ABSTRACT:

We will combine an idea of Gianni Rodari for creating a fairy tale or a story and the ideas of Moreno’s about sociodrama.
According to Gianny Rodari there are a Hero, a Valiant, a Secret, a Fraud, a Helper, Magic gift, a task, a question in every good story or fairy-tale.
We are considering thinking about these characters as social roles and use them for making a sociodrama together with children – The conductors and children chose a topic, everyone chooses a role among Hero, Valiant…, build a stage, and create a story playing together with children- spontaneously, improvising, experimenting.

The participants in our workshop will have the opportunity to experience this process of sociodrama from the role of the adult or from the role of the children.
We will also share this experience at the end of the workshop.
At the end of the workshop the participants will have a better understanding about this kind of work with children and will be able to apply it in their field of work.

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ABSTRACT:

This workshop will explore the experience of those who have been involuntarily displaced from their homes by war, famine and other acts of violence and discrimination.

Participants will be helped through Sociodrama, action based and reflective exercises to connect with and explore in action others experiences of displacement and loss of control over their own lives.

The three levels of Sociodrama; Sharing from role, Personal Sharing and Social Learning will provide a container and an opportunity for integration of learning.

Aims and Objectives: To increase our understanding and empathy with those who are displaced. We also hope that participants will be inspired to create connections with those displaced and on the edges of their communities.

Learning objectives: At the end of the workshop participants will have:

1. A greater understanding and empathy with those who are displaced in their communities.
2. Expanded their ability to step into another’s shoes and see the world from their perspective.
3. Develop a vision of how to reach out or advocate for change in their communities

Bibliography
Nujeen: One Girls Incredible Journey from war torn Syria in a Wheelchair
Nujeen Mustafa with Christina Lamb
My Fourth Time We Drowned
Sally Hayden

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ABSTRACT:

Aim: To explore the frustrations that create intergroup conflict in the group’s collective subconscious and to find out the potentials in the collective subconscious between groups to reduce the feeling of frustration and develop cooperation.

Background: The Middle East is going through a difficult period, especially in the last few decades, with increased intergroup tensions. While negative experiences negatively affect the potential for future generations of different groups to come together, it is everyone’s common responsibility to preserve the feeling of living together for the formation of a more peaceful world that Moreno dreams of.

In addition to addressing intergroup relations with Moreno’s sociometry and sociodrama approach, synthesising Jung’s collective unconscious and shadow concepts with sociodrama offers important opportunities in understanding conflict and resolution.

Learning objectives of the workshop:
Participants,
1. They will experience the interaction of positive, negative or natural roles of different groups in the Middle East.
2. In sharing experiences, it will be expressed what increases the possibility of conflict and what facilitates the possibility of cooperation.
3. Finally, prominent collective elements will be determined and alternative solutions will be experienced on stage.

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ABSTRACT:

Participants will be provided with a methodology to deal with emotionally difficult situations and organisational and personal conflicts by using sociodrama tools such as exchange of positions in group mediation steps. The aim is that participants will experience and later apply in their work an interdisciplinary combination of group dynamics, sociodrama, conflict management, and mediation in sensitive multi-stakeholder situations.

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ABSTRACT:

The challenges of recent years are leading people to realize that in order to face the future confidently, it is necessary to part with the past ecologically and consciously. This seminar is a sociodramatic study of the phenomenon of parting at different levels: personal, family, group, and social. Using sociometry and sociodramatic tools, participants will actualize their experience of disengagement from dysfunctional systems. After this session, they will be able to expand their range of responses to environmental uncertainty, find personal resource states, and structure their approach to disengagement as a process.

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ABSTRACT:

In this workshop, the presenter will introduce her experience of working with social and educational centers for disabled children and their families.

Often, the professionals who are working in the social field have their various negative feelings towards the children’s parents: blame, irritation, even a desire to save the children from “negligent parents”. The use of sociodramatic action in the work process (training or supervision) helps professionals to see the situation of the families in a more global, and at the same time – in a more individual plan, to step into the shoes of the parents; and to devise more concrete, creative and humane approaches to support them.

And when we are working with groups of parents – this approach allows them to name and to illustrate their “forgotten” and suppressed feelings. And to re-accept their human nature – suffering, deeply hurting and full of hopes for a decent life.

After this session the participants will be able to identify and understand more deeply the different inner processes in the parents of the children with disabilities; and to apply this understanding in their social and therapeutic approaches and interventions in the work with them.

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ABSTRACT:

The objective of the workshop is to propose a Sociodrama experience in which the group starts from a process based on essential communicative elements that allow individual defenses to be lowered and let a new space for a shared story.

 AIMS

• To connect one’s own origins and stimulate pre-verbal communication, in an ontogenetic, and phylogenetic sense, using every sense and modality.
• To search for group times and rhythms as a consequence of respecting the personal time of each one.
• to discover traditional elements and ancient cultures that can be intertwined in a common here and now.

