Psychodrama Practice vs University Students’ Subjective Well-Being and Hopelessness

Everything can happen in psychodrama and this hidden dimension of experience, can be referred to as surplus reality or an extra dimension of reality.

According to Farmer et al, (2007), it can be addressed as “surplus reality,” that is those issues connected to what one might have, would have, and should have done. This can be applied to efficiently address visions and fantasies and can be applied to address worries related to “God”, “the church” or “the government” in a straight sort of manner. This can improve the well-being of a student and assist him or her in grieving through a goodbye meeting with a departed important and esteemed one. Furthermore, Psychodrama can be applied to enhance specific therapy on an individual or additional therapy setup. This can assist the move a student past a deadlock or define if they are equipped for expulsion from treatment through tackling an expected challenging situation (Treadwell, 2005).

From the impacts of psychodrama and its explanation we can deduce that it not only explores one’s unexpressed feelings and thoughts, but also the situations that have at no time really occurred but could have met with those who are actually not there. Everything can happen in psychodrama and this hidden dimension of experience can be referred to as surplus reality or an extra dimension of reality. Psychodrama is useful since it can be applied in business, training, religion, and application in business and also teaching together with psychotherapeutic application and concentrations. Other than benefits it can affect the participant due to its societal force which can end up in individuals feeling constrained to participate in activities of which they may not otherwise accord.

According to Blatner, & Adam, (2014), in families, differentiated profiles according to Bowen’s theory occur when a child is born with some characteristics similar to those of one parent or grandparent or the child is born during the period of the death of one of the members of the family. The child concentrates more on the family due to the pressure from those sharing the same characteristics with him or her. This makes child to grow in a sense of WE more than I. In this case, Bowen wanted to teach couples on how to be different from others, if is to attend therapy sessions on member can attend and bring a change in the family if both are not willing to attend together (Karatas, &Zeynep, 2005).

The “character’s” story or subject is at the center of the psychodrama tic presentation whereby the character is the client, patient and the subject of the conduct. The character is chosen out of the group and during the psychodrama tic process the group’s participants are the “listeners” and the source is for the enactment (Blatner, & Adam, 2014). About the greatest part, the source plays the part according to the character’s comments and instructions. The organizer may direct the source but not intensively. According to Moreno, the source can be acted to the character’s creative mind in two approaches known as double and soliloquy (Treadwell, 2005).

The appliance of psychodrama among couples is based on the four Bowens theories (Farmer et al, 2007). the first theory is the theory of triangle, in couples who are too cross of very far there comes a time where some misunderstanding occurs, some couples are able to solve them in a peaceful manner while others they do not manage to do so, this cause an emotional tension which leads to violence in the family. This is where the Bowen's theory of triangle gets in, the theory introduces a third party in the family, which helps to solve the problem. The three party’s forms a triangle as the name suggest due to the pull of the third party. The third party can be Christian leaders, police or family friends.

During the filling of dysfunctional forms, the members should be given the samples first to guide them on how to fill them. Those forms help the therapist to know each person's problem (Treadwell, 2005). Another cognitive technique is automatic thoughts, which are habitual. The therapist helps the patient to recognize them and assist the patient how to deal with them. The cognitive behavioral technique is very effective and the patient responds to it very well (Blatner, & Adam, 2014).

Privacy is an issue in any experimental preparation groups just as it is in psychotherapy groups. Each participant is required to come to an agreement to privacy as one condition for being a fragment of this training (Blatner, & Adam, 2014). The participants are also stimulated to take into account ongoing work and school interactions with other participants as they select what they unveil as personal material. Furthermore, it will be addressed out that a moral condition for group work is to make the contestants aware that though a group trainer is forbidden by law from unveiling any material from the group, also other group members do not have that same responsibility.

There are many methods which co-therapist use to deal with those in relationships mainly couples by use of psychodrama methods and Bowen’s theories. The authors put together the Bowen's theory of differentiated individual as single who is capable to function from a position of me as different from we in couples or relationships and use psychodrama to show this functioning (Blatner, & Adam, 2014).

The authors bring together the psychodrama and also cognitive behavioral techniques in-group settings. Those groups should have a minimum of five and maximum of ten members. The sessions should take 2 to 3 hours and the total period should be 15 weeks. Those with aggressive disorders should take individual therapy (Treadwell, 2005). In the application of cognitive therapy, therapists should start with dysfunctional contemplation or thought records where the group’s members record things that affect them emotionally. The records are kept in each person’s file.

