the participants expressed their warm ups.

They used also some symbols in their images, scarves in particular, in order to give better what they had inside. Unfortunately, we did not have a great variety in symbols.

During the sharing of this exercise, all members expressed their experiences, feelings and thoughts, without judging or analyzing the others’ experiences.

Discussion followed on how I ‘’hear’’ the others, on how well I understand what they are telling me, how I express myself. The exercise ‘’who will transfer me across’’ emerged queries about how we accompany others.

In the evaluation phase, the discussion about how they could use the warm up in their professional practice, showed that they started recognizing the usefulness of the warm up and they could carry out the proposed exercises.

Sharing and processing showed that the intended aims and outcomes were accomplished.

7.3.1.3 The Power of the Group The training material of the module ‘’the power of the group’’ was taught in the second workshop.

It came as a natural continuation of module 1 and since we constituted a group and all trainees work with groups, it was the most suitable choice.

This workshop began with the presentation of some main theoretical parts, through discussion with the group. In particular, I gave same elements about the history of the science of group, but we all together found the definition of the word group and we gathered the characteristics that a group has.

Some activities followed, like the sociometric criteria, the sociometric choice of the person whom I feel closer, the groupbody. These exercises activated the group, brought them together, helped me estimate the climate of the group and helped the trainees see why it is important to examine the atmosphere before applying an exercise. So, a combination of theory and practice was succeeded.

Also, they took a foretaste of the significant module of sociometry, which comes next. In addition, it was a very pleasant and playful procedure.

Also, during the exercises theoretical interventions were done when needed and at the end of these, a sharing of thoughts and feelings and answering in questions took place.

All together we detected the meaning of group dynamic. My intention was not to give a sterile presentation of the theory, but to combine it with their personal professional experience- especially when talking about group dynamics- in order to start identifying the underlying processes which exist in their classrooms.

Experiential exercises alternated with theoretical extensions and we concluded with the sharing and processing phase. Thoughts and questions about the applicability in Vet of this knowledge were - 40 -

PaTiE - Report on WP 5 opened in discussion. Most of them, found it possible to use some this material in their professional practice. The members carried out the exercises without difficulty, they seemed to evaluate correctly the situations in which they may propose an exercise and they started recognizing and also wondering about the underlying processes which exist in the classroom and may cause an obstacle to the learning procedure.

Personal sharing of what they keep from this workshop, gives from the most of the trainees a positive feedback for this training material, in both theoretical and practical part and it is in agreement with the intended aims and learning outcomes.

7.3.1.4 Sharing The training material of this module was taught during all the six workshops.

It was done both with theoretical elements and practical application, after the proposed exercises and at the end of each individual workshop.

By the way the members expressed themselves and by the way they communicated and responded to the others, it became more than obvious that they understood the meaning of the sharing in psychodrama.

I also believe that they appreciated its uniqueness, as the saw in practice that when they do not judge or analyze the behavior of the others and the way they act, the members come closer and the bonds in the group become stronger. It is something that they learnt experientially and hopefully they will introduce it in their groups.

7.3.1.5 Sociometry The training material of ‘’sociometry’’ was the fourth module which was tought.

After a short theoretical introduction about the meaning, the use and the usefulness of sociometry, I immediately posed several criteria (e.g. who do you prefer a more structured way of learning and who a more participant?) and the group started gathering in the two sides of the dividing line, made of scarves (warm up phase).

Discussion followed and so, they started getting familiar with the use of sociometric criteria and at the same time, they got more familiar with each other.

During this exercise and after it, some extra theory was added.

In order to check the level of understanding by the participants of the key concepts, as well as the use and assessment of this training material, the members were asked during the action phase, to invent their own criteria and to try them in our class. That way, they would take a taste about how and when to apply sociometry in their classes.

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PaTiE - Report on WP 5

Also in the action phase, the exercise proposed was to make, as in a photograph, the members of the group and at the end to put himself/ herself in it. Three different members from the group tried it.

A member of the group mentioned a personal experience, about a group she had in which some members left after the first meeting. So, I saw it as an excellent chance to discuss more about the application and use of sociometry, the goal for which each group is formed and the underlying dynamics.

Through all these, the members showed that they could identify the processes that exist in a classroom and may cause an obstacle to learning. They were able to intervene and introduce some activities and variations of these when required, depending on the situations emerged.

Through the sharing and processing, it was showed that the level of understanding was sufficient and always in accordance with the psychodramatic, non judgmental sharing.

7.3.1.6 Conflict management The training material of the module ‘’conflict management’’ was taught in the fifth workshop in a series of workshops.

