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Focus on Psychodrama: The Therapeutic Aspects of Psychodrama.

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The author provides a comprehensive overview of the theory and practice of psychodrama, presenting a systematic analysis of its essential ingredients. He specifies the core issues involved, discussing the interpersonal, the emotional, the imaginary, the behavioural and the cognitive elements. By proposing more uniform definitions for these central psychodramatic concepts, the author reduces some of the confusion which surrounds the theory of psychodramatic technique. The book examines the professional roles assumed by psychodramatists and establishes the skills required in each role, before going on to discuss the interpersonal relationships which develop between the participants in a psychodrama group, and the therapeutic value of catharsis and emotional abreaction. Also explored is the use of the concept of acting out, both in psychdrama and psychoanalysis, and how the use of action-insight methods can provoke profound learning experiences. The book concludes with discussions of the problem of resistance, and the importance of the concept and technique of closure in each psychodrama. A processing checklist is added at the end of the book as a systematic aid in evaluating the professional skills of the psychodramatist. The chapters are both pragmatic and solidly grounded in theory, thereby providing students with an effective, in-depth alternative to the traditional verbal therapies. The book is intended for students and practitioners of psychodrama, and professionals seeking to extend their knowledge of creative arts therapies.
Introduction; definition; theory; the psychodramatist; charismatic leadership; therapeutic aspects; catharsis; action-insight; tele; as-if; acting out; magic; resistance; closure; processing.
This is an extremely wide-ranging and perceptive study which provides a detailed overview of the theories supporting the therapeutic claims made for psychodrama. There is much here that the drama/theatre worker could draw upon in non-clinical contexts particularly in the search for answers to the vexing question of precisely how people learn through imagined experience.
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