Psychology 413-513  Psychodrama I Group Interventions

Summer May 15-19th 2017

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.   

The course acquaints participants through the use of cognitive behavioral & psychodrmatic skills to understand the cognitive and psycho-dramatic triad by observing mood, behavior, and thought processes utilizing Automatic Thought Records in the context of a safe group environment.  Psycho-dramatic Techniques of role-playing, role-reversal, and mirroring facilitate the process by examining various conflicting situations individual’s experience. The cognitive-psycho-dramatic group environment provides a supportive climate to practice new thinking and behaviors.


Undergraduate Learning Outcomes

Graduate Learning Outcomes

Cognitive Website

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/CDs are used for edcuational purposes to enhance students' knowledge base of the psychodramatic and cognitive behavioral techniques utilized to reduce conflicting situations. Videotapes/CD's of any session are only to be viewed by group members. There are no exceptions.

Instructor

T.Treadwell, Ed.D,TEP,CGP
ttreadwe@mail.med.upenn.edu

Department of Psychology
33 Peoples Building
Phone: 610.436.2723

Public Saftey Emergency 610.436.991

 

Teaching Assistants

Debbie Dartnell, MSOD,MA
dd746212@wcupa.edu

Ainsley Stenroos
as738448@wcupa.edu

Brittni Gettys
bg802236@wcupa.edu

 


Research Assistants

Sasha Radtke
ar814433@wcupa.edu

 

 

Textbooks:

Treadwell, T., Dartnell,D., Travaglini, L., Staats. M.& Divinney, K. (2016) Group therapy workbook: Integrating cognitive behavioral therapy with psychodramatic theory and practice. Parker, Colorado: Outskirts Press Publishing.

Beck, J.S. (2011). Cognitive behavioral therapy: Basics and beyond (2nd ed.). The Guilford Press.

Greenberger, D., & Padesky, C.A.(1995). Mind over mood: A cognitive therapy treatment manual for clients. New York: Guilford Press.

Young J. & Klosko J. (1995). Reinventing your life. New York: Plume Books (DIvision of Penguin Books).

 


Personality Profile: you and your team members are to explore some of the influences on personality and personality types. We all have a unique personality and it is valuable to understand the nature or your personality. The following are two major areas that affect your personality and its development:

1. Heredity which dictates many physical characteristics - - how tall you are, the color of your eyes, the shape of your nose -- but it also affects how you learn, how you react to certain situations, and how you interact with other people.

2. Environment in which you grew up. The culture you were born into, the family that raised you, the friends you had, the schools you attended, your social network. Your religion, the size of your family, your role models, the leisure activities in which you participated are all examples of environmental influences on your personality.

Each team member is to complete the personality inventory and evaluate whether the information collected from it matches with what you know about yourself. The inventory you will be taking is The Jung Typology Test and should take no more than10 minutes. Your job is to Consult with one of your team members and share your personality profile. This team member is to construct a coherent picture of you and your major psychological processes using the Jung Typology Test along with their personaltiy profile incorporating heredity & environment. You will do the same for someone else on your team. Be sure to Identify individual differences - explaining how this person is unique. Click on the following links to the Jung Typology Test & Retreive the Personality Profile.

Jung Typology Test
Sixteen Personality Types (Profiles)

 


Course Outline:

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

    A.  Assessment Instruments

Automatic Thought Record (ATR)
Group Cohesion Scale
Beck Depression Inventory II
Beck Hopelessness Scale
Beck Anxiety Scale
Personal Belief Questionnaire (PBQ)

Therapeutic Factors Inventory (TFI)
Social Networks Inventory
Schema Mode Inventory (SMI)
Spontaneity Scale
Intimacy Attitude Scale
Young's Schema Questionnaire(YSQ)

  B.  Psychodramatic and Cognitive Behavioral Group Model

Cognitive Triad

Psychodramatic Triad

Behaviors

Warm-up

Thoughts

Action

Moods  

Closure/Sharing

 

Action Modalities

Psychodramatic Techniques

Psychodrama

Role-Playing

Empty Chair

Axio-drama

Role-Reversal

Mirror Techniques

Auto-drama

Interview in Role-Reversal

Doubling

Action Sociograms

Soliloquy

Concretizing & Maximizing

Sociodrama

Aside

Future  Projection

       

1. Design a Genogram...

...of your family of origin (include two generations). Outline these findings according the 'genogram' handout. [genogram development will be illustrated in class - 1st session!] (30 points). 