The most of the theoretical parts were presented (index: introduction to theory) orally and in combination with discussion with the members, a kind of elicitation. For example, I asked them: ‘’how a confrontational situation is expressed in a group?’’ and on that theme they expressed several interesting things and I complemented where I considered necessary.

During the warm up phase, the theory was followed by the exercise ‘’the shoe’’. The ‘’teacher and the reactive child’’ took place in the action phase and for closure the exercise ‘’something that has not been settled’’. As part of the evaluation, each member was asked to choose an object from the room, in order to symbolize what he/ she takes with him, as the session ends.

During the exercises, some theory was added and some explanations or ideas about how they could apply these interventions in their classrooms. Several questions also were raised, as conflicts, either more or less obvious, always occur in classes.

The level of understanding by the participants of the key concepts, the way the exercises have been received and performed and the assessment of the training material were pretty satisfactory.

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PaTiE - Report on WP 5

7.3.1.7

Role Playing

The training material of the module ‘’role playing’’ was taught in the sixth workshop.

During this workshop, we had experiential activities and the theoretical frame was given at the end of these. Two main issues were raised, the differences of role playing with psychodrama and how the Vet adult educators may use it in their professional practice.

In the warm up phase, the participants were asked to present themselves through a person that knows them well (‘’from another point of view’’).

Next activity, to look for a hero or heroine from literature, from history or whatever, whom they love, appreciate and admire and to present themselves like being this personality.

Then, to choose somebody from the group in the role of this personality and to discuss with him/ her.

In the action phase, the exercise was to be separated in two subgroups, to select an article from a newspaper and to present it on stage. The members had to enact the story and of course, to take roles for themselves.

Also during this phase, the theme which occupied a member of the group was enacted. A participant talked about a situation in her class and we organized it through the technique of role playing. This procedure was very fruitful for the educators, because they saw step by step how they may organize a role playing activity in their classes.

During the sharing and processing phase, several questions were answered. The last exercise, since this was the final module taught, was ‘’my route in the group’’, which constituted the mental and emotional trip and account of the six psychodrama workshops which were completed.

7.3.2 Training report – Italy The course on Psychodrama as a tool in education, planned in order to last 32 hours, took place in 8 sessions of 4 hours each. The group of participants consisted of 10 persons, plus two who have attended only once. Absences have been very rare, maximum a couple and just for some, while others haven’t missed any lesson.

The group was composed by 9 females and 1 male, who ranged in age from about 25 years old to about 55 years old. The main participants’ working roles were high school teacher, Italian and English language teacher in private language schools, adult educators employed in training agencies. Some

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PaTiE - Report on WP 5 already knew each other. Two of them were father and daughter. Two other educators were colleagues. The English teachers and those teaching in a high school also knew each other.

The group has adhered properly to the proposed rules and to the type of training technique used. In the first stage of knowledge and building of a common sense, the participants have already expose themselves without difficulty.

Each meeting was divided in 3 main phases that repeated themselves as a ritual : warm-up, activation and sharing. The participants were expecting an always new game to start the session, able to give them a chance to relax and create a synergy and an emotional commonality among themselves, essential to find the right tuning in performing the following activation activity.

The group was very interested in personally experiencing what it is like in carrying out psychodramatic activities and then to reflect on them, both to figure out how such activities are part of their life and how they can be used in their professional practice. They were very interested in receiving, after the meetings, some theoretical and descriptive materials concerning the performed activities.

Grate harmony developed among the participants, harmony that brought them together although their

differences

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background.

The biggest difficulties concerned the organization of the calendar. The meetings were very close to each other, sometimes twice a week. On the other hand the close dates allowed the emotional continuity among meetings, which consolidated the flow of interpersonal relationships.

According to the participants and conductor’s observations, the course was effective in conveying to the participants the basic principles of psychodrama and provided them with some tools that can be useful in their professional practice. The most difficult ability remains that one of knowing how to handle those situations where the emotional burden may be higher.

In the first meeting it was important to explain and share with the participants the objectives and the particular method of psychodrama. Moreover have been defined the rules of mutual respect and confidentiality regarding the contents that would be expressed. Then we started by following the typical structure of psychodrama with a warm-up exercise helpful in carrying out the introductions among the participants. Standing in circle, first everyone said his/her name, then the name in rising tones of voice from the first that makes it up, the second a little stronger and so on; then participants had to link their name to a characteristic that begins with the first letter of their name (e.g. : SaraSolar) and a gesture associated with the feature. Gesture and feature are made first by the person and after by the whole group. Since the beginning the participants were available to perform the activity. At first there was a little embarrassment in carrying out the activities but, as they started experiencing pleasure and serenity, they relaxed giving way to the emergence of spontaneity.

