6 (1), 15-27 https://doi.org/10.29044/v6i1p15 Integration of Psychodrama and Transactional Analysis Methods in psychoeducational work with school-age children in Russia © 2015 Marina Solomonovna Sokovnina and Viktor Nikolayevich Aleshin Abstract into their work. Their experiences were that such a Beginning with a comparison of the concepts and combination provided additional resources for methods of psychodrama and transactional analysis, resolution of personal problems and for educational the authors identify similarities and present their development. They decided, therefore, to analyse experiences of combining these approaches in order the differences and similarities of the two approaches to conduct workshops for 5th grade (11-12 years) in order to support practice with theory, and to find students within the Russian educational system. the contact points between the theories for a better They provide their rationale for this work, details of understanding of the principles for combination. the content of the training and an example of the work Historical Background of the students in the form of an agreement on Historically it has been evident that the two cooperation between students and teachers. They approaches have contributed to each other, and that provide an analysis of the reported emotions during the creators – Jacob Moreno and Eric Berne – were lessons for 78 students compared to 38 within control developing their ideas during the same period. groups, showing increased positive emotions and According to biographer René F. Marineau decreased negative emotions for those in the (1989/2001), professionals from different fields transactional analysis/psychodrama lessons. They gathered in 1942 in New York at the Institute of conclude that the role-play method used was more Sociometry, organized by Moreno, and "people like effective than traditional educational methods within Fritz Perls, S. H. Foulkes and Eric Berne participated Russia for the development of autonomy, motivation in Friday-night sessions" (p. 15). The German and involvement of students. psychodramatist Grete Leutz (2008) noted that these Keywords sessions influenced the participants of the meetings transactional analysis, psychodrama, educational to include role-playing techniques into their practice, transactional analysis, efficiency estimation of and she believes that Eric Berne, influenced by these transactional analysis, Redecision school. meetings, has featured transactional games in his theory. Editor’s Note: this paper is an amended version of one previously published by Aleshin & Sokovnina Berne (1957/1991) described the advantages of (2012) in the Proceedings of the XVI International psychodrama as follows: "In psychodrama one can Scientific and Practical Conference and is replay severe emotional disturbances, which allows reproduced here with the kind permission of the Chief the subject to fully express his (sic) feelings and in such a way to realize his accumulated fears and Editor of the Proceedings, N M Shingayev, Head of faults." (p. 279) the Psychology Department of the St Petersburg Academy of Postgraduate Education. Comparison of the Concepts of It is common practice to use group work including Psychodrama and TA role-playing when applying approaches such as The notions introduced by Moreno and Berne were psychodrama and transactional analysis within close, including game, spontaneity, creativity, educational settings. The authors of this paper interaction, etc. Some of their practical approaches initially used psychodrama and TA separately and to psychotherapeutic work are also similar, as can be gradually introduced elements of the other approach seen in Table 1. International Journal of Transactional Analysis Research Vol 6 No 1 January 2015 www.ijtar.org Page 15 Approach Psychodrama Transactional Analysis Kipper (1986/1993) referred to awakening of spontaneity, which is expressed in a creative Stewart & Joines (1987/1996) refer to Berne’s act, or the manifestation of a certain concept of autonomy as defined by three Goal of behavioural pattern in the here and now capacities - awareness, spontaneity and Therapy: situation; also that Moreno correlated lack of intimacy, commenting that this needs release spontaneity with emotional illness, so the goal or recovery of those three human qualities. of psychotherapy was to teach spontaneity Spontaneity as a key concept in Moreno’s Spontaneity is understood as a capacity to theory does not mean a reactive action, or lack Definition of choose from a full range of options in feeling, of control, or rashness; it implies the ability to spontaneity thinking and behaving (Stewart and Joines move in a given direction, and hence it is not 1996) alien to self-control. (Kipper 1986/1993) 1. Clarify the problem 1. Facilitate an expression of pent-up 2. Verbalize the desired result feelings 3. Develop understanding of the 2. Contribute to gaining of insight mechanisms of personal script behaviour Tasks/ steps 3. Help a client to create new and more 4. Bring a client to re-evaluation of early effective behaviours decisions and making of new decisions 4. 4. Reveal unexplored possibilities for 5. 5. Consolidate new behaviours through conflict resolution practice Table 1. Similar elements in the conceptual bases of psychodrama and TA Comparison of the Methods in moving to different rooms and different teachers only Psychodrama and TA for gym, music, technology and manual skills. From th From the authors' viewpoint, one of the branches of the 5 grade, a cabinet style of education is used so TA - the Goulding & Goulding (1997) redecision that each academic subject is held in a specially school - is the closest to the method of psychodrama. equipped classroom with its own teacher. Some of Our comparative analysis is shown in Table 2. We the school requirements and expectations from the concluded on the basis of our theoretical study and students also change. There are new subjects in the our own practical experiences that the two programme. The rotation of students in parallel approaches were similar and compatible and could classes is often done, in order to create learning therefore be applied together in practice. groups of students with similar levels of development Practical Application and academic progress. Because of this, the processes of group dynamics and formation of study We decided that one of the authors would combine groups occurs. TA and psychodrama with 5th grade school students (ages 11-12) during a workshop intended to support These changes of the learning environment, as well a healthy process of acceptance of the new learning as the natural processes of childhood development, environment and the building of new relationships in make it necessary to revise explicit and implicit their group and the development of emotional agreements and contracts, including negotiable and attachments. Due to the peculiarities of the non-negotiable rules of behaviour at school. educational system in Russian secondary schools, Traditionally, however, such revision is not fifth grade students change to a different system of conducted and students are simply ordered to follow education and have to adjust and learn new the written rules of behaviour in the school statutes. communication skills and develop new relationships This contributes to the development of passivity of with other teachers. In Grades 1-4, basic subjects students and to the emergence of psychological are taught by one teacher in one room, with pupils games between teachers and students. International Journal of Transactional Analysis Research Vol 6 No 1 January 2015 www.ijtar.org Page 16 The description of the methods at different stages of their implementation Stages Similarities Differences Psychodrama TA Redecision school The disclosure of members is provided The importance of creating Disclosure of the group members and a through a focus on creating a safe A group contract gives an opportunity 1st stage of warming conditions for self-disclosure and protagonist is supported by warming up atmosphere by means of contracting, to declare individual requests up / preliminary phase authenticity in working on problems techniques rules, protection, paying attention to concerning safety in the group. is recognized. group dynamics. Clear contract guarantees results to Focus on contracting about outcome a greater extent, but requires greater 2 Clarification of A vague image of the result or the In both approaches action is client wants to achieve and specifying readiness of client. For clients who problems and desired absence of positively formulated result preceded by discussion and the desired changes in three areas - ‘don’t feel their needs’, the looser results are possible. clarification of the problem. feeling, thinking, behaviour. contracting may be more appropriate. 3 options: Techniques are used simultaneously: practitioner decides based on criteria TA has more focus on protection; client's willingness (the explicit (time required, importance, etc.) with group voting clients may feel 3. Techniques for expression of desire to do the work There are recommended rules or group votes on whose problem is pressured or not important: with deciding who works now) procedures for selection of the more important group discussion problems are when. group rules that minimize protagonist. selection through discussion actualised for all but may not be dealt competitive processes in between group members who with. establishing order of working