The objective of the workshop is to propose a Sociodrama experience in which the group starts from a process based on essential communicative elements that allow individual defences to be lowered and create a new space for a shared story.

Multiculturality is an essential human characteristic that allows each visitor to recognize in the lands where he arrives and stops, a part of himself of his culture, his world, his sounds, his origins, his essence.Observing the process of culture we see that history does not proceed in leaps. The succession of social movements of populations who overlap, contrast, assimilate and differentiate in a continuous movement causes the re-emergence of cultural resources and values even when they seemed gone forever.

The action becomes an instrument to overcome the limits in the ability to develop concepts while changing context and habits.

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ABSTRACT:

The workshop will be based on Hanna Kende child psychodrama. In the child psychodrama groups the participants will work on their own self-healing abilities. In the groups you will experience the power of community, belonging and acceptance.
The community experience also develops social skills and helps us find our place in the world. Fictional stories use imagination to transport participants into a pretend world, where they develop through their role choices from occasion to occasion.
Our groups provide a model for a well-functioning community and we also experience that the model is carried forward by participants into their own communities.

In the workshop we will explore how events in the outside world influence stories, how issues affecting society enter the intimate space of the group and how honest and creative solutions to war, pandemic, climate crisis are generated. We also explore how participants in our groups process these events.

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ABSTRACT:

Finding the “Gold” in the “Golden Year”: Maximizing the creativity for communities throughout the life-span

As we age, roles shift, change, and all too often, contract. Yet, communities thrive and reach their full potential when all participants are able to participate fully within the limits of their abilities. When embraced, age can provide space to access powerful new energies and tune into archetypes of compassion, outrage, power and new layers of wisdom. The gift that years and experience offer is the potential for increased clarity and voice. Moreno’s methodologies of psychodrama and sociodrama provide avenues to expand roles and find new ones. In this workshop we will provide tools to help ourselves and those we work with identify archetypes that will help them step fully and confidently into the fullness of their most authentic selves and enrich their own lives and that of the communities with which they interact.

Learning Objectives. After attending this workshop, participants will be able to:

1. Identify archetypes useful for ages 50 and beyond
2. Describe two psychodramatic and sociodramatic techniques useful in reinvigorating life after 50

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ABSTRACT:

In this workshop we aim to share our work as sociodramatists and teacher educators in action. Working with sociodrama, action and expressive methods in teacher education for us is to work for social justice, equity, and inclusion in schools, facing the challenges of diversity, exclusion and minorities. This means that from our own perspective, sociodrama allows us to stress a participatory and democratic pedagogy, where teachers and students, together, can learn and build knowledge in interaction through dialogue, co-creating a more participative and democratic environment. In such classrooms the teacher is no more the center of the learning process, and the communication is not anymore unidirectional. Students engage themselves in the learning process and take a proactive role regarding both their individual trajectories and social process of group development. They can simulate situations and play their future roles. They can also put themselves in the role of parents, community members or colleagues. Doing so, we think of an isomorphic process through which probably these future teachers will develop themselves as more flexible, open, and good listener professionals and human beings.

Learning objectives:

• To experience and learn from some shared exercises used by the authors.
• To acknowledge the role of sociodrama and expressive action methods in teacher education and in schools.

References:
Belchior, M. (2021). Becoming a Sociodramatist: Sociodrama in Education. In  Sociodrama – The Art and Science of Social Change (pp. 266–286). L’Harmattan. Eds. D. Adderley, M. Belchior, A. Blaskó, K. Galkoci, M. Maciel, J. Teszary, M. Westberg, and M. Werner (Eds.), http://sociodramanetwork.com/sociodrama-theory-and-methods/
Lima-Rodrigues, L. (2021). Sociodrama and Action-Based Learning in Teacher Training Some challenges to “provoke” inclusion. In D. Adderley, M. Belchior, A. Blaskó, K. Galkoci, M. Maciel, J.Teszary, M. Westberg, and M. Werner (Eds.), Sociodrama: the art and Science of Social Change (pp. 287–301). L’Harmattan. http://sociodramanetwork.com/sociodrama-theory-and-methods/
Lima-Rodrigues, L., and Belchior, M. (2022). Aprendizagem baseada na Ação: (trans)formação de professores para a inclusão. In A. P. Pereira, M. Loureiro, E. de, H. Reis, and R. C. Rodriguez (Eds.), Atas Congresso Luso Brasileiro de Educação Inclusiva (pp. 184–187). https://conlubra2022.weebly.com/uploads/1/6/4/6/16461788/atas_conlubra_vers%C3%A3o_final.pdf
Sternberg, P., and Garcia, A. (2000). Sociodrama: Who’s in Your Shoes? (S. Edition-Praeger, Ed.). Praeger Publisher.

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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.

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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.

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