The activation phase proposed consisted in a self-reflection through a self-representation on a human figure’s shape, each participant wrote on the shape aspects of themselves that were then - 44 -

PaTiE - Report on WP 5 staged and narrated by each participant. Using the “I-auxiliary”, double and role reversal techniques.

It followed the sharing phase with a free discussion on the participants’ life experiences and finally a theoretical integration on psychodrama: definition, roles and functions. The first meeting ended with a game similar to the first one: standing in a circle, the participants chose a word associated to a gesture expressing the way in which they lived the first day of training.

During the second meeting, the warm-up phase consisted in a game with an imaginary ball that passes among the participants. A first activation was a brainstorming on "the word emotion brings to my mind ..." and a second activation regarded the listening of a song and the recognition of explicit and implicit emotions. It followed a moment of sharing about what emotions are, and which are those that represent us. A third activation was proposed about the emotions related to events that occurred in our work as educators/teachers. After a reflection some participants dramatized, through role-playing, the situation and the felt emotions. Then was simulated a scene from a work conflict situation, told by one of the participants. The protagonist chose the I-auxiliary and used the techniques of soliloquy and inversion of roles.

The sharing: open discussion on emotional experiences, on representations and professional and personal approaches as experienced in the role-playing.

In the third meeting the warm-up was the game: blender- toaster-elephant.

It started with a theoretical integration of emotions and communication, which are at the basis of the relational dynamics of the group and on which it is necessary to take consciousness to then be able to activate psychodramatic processes. The activation was on the shame emotion, prevalent in today's world of adolescents, and that has emerged as meaningful in the free discussion among participants on the theoretical sparks presented by the trainer. Each participant, through a living sculpture, mimicked the situation that raised more shame for him/her. In the second activation other participants represented, through role-play with reverse and soliloquy, the shame felt in their adolescence. The sharing: open discussion of feelings, representations and strategies to face and overcome the emotional blocks.

In the fourth meeting as a warm-up the participant performed the rhythmic circle of Toronto.

Standing in a circle, each participant, in turn, placed himself/herself in front of every single person of the group, making a verse and a rhythmic gesture. The faced person had to repeat the gesture and the sound, until the next participant passes by performing a new gesture and sound. The activation on role and group started with a reflection led by a paper in which were written around 10 "I am ...

For the others I am….". In triads each participant narrated, one interviewed and the other one observed. After this activity, some examples were staged. The sharing concerned on how we feel in the “atom personal and social dialectic. The final theoretical integration was on identity and role, on the group dynamics, on personal and social interaction of symbols in the construction of their roles.

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PaTiE - Report on WP 5 In the fifth meeting, the warm-up was done with the game of the numbers in succession.

The participants standing in a circle ad to count in succession, everyone could say the number only once. It wasn’t allowed to choose strategies in advance and participants didn’t have to overlap or repeat themselves . In case of failure everybody had to start from the beginning.

The activation concerned who I am with masks; dramatization with the mask, what I express and what arrived to the others. It consisted in using a mask built in advance. Each participant paraded on stage with the mask on the face miming a gesture with an associated word. The public wrote down what each mask inspired to him/her. The impressions have been shared. Everyone red and reflected on the received messages.

The guided sharing: each participant expressed how he/she felt and asked for an explanation and feedback to the others. The theoretical integration was on roles, group dynamics and conflict with particular attention to the Morenian theory.

In the sixth meeting the warm-up was carried out with walks with music and Colombian hypnosis.

Divided in pairs, the participants had to drive each other in a walk in the space letting themselves be led by a hand placed in front of the face of the other. Everything had to be done in silence.

With the activation were introduced the sociometry in action on the person that I know more and on the one that I know less.

The sharing was on which questions can be asked to bring out the dynamics of a group, how to make emerge and manage the differences in role among participants and how to handle conflict.

A second example of sociometry was proposed, this time a graphic kind. Each participant had to drew three concentric circles on a sheet and make a cross in the middle in order to cut circles in 4 parts. Oneself had to be placed at the intersection, each quadrant represented respectively: romantic relationships, friendships, work relationships and family. A dot had to be placed closer and farther according to the attendance and from 1 to 3 + or from 1 to 3- to connote qualitatively the type

of

relationship.

Each participant shared with the others what transpired. Then an integration was performed with the methodological and theoretical aspects of group dynamics and on how use the sociometries to explain and manage conflicts in the group.

