CHANGE PROCESSES IN PSYCHODRAMA by SUSAN BAUM B.A., Simon Fraser University, 1976 Diploma of Special Education, University of British Columbia, 1992 M.A.. Language Education, University of British Columbia, 1991 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE STUDIES (Department of Counselling Psychology) We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA June, 1994 © Susan Baum, 1994 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of V. O u. V\ 6 ^ 11 tKx a \ SM 4v * The University of British Columbia Vancouver, Canada Date vj u i u ? , (c\ S H DE-6 (2/88) ABSTRACT ii The purpose of this study is to investigate the meaning of a significant psychodrama experience for participants in a psychodrama workshop. After the workshop is completed, participants were invited to take part in the study. The study involved a taped interview session using open ended questions and a written confirmation of analysis. The co- researchers were asked to describe their experiences after the psychodrama. The interview was tape recorded and transcribed. The transcripts were analyzed for themes. Theme statements were mailed to the co-researchers for verification. Additional remarks or deletions by the co-researchers were incorporated into the theme statements. The theme statements were then clustered and a description of the experience created. From the description, an essential structure was established. The study used an existential - phenomenologicai approach to describe the meaning of the experience for the group of six co - researchers. iii TABLE OF CONTENTS ABSTRACT ii TABLE OF CONTENTS iii ACKNOWLEDGMENTS v CHAPTER I: INTRODUCTION 1 Statement of the Problem 2 Definitions 4 Limitations 7 CHAPTER 2: LITERATURE REVIEW 8 Introduction 8 Psychodrama Theory: A Description 8 Stages 9 Techniques 10 Role 11 Role Dynamics 12 Spontaneity 14 Catharsis 16 Group Development 21 Group Related Research 25 Research Related to Psychodrama 31 Qualitative Research 32 CHAPTER 3: METHOD 38 Method 38 Co-Researchers 39 IV Phenomenological Interview 39 Procedure for Analysis and Interpretation 40 CHAPTER 4: RESULTS 42 Results 42 Themes 42 Participant Observer Theme Statements 43 Protagonist Theme Statements 44 Context of the Description 46 Description for Participant Observers 47 Description for Protagonists 52 Essential Structure 75 CHAPTER 5: IMPLICATIONS 81 Theoretical Implications 81 Introduction 81 Summary 107 Implications for Counseling 107 Implications for Further Research 110 Summary 113 REFERENCES 114 APPENDIX A: Consent Form 119 APPENDIX B: Participant Observer Theme Statement Form 120 APPENDIX C: Protagonist Theme Statement Form 123 V ACKNOWLEDGMENTS I wish to acknowledge the members of my committee, Drs. Westwood, Cochran and Verriour. Dr. Westwood provided the initial spark to begin this exploration and provided guidance and support along the way. It was reassuring to know that I could always reach him at 8:30 any morning. My thanks also goes to Drs. Cochran and Verriour for widening the perspective on psychodrama. I also wish to express by appreciation to my co - researchers who enthusiastically shared their experiences with me. Many thanks goes to my cousin, Dejan Kramaric, for enabling me to finish the thesis by providing continual help with computer problems. Finally, I would like to acknowledge my children, Melina and Simone, for listening. The thesis is dedicated to the memory of my Mother and Father. 1 Chapter 1 Introduction Psychodrama is a form of group therapy based on real life experiencing. J. L. Moreno developed the theory, philosophy, and methodology in 1908. Moreno believed that humans need to "recover their core selves which became lost through the pressures and demands of daily living" (Moreno & Moreno, 1969) and that we are social beings defined by our relationships with others. Moreno's personality theory stresses normal functioning. Health is equated with spontaneity and creativity. He believed that people naturally self-actualize; they are able to cope and solve problems. At birth one is perceived as having an innate, creative vitality in every life encounter. Psychodrama facilitates the ability to be spontaneous and creative once again. Psychodrama therapy models itself on life and believes that change occurs through action based encounters with others. Real life experiencing is based on 'encounter' which includes both self and others in terms of one psyche to another (Moreno, 1946).Through the encounter truthful communication is created (Moreno & Moreno, 1969). The cathartic dimension allows for change emotionally and physically (Janov, 1991). One develops a greater role repertoire through the experience (Blatner, 1984). Working in groups allows individuals to discover self through others in a supportive context (Gazda, 1968). Moreno believed in the group as a healing agent. He stated "If God came into the world again, He would not be incarnated as an individual, but as a group." (Moreno, 1989, p. 51). 2 Issues are worked out, be they past, present, or future, in the here and now, in an I - Thou encounter. Having worked out issues in an encounter (action based, social situation) one learns to rid oneself of frozen, fixated behavior and perceptions and act spontaneously and creatively (optimally adaptive) (Gazda, 1968). Affective, cognitive and behavioral dimensions are reached which encourage "new perceptions and behaviors and/or reorganizations of old cognitive and behavioral patterns" (Gazda, 1968, p. 107). Theemergrngpatternsmadeawareof are more easily generalized to real life, as they are learned in Veal life' situations. Dramatic interactions, sociometric measurements, group dynamics, catharsis, and role theory are implemented to facilitate changes in both the participant and the group (Gazda, 1968). Being with others provides models for role behavior and interaction. Each participant is the therapeutic agent of the other. Feedback is a necessary part of the experience. Moreno believed that engaging with one's muscles in movement increased the intensity of memory and emotional commitment and enhanced awareness of one's thoughts, actions and emotions. Self-awareness and feedback from others combine to enhance growth. Learning is aided by the director and the group. Usually a cathartic experience is involved in this growth and from this experience new insights and roles emerge. Statement of the Problem The aim of this study is to investigate the meaning of the experience of 'significant change' as reported by participants in a psychodrama. It attempts to examine the process of change from the point of view of several participants understood within the context of the whole psychodrama experience. It has been difficult to analyze the experience because of its complexity. Kipper (1978) points out that there is little research claiming psychodrama is effective and valid. 3 Perhaps one of the reasons for the limited amount of research is related to the complexity of the psychodrama experience. The number of variables are many. Research, thus far, has mainly been based on ethnographic or quantitative methods. The ethnographic approach is mainly composed of practitioners "comments based on personal experiences with clients" (D'Amata & Dean, 1988). A major criticism is that "The zeal and perseverance of many practitioners not only imply bias, but precludes even a pretense of objectivity" (Slawsohn, 1965, p. 531). Quantitative research studies have many problems in methodology due to the many variables to be controlled (Kipper, 1978; Kellerman, 1987; D' Amato & Dean, 1988). Therefore the validity of psychodrama as a therapeutic tool needs more research as there are many methodological problems (Kipper, 1978; Kellerman, 1987; D'Amato & Dean, 1988). The combination of different research methods, quantitative and qualitative (ethnographic and phenomenological) might enhance and help to flesh out an understanding of the process of psychodrama to help us better understand the process of change. For this reason, I have included research studies in the literature review that are both quantitative and qualitative. The study attempts to understand the basic structure of the experience of being a participant who reported having had a significant change experience. The aim is to find themes or patterns common among participants who experienced change. Themes are then formulated into a description of the experience and finally into an essential structure. The focus is the lived experience from the subjective perspective of the co- researchers. The goal is not to predict or control the experience, but to understand the meaning for the participants involved. The qualitative approach using the existential phenomenological approach was selected as it appears most suitable to capture the complexity of the experience. In this study some of the following questions were addressed: 4 1. What effect does the psychodramatic experience have on participants? 2. How do individuals