related schools

[James Sacks]

Dear Listserve,
It's always good to inclusive,no? No. Certainly all the "related 
fields"  that Adam has so impressively set out should be included 
but seeing only the advantages of inclusivity  evades the necessity 
of defining the boundaries. Should we really accept absolutely 
anything as a related field for purposes of the exam? What about 
astro-drama that an individual has invented? We would have to have 
some criterion to decide what is not a related field.
Jim

>      Hello, Listserve, what do y'all think of this discussion? To 
>restate, I would like to influence the Board of Examiners to expand 
>and refine their policy and section on "related methods" in the 
>Board Exams. As in the guide, it... well, it needs re-examination.
>       
>          The exchange with Peter Howie below may add to this exploration.
>
>
>I've considered a number of other related fields.
>     In my book on Interactive & Improvisational Drama (an anthology 
>that I edited), there are chapters on over 30 approaches that are as 
>related to psychodrama as, say, Montessori education----and one 
>could well argue that their relation is even closer. Approaches such 
>as process drama in education, theatre in education, Theatre of the 
>Oppressed, Playback Theatre, bibliodrama, etc.--- all might be 
>considered.
>      In my chapter on psychodrama in Corsini & Wedding's Current 
>Psychotherapies text, I note other related fields, such as the 
>Pesso-Boyden System Psychomotor (see their book, Movement in 
>Therapy)--- which some psychodramatists have been integrating; Hal & 
>Sidra Stone's "Voice Dialogue." In Corsini's Handbook of Innovative 
>Psychotherapy, there are many other approaches.
>       Related to drama therapy, there's also expressive arts therapy 
>(mixing two or more modalities, including drama)--- and again some 
>international psychodramatists do this. All the variations of drama 
>therapy are also related.
>       There are approaches to improvisational dance/movement work 
>that bridge to the spontaneity work in psychodrama.
>              and on and on.
>
>    ----- Original Message -----
>
>From: <mailto:peterhowie at macquariehouse.com.au>Peter Howie
>To: <mailto:adam at blatner.com>Adam Blatner
>Sent: Sunday, October 28, 2007 12:20 AM
>Subject: Re: related schools
>
>Hi Adam,
>
>Yes lets keep the conversation in the open space.
>
>Cheers
>
>Peter
>
>At 10:05 PM 10/26/2007 -0500, you wrote:
>
>>Yes, I agree, that Ellis is an important school---becoming 
>>increasingly obscure here.  Funny you should say that he's in any 
>>way at all like Moreno. I can't see it, but perhaps if you prod me 
>>I will.
>>
>>    Re postmodern, I've been messing with that. Let's just say that 
>>any trend---liberalism, existentialism, new age, postmodernism, 
>>etc. can be done foolishly as well as wisely. So those who espouse 
>>postmodernism to excuse bland anything goes are misusing some good 
>>ideas. It shouldn't be seen as a coherent specific movement, though.
>>     As for science being the criterion for assessing 
>>psychotherapy---i.e., hard data--- in the USA, cognitive behavior 
>>therapy is a modality that can be assessed more specifically. 
>>However, I think it misses many things.
>>      I'm pretty dubious about the degrees to which science can 
>>measure or assess much of value in psychology. It hasn't addressed 
>>love much, or "cute," or meaning. A bit more on happiness, and 
>>little that isn't pretty intuitively obvious.
>>       I might concede that this or that research has shifted our 
>>thinking, but 96.92% (I just make these numbers up) are "Duh," as 
>>in "Duh, that's pretty obvious, dude."   Research done by college 
>>and grad students to get their careers started. Perhaps I'm unduly 
>>cynical.
>>
>>        One postmodern concept I do sustain is the inclination to 
>>view as a political maneuver (to inflate status and be worthy of 
>>increased salaries, grants, etc.) the efforts to claim the aura of 
>>great science by following the methods. Basically, I see this as 
>>equivalent to being a loyal toady in the church and thus being 
>>promoted. Authority, I suspect, is at least 53.6% given not on the 
>>basis of demonstrated competence in or for the role but on the 
>>basis of loyal service, nepotism, heredity, ruthless psychopathy, 
>>being non-threatening to a superior, or malleable, being bought 
>>(simony), etc. I refer to authority in almost all human 
>>institutions.
>>
>>       Anyway, do you want to include listserve again in this conversation?
>>
>>
>>
>>    
>>
>>
>>----- Original Message -----
>>
>>From: <mailto:peterhowie at macquariehouse.com.au>Peter Howie
>>
>>To: <mailto:list at grouptalkweb.org>list at grouptalkweb.org
>>
>>Sent: Friday, October 26, 2007 6:13 PM
>>
>>Subject: Re: related schools
>>
>>
>>Hi Adam,
>>
>>
>>I don't think The RET folks think they are out of date - they have 
>>a somewhat thriving or at least enthusiastic mob around here. 
>>Having been 'done on stage' by Albert Ellis on one of his many 
>>Aussie trips I can heartily endorse people knowing about his 
>>perspective - his essential ideas are Morenian in many ways - i.e. 
>>biases in our worldviews lead to view our experiences as bad or 
>>miserable. What I liked most about him was the ways he talked about 
>>other therapies and approaches - he was scathing about 
>>psychoanalysis, jung, glasser and almost everybody else for whom 
>>there was no research or didn't agree with his perspective. It was 
>>refreshing to hear given that there is so much post-modern 
>>acceptance of almost everything as good.
>>
>>
>>I would have though that there needed to be some organisational 
>>development models as well - the Systems Theorists - Snowden et al 
>>and others, perhaps Action Learning and Action Research. But I am 
>>not sure if sociodrama and hence cultural, community and 
>>organisational theories are part of the North American training 
>>process.
>>
>>
>>Keeping standards up to date is a labor of love and invaluable to 
>>members. go for it.
>>
>>
>>Cheers
>>
>>
>>Peter Howie
>>
>>Brisbane, Australia
>>
>
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