In the seventh meeting the warm-up was "greet my mascot." Standing in circle each participant made a gesture of welcome to a puppet chosen as mascot of the group. In the second round each one remade the gesture that the mascot did to the participant that was next to him/her. Activation was on the symbolic work. Then it was proposed to make a collage on: "Something meaningful about my being a student...". Each participant played a role-play with I-auxiliary to stage what was symbolized in the collage. Afterwards, divided into two subgroups, participants invented a story starting from the collages made by the participants and finally they performed a role-play to explain

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PaTiE - Report on WP 5 it to others. The sharing was on the emotional aspects, on attitudes and ways of communicating. The theoretical integration was on the spontaneity-creativity and on the use of symbols in psychodrama.

In the last meeting the warm-up was a sociometry in action called "the wind blows over ...".

Some questions were posed and the participants had to move to one side of the room that represented the "yes" or the other side of that is the "no". If someone was uncertain could remain at the center. After each question, two questions could be asked to understand why one is in that side of the room. The questions were initially about physical aspects, then about interests and activities, finally on emotions and values and intimate aspects. The questions were initially posed by the trainer, then also the participants could ask. Afterwards, an individual written reflection was made on "one thing I would say to this group", then was shared in pairs and finally told in plenary with the shadow (the other member of the pair) that mimicked the actions of the narrator.

The sharing was on the emotional aspects, attitudes and ways of communicating. Theoretical and methodological integration have been made on the contents of the course.

Finally was proposed a psychodramatic assessment: each participant wrote on a note a word or phrase to describe the course. Finally, just before distributing the final evaluation questionnaire, a living sculpture was performed simultaneously by the whole group.

7.3.3 Training report – Spain 7.3.3.1 Module 1: The experiential method of psychodrama The first day of the pilot course of “PaTiE – Psycodrama as a Tool in Education” started with an active psychodramatic presentation always following the structure of warming up, action and sharing about the PaTiE project itself which helped the participants understand the foundations of psychodrama and its application in education. After some logistic problems about letting participants into the building and the space arrangements we started on time.

With regard to this depth in the topics, the

importance of Confidentiality rose up and the

participants worked on it, creating a confidence environment for the rest of the course and also learning how to do this in their own classroom.

Spontaneously an exercise about confidentiality emerged by a participant and it was enacted. The participant suggested dramatizing the act of passing a sacred treasure hand to hand between members symbolizing the treasure of Confidentiality. This spontaneous exercise opened the way to explain key concepts of Spontaneity, Creativity, etc. Also the exercise promoted group cohesion, security, etc.

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PaTiE - Report on WP 5 Early in the afternoon the group moved into a full psychodramatic work with a protagonist working about his professional role. In this first group, some themes emerged: Professional roles Fights in the class Alcohol and hash consumption in the class The need for limits and structure in the class It seemed as a good warm-up for the rest of the course, with really powerful sharing and evocations from the very first moment.

It was obvious during this module the emotional complexity of the themes that spontaneously emerged; death, conflict, bullying and physical aggressions in the classroom. It can also be underlined the importance of paying attention to the “emerging” participants, as known in group analysis theory.

In order to do this first step in the team building with the attendants, it was really important, by the workshop director, the understanding of the processes that were taking place in the group and the appearance of the emergent in the group, who are those that rescue pulsing aspects in the group.

(This concept is not explained in any module and module 2, The power of the group, could be a good place for it).

It was also really important to dispose of the adequate space with no interruptions to run the session.

Training materials / Module 1 Participants ask for more visual schemas to explain main concept and technical descriptions.

Evaluation sheets weren’t enough clear. Professors didn’t know exactly what the had to do (this problem was solved in the next pilots by clarifying the instructions and we think these instructions should be written in the top of each template in the future) Loss and disorientation about the Psychodrama (this field is deep and complex, so we think that this feeling when reading the first module is natural)

7.3.3.2 Module 2: The power of the group

In this second session another important aspect of psychodrama rose up and it was related with the space necessary to collect all the elements of the previous session, what was remaining. It can be some aspect about the technique or some unsaid thoughts from the previous setting. The session

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PaTiE - Report on WP 5 started noticing the power of the group, with sharing brought from the 1st session and with a big amount of questions based on the need of understanding the psychodramatic process and structure.

There were several topics that emerged and were worked out such as: the isolated student, the presence of a Down syndrome student in the class, etc. During the whole session new warming up exercises were kept being presented.

The sharing continued being rich and after each exercise there was plenty of time to present information about psychodrama, its roles theory and Moreno’s work.

It was noticeable the importance of allowing space to share about the last sessión. Some ideas, evocations or sharings could have been interrupted or not enough space provided, therefore the start of the next meeting is always a good moment to re-open an space for sharings about the previous session.

