| Abstract |
Psychodrama has traditionally been used as a group psychotherapy intervention method. However, in recent years, psychodramatic techniques have been used increasingly in other, non-psychodrama psychotherapy models, as well as in social interventions and training contexts. This chapter contains a theoretical proposal regarding ten psychodramatic techniques that can be implemented from a psychoeducational perspective, using a group methodology. Psychoeducational interventions aim to foster cognitive, behavioral and emotional competencies through intentional teaching-learning practices that seek to encourage significant, long-term re-estructurations for both participants and their communities. Although the use of psychodramatic techniques has spread to the field of education also, to date no studies have sought to systematize their use in this type of intervention. Using a theoretical approach based on a narrative review of the literature, this chapter outlines ten techniques and offers a series of recommendations for their implementation from a psychoeducational perspective. The chapter also highlights the potential benefits of each technique. First, five techniques which use role-playing are presented: role-playing planned by the professional, role-playing planned by participants, spontaneous role-playing, role reversal and resistance interpolation. Second, the chapter offers a detailed description of psychodramatic images, a recently-established technique that enables participants to specify, objectify and gain awareness of certain contents, thoughts, situations and emotions. Third, four techniques are proposed linked to artistic creation, the use of objects and group dynamics: psychodramatic stories, intra-intermediary objects, artistic expression and the use of games. To conclude, the chapter outlines the potential usefulness of each of the psychodramatic techniques described. Â © 2021 Nova Science Publishers, Inc. |
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