PD in College classes

[Adam Blatner]

I agree with Rebecca in so many ways!
    Another colleague who taught "psychodrama" had that class bounced in favor of evidence-based (Cognitive-Behavior-Therapy) approaches.
     I'm thinking that the focus on the method is misleading. Relationship is more central, and good psychodramatists often use non-action methods.

    What if we thought of ourselves as Moreneans---in the context of trans-therapy applications---and, in the domain of therapy, as multi-dimensional psychotherapists? It's not a method, it's an intelligent capacity to include all relevant approaches as seems appropriate to the moment (and responding appropriately to the moment is the essence of spontaneity). 
     Some of the dimensions I refer to include
  -- encouraging creativity and making the client's creativity a goal that engages and strengthens the treatment alliance
  -- re-framing resolution not as knowing or finding "right answers" but rather learning the art of improvisation, actively seeking and utilizing feedback, re-adjusting response, improvising again... a dynamic process
  -- using role concept as the basis for a more inter-disciplinary, user-friendly language for psychology
  -- attending to relationship dynamics, social network dynamics, cultural influences (using sociodrama to bring out collective or role-based attitudes), etc.
   -- taking into consideration the power and prevalence of interpersonal preference, rapport (what is addressed by sociometry)
    -- addressing the wider society as a place for social action, community effort, rather than just seeking personal adjustment in an often pathogenic environment
   -- appreciating the need for and utilizing experiential forms of learning, action insight, act hunger, feeling the body in action, direct encounter rather than talking "about," 
   -- noticing and raising awareness of the impact of nonverbal communications, one's own body language
   -- recognizing and utilizing the power of warming-up, the need for it, the need for gradual warming-down, too..
   -- integrating other dimensions of group dynamics and using the other advantages of groups
   -- re-evaluating and using other time-dimensions, from brief interventions to more time-extended sessions; not locked mindlessly into the convenient-for-the-therapist or economically-reimbursable "hour." 
   -- making use of the client's imagery, power of imagination
   -- when appropriate, asking clients to develop and exercise the skill of empathy towards others in their social network,
   -- addressing spiritual issues and integrating the idea that there is a creative process in integrating individualized concerns with larger belief systems
    -- appreciating the power of self-expression, being seen, witnessed, feeling heard, understood (the audience function)
   ... and others. The point is that many of these dimensions are insufficiently (or hardly, if at all) included in many if not most ordinary psychotherapeutic approaches---especially those tied to a "method."
       
        What Rebecca suggests, as I interpret it---or perhaps this is my own bias---is that relationship is the primary element and methods are then utilized as adjuncts. 

               Warmly, Adam
  ----- Original Message ----- 
  From: HV Psychodrama 
  To: dkarner ; list at grouptalkweb.org 
  Sent: Wednesday, November 21, 2007 6:36 AM
  Subject: Re: PD in College classes


  Dear Deborah,
  Thanks for helping get the word out that psychodrama is not just a group of action techniques but part of a larger system including a  philosophy. It is so frustrating that people still are being 'taught' psychodrama as either a bunch of techniques or as a re enactment without warm-up, safety and containment. It gives what we do a very bad name.

  The other thing I have encountered a lot are college students being asked to present psychodrama in their classes. "Everyone had to pick a topic and I picked psychodrama and now I want to do one in my class to show them...what would you suggest I do?" Often they will then attend an open session and then want to go into their classroom to demonstrate.

  Recently I have been refusing to give them exercises to do in the class, saying talk about it, don't do it if you have no training. I have been encouraging them to have their profs contact me and I would be glad to send a trained person in to 'do it."

  It is like someone reading about a medical procedure, possibly observing it once, and then saying, Oh I can do that procedure, without practice, without supervision cause I saw it done.

  So thank you again. And depending on where you live, there might be a skilled psychodramatist quite willing to present to your social work class.

  Rebecca Walters 
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