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All Theses and Dissertations
1968
A Study of Literature on Role-Playing with Possible
Applications to the LDS Institutes of Religion
Victor Vernon Woolf
Brigham Young University - Provo
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Woolf, Victor Vernon, "A Study of Literature on Role-Playing with Possible Applications to the LDS Institutes of Religion" (1968). All
Theses and Dissertations. Paper 5225.
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A STUDY OF
literature
TO THE
ON ROLE PLAYING WITH
LDS institutes
POSSIBLE
applications
OF RELIGION
u
jole
zole
LO
A
thesis
presented to the
department of graduate studies in religious instruction
brigham young university
in partial fulfillment
of the requirements for the degree
master of religious education
by
vernon
woolf
victor
may
1968
this thesis
vernon
woolf is accepted in
victor
by
form by the department
young
brigham
of the
its present
graduate
of
studies of religious instruction
university as satisfying the thesis requirements
for the degree of master of religious education
wy
date
THESIS COMMITTEE
y
ayvis
yvis
ory
r commit
advisapy
mitt
orr
va
cn&lrman
fi
orairiii
A
con
Com
commett
committ
apy
Advis 0
er advisory co
attee
committee
ittee
it yer
bajor
chairman
man
major
lajor department
chair
C
copyright applied for 1968
acknowledgments
PREFACE AND
this thesis is dedicated to
marlene
wife
my
plays the perfect role
who
of wife and mother to her family
special acknowledgments are sometimes included as
formality in the writing of
a
special debt of gratitude to
first
successful
some
of those
owes a
this study
have made
who
very
unexpressible thanks goes to dr robert blees
expertness in the field of role playing inspired the author into
whose
a new and
made
my
thesis but this author
matter of
a
productive area of religious education and whose handbook
possible
secondly
my
much
of the experience that is contained in this study
thanks to
secretary leiah
lelah shiffer
shifter for her
my
many hours
the organization of the bibliof unselfish service in helping with che
ography and with the typing
chairman dr
yarn
david
my
advisory committee in
a
james
to dr
similar capacity
harris
1I
who
latter
saints
and the
quality of
those in this study possible
to love through
to
my
my
men who make
and to the students
interactions with them
lovely wife and family
who
are
my
and
heart
served on
acknowledge also
department of religious education of the church of jesus
day
my
for his spontaneous enthusiasm and untiring
inspection of the manuscript and
my
gratitude is also heartfelt to
the
christ of
experiences like
that
1I
have grown
last but not least
and my
inspiration in
this
world
to each of you 1I give
always on you
my
god
gods
pray
and
blessings
thanks
TABLE OF CONTENTS
chapter
1I
page
THE PROBLEM
A
introduction
a
b
bo
the problem
1 0
enn
enr
probleir
grobl
probl
err
biern
blein
Pro
bleir
the
1
220
0
1
0
2
organization of study
11
II
A
0
0
0
0
0
0
0
0
0
5
0
8
0
problem
deliminations of the
assumptions and definitions
10
lo assumptions 0
2
def
anition
definition
inition of terms
0
0
8
9
9
related studies
literature
0
0
limitations of the study
1
e
0
selecting role playing for this
study
d
do
0
importance of the problem
1
co
c
1
0
10
0
REVIEW
research
a
formulation of the annotated
bibliography
b
formulation of the literature review
chart
general
c
for
classification
criteria
as to role playing
d
do
as
the
to
for
classification
criteria
LDS
ldes institute objectives 1
eo
e
literature review chart table
12
0
0
0
fo
f
statistical
summary
0
0
0
0
role playing literature review
1
atl
classification chart ftl
survey of literature chart table
0
go
g
h
0
0
0
14
0
0
0
0
15
0
0
0
0
18
0
0
0
19
1
statistical
general applications and meanings
the literature review charts
summary
13
0
0
0
0
0
32
0
of
0
0
0
33
page
chapter
lii
111
III
TOWARD A CONCEPT OF ROLE PLAYING
A
ao
introduction
a
ao
b
0
0
0
0
0
0
0
0
0
0
0
0
industrial uses of role playing
role playing in guidance counseling
0
and psychotherapeutic work
c
co
IV
0
role playing in
a
0
0
0
0
0
0
0
0
religious setting
0
TO ROLE
PLAY
ROLEPLAY
A
introduction
a
establishing the spirit of the gospel
of jesus christ in the classroom
b
the need for spontaneity and creativity
training in the institutes
0
0
0
0
0
0
0
0
0
the institute classroom as a group
0
0
selecting the roles 0
objectives of religious roles in the
LDS institutes of religion
1
0
0
religious education
2 testimony
20
3
personal living 0
0
0
0
0
0
59
0
B
bo
setting
ao
a
0
0
.9
9
0
0
0
0
0
0
0
0
0
0
.00
0
0
0
0
0
0
71
0
0
0
0
0
0
1
1
0
0
1
0
0
0
0
0
0
1
1
0
0
p
0
0
0
0
0
a
0
0
0
0
0
0
0
0
0
0
0
0
e
op
0
0
4
0
0
0
0
0
0
0
0
0
0
0
0
a
1
0
0
0
0
keeping it simple
keeping it in the present
choosing the participants
0
0
84
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
74
75
0
0
1
73
73
0
0
0
1
72
73
75
75
76
77
79
1
0
.66
62
65
67
68
69
69
69
0
0
0
0
0
0
action
creating the role
role
g
go
h
0
role situation
up the
objective
0
0
c
co
f
fo
0
counseling
approach
e
0
P
0
0
social
courtship marriage and family life
0
bbo
d
do
0
0
.99
0
0
6
0
0
58
0
0
4
5
41
47
IN A RELIGIOUS
RMIGIOUS SETTING
HOW
c
co
do
d
e
37
38
C
when to
cut the role playing episode
0
D
do
evaluation of the role playing session
0
E
eo
adding variety to the approach
0
0
0
89
F
role situations for the institute class
0
0
0
91
0
0
0
0
87
page
chapter
go
G
index of institute objective roles
a
gospel scholarship
0
0
b
testimony