The valorization of the second workshop is, in general, better than the first one. Probably this is due to the sharing at the beginning of the second session and the exchange of impressions about the first experience. Moreover, in this second session, participants seem to understand better the dynamic of the course, what they should do, and the group is knowing each other better.

Training materials / Module 2 Need to improve the index structure, because the logic and relations among chapters is not clear.

Wrap text and avoid repeated sentences.

Translation issue with practical exercise in page 27.

La evaluación de los materiales es más de 4 que de 5, lo cual se podrá resolver atendiendo a los detalles que se señalen.

7.3.3.3

Module 3: Sociometric group mapping

This is a really important workshop because the sociometry techniques are really useful when applied to the classroom. It was evident and clear for the group the use and benefits of the use of sociometric techniques in the class.

In this third session, the group worked a lot with sociograms, allowing the group to discover the value of the sociometric possibilities in the class. The group was surprised about the possibilities of creating sociodramatic exercises designed for particular situations in particular classes.

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PaTiE - Report on WP 5 The topic of a political decision of the Spanish government releasing data of the tax non-payers was worked out using sociogramas, which exposed the flexibility of psychodrama of adapting to any current topic and the importance of attending to what the group brings with itself or group emergents.

Also spontaneously a person with theater training emerged as an exercise director, opening a rich space for a live supervision of her work. The provisional director had experience about art direction so she already knew some techniques. It was a great way of facilitating a co-creative learning promoting a collaborative leadership. The group was pleased with the exercise and the possibilities of being supervised on their work with their students. The experience was rewarding for everybody, because they could see another style of direction in a sociodrama exercise.

It is important to remark that the suggestion came from the official director, Carlos García, who sow the opportunity to do a collaborative leadership. This is a possibility, consequently, that should be taken into account, always being sure that the involved participant, even if the direction is spontaneous, is ready to perform the action.

It is also relevant to note that using current affairs –the news of the last weekend, for example– because those are present issues in the group that allow present a correct sociodramatic exercise.

The day was closed, with an exercise about support, studying the different ways of offering physical support to the students. This exercise created a beautiful atmosphere in the group that stayed within for the rest of the training.

Some professors started to contemplate and reflect about the possibilities of including some psychodramatic techniques on their classes.

A closure sociometric exercise moved to a sociodramatic scene alike exercise finishing with a group hug been closed with music. Due to the emotional richness of the group scene, it was necessary to freeze the sharing and to defrost it on next module, to allow sharings. Sometimes sharings are so intense and important that can be delayed in time, and it is the responsibility of the director to provide enough space for it.

Training materials / Module 3 Excellent scores (between 4 and 5 points) No critics about the materials, they say training materials are good.

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7.3.3.4 Module 4: Warm up (Psychodramatic warm-up techniques for educators) The first part was destined, again, to collect what hasn’t been told during the last session. For example, during workshop 3, a spontaneous common hug emerged and it was closed with music but without words. During workshop 4 the participants needed to express how had they felt during the hug. This shown again the fact that sharing part can transcend from one session to another.

After some warming up exercises some physical activation exercises were presented, running around and the use of this type of exercises to energize the classes if required.

This module was a beautiful opportunity allowing the group to reflect about the power of the psychodramatic techniques, always achieving more impact than expected. We can think of warming up, “simple” exercises not to have a deep impact on the group. Nonetheless most of the techniques had a powerful impact on the group members opening sometimes space for new themes or psychodramatic scenes to be worked.

At this stage, group members started to use and present on their classes, simple psychodramatic proposals, having different results. We provided time to supervise and reflect on the group about the use they did of the new learnings and the exercises they proposed on their classes. Some of the participants presented written evaluations and materials about the work they did on their classes.

Some other participants expressed their reticence to apply, in the classroom and by themselves, the techniques specified in the exercises part and learned in the workshops. They think they need more training to do that.

It was also important the necessity of the “freeze the scene“ technique. When the time was running out and the need to share before lunch time was evident, it was convenient to freeze the action and share, in order to keep with the scene after the break.

It is a technique very useful because in a dramatic way allows to stop the psychodrama in any stage, freeze everything, ideas, postures, location of participants and retake after the break. After lunch, next week or whenever the director finds it necessary. Then when the group gets together the scene gets defrosted and the work continues. This can be extremely useful in the educational setting so time structured.

Training materials / Module 4

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PaTiE - Report on WP 5 Concepts in the training materials are quite generic taking into account that this module is in the middle of the course.

Point 5 about play and Psychodrama could be a little confuse in which respect to the purity of Psychodrama –which is to act–. In this case, play theory must be more related with psychodrama in this module. Caillois theory is maybe not very relevant.