Many ways can lead to physical injury to the participant in the process of enactment. For example, the presentation of fierce scenes, creating effects in example standing on chairs, or peoples who are bodily compromised to start with commotions which they cannot do. It is the teacher’s and therapist’s accountability to be alert of possible hazards and to shield the participants. Societal force can end up in individuals feeling constrained to participate in activities of which they may not otherwise accord. Moreover, it is stressed that this subject must be made clear with each participant with whom the therapist might use the method (Farmer et al, 2007).

Dysfunctional thought forms help mostly students and patients with a problem of mood regulation.Psychodrama not only sightseers one’s unexpressed feelings and thoughts, but also the conditions that have never really occurred but could have, meets with those who are actually not there.

The action occurring on the stage, movements and spoken words, and objects, make it probable for the character to either to complete anything he or she has been unable to, or have not known how to do it, or tried not to do in actuality (Treadwell, 2005). This can be referred to as act completion since it is on the psychodrama stage that the person understands the emotions and thoughts that obstruct him, plus the new sequence of behavior that will assist him to express himself independently (Treadwell, 2005). Psychodrama not only sightseers one’s unexpressed feelings and thoughts, but also the conditions that have never really occurred but could have the meets with those who are actually not there. Everything can happen in psychodrama and this hidden dimension of experience can be referred to as surplus reality or an extra dimension of reality.

Psychodrama can be defined as the helpful role-playing method technique usually conducted by groups. Many questions have been raised about the effects which can be caused by psychodrama on students (Blatner, & Adam, 2014). This article has discussed and compiled those effects caused by psychodrama practice on university students’ subjective well-being and hopelessness, mourning approaches: Recognizing Psychodrama’s many facets, the integration of psychodrama with Bowen’s theory in couple therapy and enriching psychodrama through the use of cognitive behavioral therapy techniques Bibliography.

Negative effects are the potential harms in terms of emotions, social culture or physical change.

Psychodrama symbolizes a full expansion and improvement of role-playing together with their applications and implementation. Although role-playing is mostly discussed, outside of psychodrama it has not often been considered as an intermediation but except decisiveness training, others are known by the clinician. A psychodrama tic role-playing meeting is perfect for formulating for example a university student to have an encounter with a family or friend member, employer, or maybe the colleague worker. Psychodrama has another application of addressing a wide range of matters and problems comprising those in the current, future, and past or those that comprise the interior encounter (Farmer et al, 2007).

Psychodrama is the approach developed by Moreno in his lifespan. Instead of being believed as an only technique, his work would be greatly aided if utilized and recognized as actually separate mechanisms (Karatas, &Zeynep, 2005). Although the efficiency of these individual mechanisms might be added up by using them in performance, there are many situations in which they can be applied in their own right. Moreno came to a conclusion that body movement, active interrelations and actions on the stage, their common familiarity or distance as stated in altitudinal terms, physical, could inform more about the troubles in interpersonal affairs than speaking (Farmer et al, 2007).

Article summary on the effects of psychodrama practice on university students’ subjective well-being and hopelessness

The effects of psychodrama can be either positive or negative (benefits or limitations). Psychodrama has several applications in real life today. These applications include business, training, religion, and application in business and also teaching together with psychotherapeutic application and concentrations (Blatner, & Adam, 2014). Many people have made it a major part in their colleges as psychodrama trainers who put efforts broadly with such persons (Farmer et al, 2007). The psychodrama tic tactic can be readily unified with several other approaches which relates to psychotherapy. According to Blatner, & Adam, (2014), the integration of psychodrama with psychoanalysis, gestalt therapy, behavior therapies, creative arts therapies, play therapy, body therapies, family therapy, group therapy, imagination therapies and other miscellaneous psychotherapies. For example, within (ASGPP) American Society for the Study of Group Psychotherapy and Psychodrama there is a subclass of psychodrama that precisely concentrate on application of psychoanalytics.

Work Cited

Treadwell, Thomas W; Kumar, V K; Wright, Joseph H (2005). Enriching Psychodrama Through the Use of Cognitive Behavioral Therapy Techniques. HELDREF PUBLICATIONS Summer

Blatner, Adam (2014). Morenean Approaches: Recognizing Psychodrama’s Many Facets. Turk Egitim DernegiFarmer, Chris; Geller, Marcia (2007). The Integration of Psychodrama with Bowen’s Theories in Couples Therapy. Heldref Publications Winter

Karatas, Zeynep. (2005). Effects of Psychodrama Practice on University Students’ Subjective Well-Being and Hopelessness