Fall - 2009

Course Description and Objectives:

The purpose; (a) to introduce the theory and practice of psychodrama as a therapeutic modality utilizing the triadic cognitive model; (b) be familiar with the basic techniques of sociometry and psychodrama; (c) to identify five structural constructs, and three procedural components of the psychodramatic process; (d) be conversant with the five basic operational techniques of the psychodramatic process; and (e) familiarize self with cognitive behavioral skills to understand the cognitive triad by observing mood, behavior, and thought processes utilizing "Thought Records".  You will be familiarized with tests measuring various aspects of inter & intra personal relationships. The data will become part of your class file to be used for both instructional and research purposes. The long-range purpose is to improve the effectiveness of the group-cognitive therapy model for the training of group and individual therapists.   

Group-Cognitive Psychotherapy - Psychodrama utilizes the action techniques of role playing, role reversal, doubling, mirroring, future projection, soliloquy, interview in role reversal, and introduction to the social atom concept both as action techniques and research instruments. 

This course will be videotaped. If one does not want to be videotaped let the director know prior to the start of each session. Video tapes are used for edcuational purposes to enhance students' knowledge base of the psychodramatic and cognitive behavioral techniques utilized to reduce conflicting situations. Videotapes of any session are only to be viewed by group members. There are no exceptions.

Instructor: Thomas Treadwell, Ed.D., TEP

Department of Psychology
Office: Peoples - Rm 33
Phone: 436-2723   
E-mail: ttreadwe@mail.med.upenn.edu

Cognitive GroupPsychotherapy Psychodrama Website

Textbooks:

Karp, Marcia, Holmes, Paul & Bradshaw-Tauvon, Kate, (Eds.). (1998). Handbook of Psychodrama. London: Routledge Publishing Co.

Beck, J. S. (1995) Cognitive Therapy: Basics and Beyond. New York: Guilford Publishing Co.

Kellerman, P. (1992).Focus on Psychodrama: The Therapeutic Aspects of Psychodrama. London: Jessica Kingsley.

Treadwell, T., Kumar, V.K & Wright, J. (2004). Enriching Psychodrama via the Use of Cognitive Behavioral Therapy Techniques. Journal of Group Psychotherapy, Psychodrama, & Sociometry, 55 (2-3).

Barbour, A. (1995). A reexamination of the Tele effect. Journal of Group Psychotherapy, Psychodrama & Sociometry, 47 (3), 114-125, Required article on Tele and Transference.

Course Outline:

Lecture, discussion and experiential approaches will be used to introduce and explain the following theoretical and applied principles.

• Discuss consent forms 1st session!

    A.  Assessment Instruments: [administered pre-post and during the 15 weeks]

  B.  Psychodramatic and Cognitive Behavioral Group Model

Evaluation: Graduate students will be evaluated on the following criteria:

§  1. Project -- A behavior you would like to experiment with and modify.  Due 2nd session.

§   2. Group Experience: [For graduate students] (100pts).

• Review the cognitive behavioral and psychodramatic techniques and group applications.  Discuss the strength and weaknesses of the techniques and applications.  
• Demonstrate how to effectively implement a group therapy activity utilizing cognitive/psychodramatic group techniques (under supervision).

1. Co-Facilitate a 2-hour cognitive – psychodramatic group therapy intervention.

2. Participants: Class members.

3. Select and design a cognitive-psychodramatic group therapy exercise/activity/intervention to be administered as the group facilitator.

4. Each facilitator will submit a brief (one paragraph describing the activity, and the outcome that is expected.

5. After you have run your intervention – design ‘evaluation forms’ to evaluate your actual outcome.

6. A written personal reaction to the co-facilitation experience. (reaction paper - one page)

7. Develop an evaluation form of the cognitive-psychodramatic group intervention skills. (How well was the intervention received)?

8. Submit a paper, following APA format (introduction, literature review, (your) results, and discussion). Due date last week. (100pts)

§         3. Weekly Journal: Due end of each month (50pts)

(a). Keep weekly journal of group experiences. Write a cumulative analysis of your reactions to various psychodramas and psychodramatic and sociometric techniques. Journals take time, thus, the organization of your journal entries become very important. Type written and in essay format.

§         4. Thought Records: Are due weekly. They are placed in your file and necessary for your self-report evaluation. (50pts)

§         5. Participation in group-sessions is required for "all" group sessions and considered 10% toward final grade.  

§        6. Attendance, deduct 7 points for each group session missed. 

 Evaluation: Undergraduates will be evaluated on the following criteria: [For Undergraduate Students]

§        1. Project -- A behavior you would like to experiment with and modify. Due 2nd session.

§         2. Collaborative Group Project: Due December 3rd.

a. There are numerous warm-up techniques developed to move a ‘group into action’ that is, creating a safe environment to address, for example, fears associated with negative thinking. Your focus is to utilize a ‘warm up technique’ from the text and apply the technique to the group. (You are free to create your own or modify an existing technique). From this experience develop a reaction paper addressing the pros and cons of the technique and what could have been done differently.

b. The collaborative group will design a power point slide presentation of the entire group. There will be digital pictures taken of all group members and emailed to each of you. Your collaborative group is to organize the pictures that will tell a story about the entire group.
Much of this will be hypothetical, that is, your hunch(s) are based on suspected or hypothesized schemas and core beliefs of group members. Identify various psychodramatic techniques you would use in moving individual group members into action.Suggest a plan for intervention and your methods of measuring outcome! (100pts).

§         3. Weeky Journal: Due - end of each month (50pts)

(a). Keep weekly journal of group experiences. Write a cumulative analysis of your reactions to various psychodramas and psychodramatic and sociometric techniques. Journals take time, thus, the organization of your journal entries become very important. Type written and in essay format.

§         4. Thought Records: Are due weekly. They are placed in your file and necessary for your self-report evaluation. (50pts)

§         5. A Personal Theory Paper.

Undergraduate students develop a scholarly paper detailing your personal schema history & its effect upon your current interpersonal relationships. The focus is on identifying, understanding and challenging long-standing maladaptive patterns in thinking, feeling and behaviors that are creating interpersonal obstacles.

The paper should be no longer than 10 pages, and should contain references research and theory to support your views. The paper is to be prepared using The APA style manual (5th edition). Due Date Dec 3rd. (100pts)

§         6. Class Attendance.

An experiential group course requires your attendance & participation. There is a NO CUT policy for this course. Class attendance is discussed 1st class session. Absence(s) can lead to dismissal from this course. Emergencey or extenuating circumstances are taken into consideration. Grades depend upon: (a) clarity of writing, (b) relevance of your personal comments, and (c) conformance with The Publication Manual (APA)(5th Ed.).