2. GenoGram presentation...

...For every group session a group member will present his/her genogram for exploration to the group. Volunteering will determine the order of presentations.Genograms represent your social network. Relationships include family of origin- (psychological), your work/school network (collective), persons from that network you consider significant. Family thought records are to be utilized in conjunction with the genogram. Basic family schemas will be addressed.

3. Design a Social Network.

... of your current relationships includes family of origin)-psychological network, your work/school network (collective), persons from that network you consider significant (individual) and if you had it your way -- whom would you have in your 'social network' (ideal network). Outlining your Social Network follows a written format and will be illustrated in class (15 points). **Note - The social network is a measure of your current relationships that the genogram might not pick up.

4. Running Log (daily journal) of sessions.

The running log includes the following details: (d) date of class, (b) nature of the session, the type of techniques used and their purposes, (c) name of person & core belief(s)/schema's) that emerged (d) what role's) did you serve, if any, and if not what might have you contributed, and (d) your thoughts of that session 'topic - or genogram' and how it activated your schema's/core beliefs. Due May 16th. (50pts).


Evaluation: Graduate Students

1. Collaborative Group Project .Due June 26th

a. 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).

2. Paper on Group Issues.

Students develop a group therapy proposal no longer than 10 pages in length and address the following dimensions:
This paper will address the following issues:

A. The purpose of the group.
B. Type of group and research-based rationale supporting this design.
C. Screening criteria.
D. Facilitation issues and role of group leaders/directors.
E. Methods & techniques to be used.
F. Duration of Group.
G. Expected Outcomes.
H. Process for Evaluation.

This paper is to include a thorough integration of literature, along with your own viewpoints, references, and prepared in APA Style, [6th Edition].Due Date June 19th

2. A Schema Mode Paper:

Formulate 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 along with behaviors that are creating interpersonal obstacles. Include a genogram to demonstrate family patterns.

The paper should be no longer than 15 pages, with references supporting your views. The paper is to be prepared using The APA style manual (6th edition). Due Date June 26th

3. Daily Journal: Due. Monday May 22nd (50pts)

(a). Keep daily journal of group experiences. Write a cumulative analysis of your reactions to all ATR's, psychodramas, psychodramatic, and sociometric techniques. Journals take time, thus, the organization of your journal entries become very important. Jounals captures all ATR's and psychodramas that transpire during the week workshop. Type written and in essay format.

4. Thought Records: Are due daily. Send them via email the evening before session. 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. AttendanceAn 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)(6th Ed.).


Evaluation: Undergraduate Students

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

2. Project Collaborative Group Project: June 26th 

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. A Personal Theory Paper.

Undergraduate students develop a 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 (6th edition). Due Date - June 19 (75pts).

4. Daily Journal: Due. Monday May 22nd (50pts)

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

 5Thought Records: Are due daily. Send them via email the evening before session.They are placed in your file and necessary for your self-report evaluation. (50pts)

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

7. 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)(6th Ed.).

8. Evaluation Rubric:


  • ADA Statement: “At WCU we wish to make accommodations for persons with disabilities. Please make your needs known by contacting the instructor at the beginning of the semester. Sufficient notice is needed in order to make accommodations possible.”

  • For questions regarding Academic Integrity, the No-Grade Policy, Sexual Harassment, or the Student Code of Conduct, students are encouraged to refer to the Psychology Department’s Undergraduate/Graduate Handbook, the Undergraduate/Graduate Catalogue, the Ram’s Eye View, and the University website at www.wcupa.edu.

 

Cognitive Behavioral Psychodrama Group Therapy

Enhancing Group-Cognitive Psychodrama

Guidelines for Analyzing Video-Tapes

Sample Video Analysis

Video Consent Form

Group Confidentiality Consent Form

Technician Consent Form