ABSTRACT:

Objectives: Promote the active learning of psychology students in the discipline of Developmental Psychology 2. Use sociodrama and the biography of important characters as a learning tool for the eight stages of Erik Erikson’s theory.

Theoretical foundation: Erikson (1998) considers the psychosocial development of personality in eight stages: Confidence vs. Mistrust (baby), Autonomy vs. Shame, Doubt (Early Childhood), Diligence vs. Inferiority (school age), Identity vs. Confused Identity (adolescence), Intimacy vs. Isolation (young adult), Generativity vs. Stagnation (Adult), Integrity vs. Despair (Old Age). Active learning presupposes the student as the protagonist of his/her process. Baptista (2019) points out the various acquisitions provided using play as a tool such as cultural aspects, skills and group coexistence.

Methodology: Sociodramatic presentation of the chosen person’s biography and relating their life experiences to the eight stages of Erik Erikson’s theory of the complete life cycle. Four meetings were held with two personalities per meeting: Marilyn Monroe, Napoléon Bonaparte, Chorão, Anitta, Frida Kahlo, Silvio Santos, Kurt Cobain, Cazuza.

Goals to achieve: Understand the construction process of sociodrama as a learning tool in the classroom. Appreciate the result of the presentations that took place in the class of 2023.

ABOUT THE PRESENTER:

ABSTRACT:

Experience report of the Psychology course developed in a community center of studies for adolescents.

Objectives: Apply psychodramatic games to promote Psychology student learning and promote active participation to strengthen self-esteem and resilience with adolescents from two groups: fourteen years old (group one) and fifteen to sixteen years old (group two).

Theoretical foundation: Adolescence is understood as a set of physical and psychological changes that can generate crises. Aberastury and Knobel (2011) call this period the Normality Adolescence Syndrome. Erik Erikson (1998) identity versus role confusion.
Games are a favorable tool to promote spontaneity, creativity and offer a welcoming environment. According to Yozo (1996)  they can be used due to their playfulness to work on conflicts.

Methodology: There were 15 meetings with each group with the participation of twenty three adolescents (14 years old) and twenty-eight adolescents (15 and 16 years old).
The following games were applied: I am a superhero, 10 things in common, acting out emotions, challenge games, adversity game, quality box, timeline, role reversal, seeking goals.

Goals to achieve: Apply the concepts and techniques learned in the classroom in groups in the community. Understand the development process of the Psychology intern and the group he directed.

ABOUT THE PRESENTER: