| Code: | SS2210215 | Acronym: | TAG2 | |
| Predominant Scientific Areas: | ||||
| Acronym | No. of Students | Study plan | Curriculum Years | ECTS | Contact hours | Total Hours |
|---|---|---|---|---|---|---|
| LSS1 | 45 | Viso nº 16918/2022 de 30 de Agosto | 1º | 3 ECTS |
| Laboratoriais: | 24,00 |
| Laboratoriais: | 22,00 |
Teaching - Hours
|
The objectives of this course are: to learn a model of working with groups and conflict resolution, specifically the psychodramatic/sociodramatic model; and to develop group interaction skills through the experience of group games and dramatization of situations brought by the students.
History of Psychodrama.
Main Morenian Concepts:
Role: psychosomatic, social, and psychodramatic roles; acquisition, performance, and creation of roles.
Encounter: instrumentation of a humanistic approach.
Tele: interpersonal perception.
Moment: psychodramatic time.
Spontaneity: response in situation, creativity, and adequacy.
Identity matrix: perspective of infant development.
Integration catharsis: healing in relational and social context.
Social atom: sociometric basis of experience.
Three-phase procedure: warm-up, dramatization, comments. Psychodrama Instruments: stage, protagonist, director, auxiliary ego, and audience.
Psychodramatic techniques: soliloquy, role reversal, double, etc.
From Mental Health and Social Intervention to Sociatry.
Role-play - psychodrama in pedagogy.
Sociodrama - psychodrama in group work.
Training in group facilitation skills and problem-solving group issues.
Practical sociometry.
It is considered that the topics addressed, both in the theoretical realm and through experiential aspects utilizing simulated practice, concrete examples, and the students' lived experiences, aim to empower students with skills to plan group interventions in different contexts. These interventions should take into account the type of group to be implemented, the characteristics of the participants involved, and the specific objectives of the intervention. Additionally, the course promotes understanding of the essential components of group dynamics, as well as the comprehension of appropriate dynamics to be utilized according to the established objectives.
| Castro, A., & Almeida, V. ;O psicodrama de grupo e a ressignificação de sentimentos: O adolescente no palco, , Revista Brasileira de Psicodrama, 25(1), 101-107, 2017 |
| Cruz, A., Sales, C. M., Alves, P., & Moita, G.;The Core Techniques of Morenian Psychodrama: A Systematic Review of Literature, Frontiers in Psychology, 2018 |
| Fox, J. ;O Essencial de Moreno: Textos sobre Psicodrama, terapia de grupo e espontaneidade, Ágora, 2002 |
| Gonçalves, C. S., Wolff, J. R., & de Almeida, W. C. ;Lições de psicodrama: introdução ao pensamento de J. L. Moreno, Ágora, 1988 |
| Morengo, M. T. ;El psicodrama como método, Autores de Argentina, 2015 |
| Orkibi, H., & Feniger-Schaal, R. ;Integrative systematic review of psychodrama psychotherapy research: Trends and methodological implications, PLoS ONE, 14(2), 1-26, 2019 |
| Pio-Abreu, J. L. ;O Modelo do Psicodrama Moreniano, Climepsi, 2006 |
| Rojas-Bermúdez, J.;Teoria e Técnica Psicodramáticas, Paidós, 1997 |
| Wieser, M. ;Studies on Treatment effects of psychodrama psychotherapy, : Routledge, 2007 |
The class will be considered a Sociodrama group where exclusively the roles of students, future professionals, and group members will be worked on, clearly delimited from any psychotherapeutic objective, which would become abusive in a pedagogical context. Spontaneity Theater will also be used to work on situations from everyday life or identified in news from the media through dramatizations created by the group.
Avaliação apenas com exame final
Not applicable.
The assessment will consist of a written individual exam (100% of the final grade).
Not applicable.
In accordance with the norms of the Knowledge Evaluation Regulation.
In accordance with the norms of the Knowledge Evaluation Regulation.
Through a theoretical and practical approach, inspired by Morenian principles, including simulated practice, analysis of concrete examples, and reflection on students' experiences, the topics covered aim to equip students with the necessary skills to plan and implement group interventions in various contexts. The program contents also promote knowledge of the essential components of group dynamics, as well as an understanding of the appropriate dynamics to be applied according to the specific objectives of the intervention. By employing a practical and experiential teaching methodology, through the application of sociodramatic techniques applied to pedagogy, it is intended that students will be able to critically reflect on the application of psychodrama/sociodrama and group dynamics in their diverse contexts and their usefulness in the practice of social intervention profession.