The exercises aren’t really focused.

7.3.3.5 Module 5: Role Playing

(Psychodrama “action” applicable in education) This was the module with the highest number of missed attendances, 3 people missed the class in the morning and another 4 left in the afternoon. All of them gave notice about their absence, however the group is always reactive to the absent.

As a normal part of the group process, we worked with the empty chair of the absent. This exercise, as usual, became really powerful, promoting really personal evocations. This led to technical discussions about the importance of keeping the classes safe and being honest to the contracts not moving into personal issues. Always knowing the personal information is always present.

Role games are very incisive and powerful, so is really relevant to let time for the sharing part in the group. Silence are also really important during the sharing –not only in role playing, but in every sharing process–, in order to allow people express what they feel without rush.

This module showed how, at first sight particularly simple role playing, can be extremely incisor and powerful, providing enough space for sharing because crucial for the development of the group process.

The group shown for the first time that they really understood Moreno’s theory of roles.

We closured the day with the Magic Shop exercise, which if well conducted, not always easy, is usually really rewarding for the participants.

As recorded in the theory materials, group 5 can be a challenging day for the group. And the members were fascinated by the reaction of the group this particular day, with some of the participants being absent.

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PaTiE - Report on WP 5 Explanations hard to understand even about simple concepts.

Check the translation of both, from Italian to English and from English to Spanish.

Scores in training materials are good, but lower than the punctuation obtained in the other elements of the module and also lower than other training materials for other modules.

7.3.3.6 Module 6: Working with symbols

(Conveying meaning through symbolic language) Symbolic work can lead to strong emotional reactions and cathartic work, in the class we want to move away from this type of psychodramatic work, moving perhaps to more cognitive understanding or change.

There was a blockage in the group: at morning a love statement from one partner to another takes place and there was a unsolved tension. It was a perfect example about how a group situation can block the educator’s pedagogical goals. Identify, with the group, what roles where in the scene that had been played during the morning was enough to unblock them. At a certain point somebody asked a technical question and it couldn’t be answered because the partners were laughing. The latent conflict about sexual tension was identify in the group and they were asked about the specific roles that used to play in a sexual conflict (the lover, the rejected, the observers…). The matter was expressed using symbols, symbolic language referring to sexual encounter and so on. The presence of symbols was used to introduce the power of symbolic language. We worked with the roles of “the seduction”, “the one seduced” and “the rejected”, this sociograma techniques probed effective.

This exercise solved the tension with no need of act the latent scene. The vision of the process in the group from the Moreno’s role theory was enough to release the tension.

Then we continued with “The line of Life” were two participants took part. For working with the line of life, the group had the opportunity of working the Professional life line, the personal life line or the sexual life line, the group using a sociometric exercise moved quietly to the work with the personal life line.

It was curious the trend in the group to work about personal issues instead of professional ones, which could show the emotional commitment and the implication within the course. But this anecdote also shows the need of increase the period of time between the workshops into a monthly frequency. This is in order to allow closes and avoid a continuous warm-up because of the emotional component of Psychodrama sessions.

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PaTiE - Report on WP 5 It may be interesting to reflect about the cadency of the groups, perhaps by weekly meetings would allow settling the learning moving the group away from emotional or personal work. Been dealing with the cadence a proper way of handling group dynamics.

Some of the participants are now more prepared to apply some of the techniques by themselves, but in a very prudent manner. One of them, for example, explains that she tried an exercise with a conflictive VET group, and that she had noticed the change, not only in the class but also in herself.

The conflictive situation was due the suicide of a professor during the previous year. The participant who wrote this evaluation found in PaTiE course the techniques to close the open feelings in her classroom by the end of the academic year, and also a way to say good bye in a really well form.

Trough the work in the classroom, the professor was aware of the importance to open a sharing space to express what was latent.

On the other hand, this same professor use the sociodramatic techniques to try to solve a conflict between two learners. Firstly, she did a sociodrama exercise and then an action where students, in pairs, should push and hold each other. The exercise was improvised by her searching about aggressiveness and control the partners.

Training materials / Module 6 No remarkable comments about the training materials.

They get the maximum score (5).

7.3.3.7 Module 7: Conflict management (Dealing with inner group tensions with support of psychodrama/sociometry) This was the day of the conflict. Emerging conflicts in the group, despair about the psychodrama, lack of trust over the ability to run psychodramatic exercises by themselves and anger was floating in the air. Using psychodramatic proposals, sociometric exercises and extensive sharing the group was able to ventilate conflict and move to a creative situation.

There was a commotion because one issue pendant from the previous session was about who rests and who serves, who receives and who helps, who learn and who teach. In this conversation the theme about who stays and who lives appeared and it was related with a person that had abandoned the group from the third session and with another missing partner during that afternoon. This implies a conflict and the group shows upset, because the missing person has used the group and then, has scrapped it, without attending the necessity of the others.

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PaTiE - Report on WP 5 On the other hand, this module is about conflict, so is important that introduce it before during the course, since now is almost at the end. It should be, maybe, in 5th position because is the settling session for the group and where the initial conflicts rise up. Moreover, if the conflict management is done in the before, there is more time to close and process the principal issues during the next sessions and not only in the last one.

It was a challenging day for the direction, but the use of exercise and offering plenty of time for sharing, allowed the group to put words and present some of the burn-out and high stress situation the educators suffer in their daily work routine.

The group understood about the importance of facing conflict and providing psychodramatic ways to promote alternative and creative thinking.

It is a demanding but truly beautiful psychodrama module. Also getting in contact with tension and sadness the approaching end of the course was one of the issues mentioned by the participants.

It may be interesting to place the conflict module earlier in the training. It could be the fifth module, as the fifth group session is known to be a crisis one. This way there is more time to settle the groups; as it is now, there is only one more session for the closure, after the rough conflict module.

Training materials / Module 7 Dogs and cats exercise repeated.

Additional evaluation exercise in page 39 is not necessary (all the psychodramatic session should be assessed during itself and with the templates and notes from the director.

7.3.3.8 Module 8: Sharing (Gathering/processing feedback from the group) The last day was completed with a range of closure exercises, with long rich sharing and moving towards an easy farewell. There was room for physical contact in the exercises, hugs, and grateful sharing. Also there was lot of room to share about the already used techniques in their classroom and the potential of the learnings in their professional development.

It is always important to remember the delicacy and difficulty addressing these techniques and the necessity of further psychodrama training. This idea became evident when the participants asked for an advanced part of the program requiring more skills and training.

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PaTiE - Report on WP 5 Closure is a really important aspect of psychodrama, and always important to provide exercises addressing this matter. The last sessions, must be oriented toward the goal of a quiet farewell and closure. It is important to underline the confidence in the group self regulating processes and the capacity of self contain and regulate, allowing free expression, being the director in a position of respect and acceptance toward the end.

It may be important to reinforce the learning process that took place during the training signaling what has been learnt.

Although the technical lacks of the directors, it is always important to be in a position of respect, and acceptance, always respectful to contracts and walking behind the group, never pushing the members to situations or processed they don’t need to get into. Any sight of narcissistic, strategic or personas needs of the director could be extremely damaging for group members.

In this last session it is convenient to keep remarking the difficulty of these techniques, the need for more training for the participants apart from this introductory course and the possibility, requested for the participants themselves, about to set up a second more advanced part of this course. In fact, even when all the scores where around 5, the lowest (4) are about the capacity of the teachers to apply in their classroom the learned techniques.

Anyway, the teachers who do applied some techniques received a good feedback from their learners: the class felt the educator as more involved in the group. On the other hand, educators felt that, after the application, they were less confidences about their own capabilities in a good way, because they have learned during the course techniques to understand better elements in the group that before where unknown for them .

On the other hand, in this last session was also important the closing with exercises focused on it, to the sharing process, etcetera. The last session must be calm and is important not to stir up feelings.

Remark the confidence in the group work process and the capacity of the group, its self regulation and when the director plays a situation of respect and the group goes to the closing. This last stage is also to reinforce the learning process that has taken place during the course, pointing the lessons learned. The director should also, in despite of the technical limits of the group, goes after the group, avoiding the imposition on some issues which the group is not ready for. The director, instead of this, should attend to the group needs further than the goals and expectations in the session that both, director and participants, may have.

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7.3.3.9 Training materials / Module 8 High scores, all around 5.

No remarkable comments about the training materials

8 CONCLUSIONS After the evaluation of results and outcomes of the national pilot courses, partners decided to make the following changes in training materials.

Syllabus For the better understanding of psychodrama philosophy and exercises application, the duration of each module session to be lengthened.

Trainer Handbook −

Evaluation questionnaires; The questions to be as the each module elaborating

−

open and different for each module -

different psychodramatic techniques and methods.

Widen Likert scale to a 1-to-7 option. The current evaluation scale allows participants not to position.

−

Reorder the sequebnce of modules, to avoid leaving the group with an open conflict. New order suggestion: i. Introduction ii. Warm-up iii. The Power of the Group iv. Role playing v. Conflict vi. Symbols

vii. Group mapping viii. Sharing

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Appendices Table of Contents 1.1

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1.1.7 Completed evaluation questionnaires

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1.2.7 Photos from workshop sessions

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1.3 SPAIN 1.3.1 Announcement for participant recruitment

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1.3.2 Participants list

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1.3.3 Daily attendance sheets

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1.3.4 Certificates

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1.3.5 Applications for attending pilot course

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1.3.6 Questionnaires

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1.3.7 Photos from workshop sessions

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1.4 POLAND 1.4.1 Announcement for participant recruitment – EST had a direct contact with orgasnisationws and trainers

1.4.2 Participants list Name and Tel.

E-mail

Working place

Specialization

Surname

Public/ private

Joanna 508932216 Kisielewska

babajadura@gmail.com

WTZ Żory

trainer

Pr

Agnieszka Pocielej

agapocielej@wp.pl

BSA TG

trainer

Pr

507086945

Aleksandra 603428222 Lechocka

alexandralechocka@gmail.c HAJSTRA om

trainer

Pr

Małgorzata 664029232 Tworzydło

mag.tworzydlo@gmail.com SP ZOZ

educator

Pu

Katarzyna Hankus

606431941

k.hankus@interia.pl

PUP

trainer, vocational consuelor

Pu

Bogumił Konik

644460775

kanik@kouto.pl

OHP

trainer

Pu

Adam Skrobol

512214907

skroboladam@gmail.com

WTZ Żory

trainer

Pr

Rafał Polak 886972206

rafal.polak777@gmail.com TG, WTZ “Jesteś trainer potrzebny”

Pr

Barbara Jędrysik

334979878

biuro@jesrtespotrzeny.pl

trainer

Pr

Anna Pasierbek

512243923

pasierbekanna@gmail.com Ośrodek Socjoterapii

trainer

Pr

Jan Chmiel

603942224

chmiel@teatrgrodzki.pl

trainer/instructor Pr

WTZ

Fundacja “Dobry Dom”

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1.4.3 Daily attendance sheets

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1.4.4 Certificates

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1.4.5 Course daily program Session 1 Date: 30/04/2015 Hours: 12.00-20.00 Subject: “The experimental method of psychodrama” Work steps: theoretical introduction about the concept of psychodrama, its history and essence, practical exercises ordered as a psychodramatic session (warm-up, action, sharing), theoretical/meta-theoretical discussion on the role of psychodrama in education, and its use out of therapeutic context, evaluation Session 2 Date: 09/05/2015 Hours: 12.00-20.00 Subject: “The power of the group” Work steps: practical exercises ordered as a psychodramatic session (warm-up, action, sharing), theoretical/meta-theoretical discussion on the assumption of psychodrama in the context of group building, evaluation Session 3 Date: 10/05/2015 Hours: 12.00-20.00 Subject: “Warm-up” Work steps: discussion about the warm-ups in different contexts (sport) and in psychodrama (psychodramatic session structure) practical exercises ordered as a psychodramatic session (warm-up, action, sharing), evaluation Session 4 Date: 15/05/2015 - 239 -

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Hours: 12.00-20.00 Subject: “Role playing” Work steps: practical exercises ordered as a psychodramatic session (warm-up, action, sharing), theoretical/meta-theoretical discussion: possibilities of using role playing techniques in educational work, evaluation Session 5 Date: 16/05/2015 Hours: 12.00-20.00 Subject: “Sociometric group mapping” Work steps: theoretical introduction about the concept sociometry (the idea of sociometry, the place of sociometry in psychodrama, sociometrical test, sociogram) practical exercises ordered as a psychodramatic session (warm-up, action, sharing), theoretical/meta-theoretical discussion on the usefulness of sociometry in discovering and modification of the group structure, evaluation Session 6 Date: 21/05/2015 Hours: 12.00-20.00 Subject: “Working with symbols” Work steps: practical exercises ordered as a psychodramatic session (warm-up, action, sharing), theoretical/meta-theoretical discussion: possibilities of modification given techniques in order to use them in different educational situations, evaluation Session 7 Date: 22/05/2015 Hours: 12.00-20.00 Subject: “Conflict management” Work steps: - 240 -

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practical exercises ordered as a psychodramatic session (warm-up, action, sharing), theoretical/meta-theoretical discussion on the issues emerged during workshops, evaluation Session 8 Date: 31/05/2015 Hours: 12.00-20.00 Subject: “Sharing” Work steps: practical exercises ordered as a psychodramatic session (warm-up, action, sharing), theoretical/meta-theoretical discussion on the importance of listening, as well as the whole experience of the course, evaluation

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1.4.6 Evaluation questionnaires

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1.4.7 Photos from workshop sessions

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