0
0
0
0
0
0
0
0
c
co
0
0
93
94
.1
1
0
&
personal living
&
0
0
0
fo
f
counseling
g
go
V
0
social living
church leadership
courtship marriage and family life
d
do
e
H
0
summary
0
0
0
0
0
0
log
106
0
0
0
0
0
0
0
0
0
0
108
0
e
0
0
0
0
0
0
0
0
0
0
0
110
llo
lio
0
0
0
0
0
recommendations for further study
C
co
conclusions
0
0
0
B
0
0
0
summary
appendixes
0
0
A
ao
0
0
1
97
99
102
103
conclusions
SUMMARY
SUIMRY AND
bibliography
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
9
0
0
it
0
0
0
1
1
0
0
0
0
0
0
0
0
0
0
0
0
0
112
0
0
115
0
0
ilg
116
0
0
118
0
183
CHAPTER 1I
THE PROBLEM
introduction
recent studies have indicated that although the institutes of
religion of the church of jesus christ of latter day saints are
generally successful in reaching their objectives they have much to
profit
adaptation of
from
some group
new
teaching techniques
at the
same time
teaching techniques have undergone a great deal of
however
last decade
has undertaken to correlate or adapt the literature available with
religiono
religions
the needs of the institutes of reil
Reli
religion
rell giono
no one
experimentation and refinement in the
problem
the
statement of purpose
the purpose of this study is to survey the recent literature
available
on
role playing with the object of illustrating
particular group teaching technique might
institute instructor better
meet his
how
this
be applied to help the
stated objectives
scudy
organization of Sstudy
studies
on the
effectiveness of the institutes in reaching
were
reviewed
objectives
stated
their
the need for more action
was
clearly
techniques
the
teaching
in
institutes
oriented
2
established
A
preliminary survey of current trends in group
teaching techniques
role playing
was conducted and
was
selected
according to
its apparent adaptability
instructor
an extensive bibliography was compiled and annotated
as an aid to the
institute
those writings which had application to the objectives of the
institutes of religion of the church of jesus christ of
saints
were categorized for convenient use by the
illustrations
use in the
and
and examples of
effective rolls
institute classroom
latter
day
institute instructor
were then adapted for
recommendations for
further study
application were included in the study
importance of ahe
dhe
the problem
jhe
the religious educator today faces an exciting and almost overwh
whelming
elming
life
if religious education is to
challenge
of the individual student
then
it
be meaningful in the
must be able to influence him
significantly toward self fulfillment in every phase of his life too
atmosphere
a
nostelgic
nostalgic
far
are
in
conducted
religion
often
classes
removed from personal
application
too much time is spent using the
approach which stimulates the student to
traditional intellectual
manipulate and dissect principles rather than to creatively apply
the student
may
intellectually understand what he douht
ouht to
he should act but he lacks the emotional
conviction
this
to remain passive
them
do and how
ability to carry out his
when
allowed
encouraged
student
the
is
situation is
withdrawn
uncommitted
and
to
classmates
insensitive
to responsibility in the classroom
As whitehead says
A
merely well
3
informed
in formed
remember
is the
man
most useless bore on
gods earth
we
have to
that the valuable intellectual development is self
1
development
in a world as fast moving and changing as ours
religious educators have
just the facts
come
in an extensive analysis of the effectiveness of the
of religion paul
institute
che
of
the
odthe
ofthe
objectives
to realize that students need more than
institute
great effectiveness
H
dunn found
program
that
some
ace
are
ekre not being achieved with
gice
gire
strengthening should resulto
resuit
result
from improved teaching techniques
of the basic
stressing
more
ll
11
he suggested
direct application
of these objectives to the lives of the students
he
stresses that
teachers in the institute program tend to use the tradevelop
than
to
approach
techniques
in
lonal
ional
lonai
rather
dic
ditional
their
dit
new ideas that will enable them to achieve a greater amount
lt
of success
which
amended
as
have
techniques
recommended
teaching
recon
that
it is
from
phase
doing
the
or
prime
motive
the
activity
their
standpoint of student participation be used more extensively
in the areas of personal skills and appreciations
0
1
in his conclusion dunn noted
1
0
that
chose
those
most of the inadequacies in teacher techniques are choie
chole
thole
pertain to areas of personal skills and appreciations
means
he
what
defining
in
1I
company
A
whitehead
N
1959
9
2paul
apaul
paul
H
p
dunn
by
personal skills and appreciations
the aims of education
new
york
dunn
macmillan
1
an evaluation of the effectiveness of the
unpublished
disdoctoral
religion
of
saint institutes
latter
314
p
313
1959
313314
ser
tation university of southern california
sertation
day
4
includes such qualities as effective communication creative or
expressive activity interpersonal activity
areas
for
a more complete coverage see appendix
A
in another study J marvin higbee formulated a
moost
roost
most
basic needs of the
latter
day
related
and other
list
saint college student
of the
and outlined
crystallized list of objectives for the institute instructor
crystalized
a more
he found
that students and faculty were concerned not only with basic
doctrines of the church but also with the specific application of
christian principles to everyday life
actually reaching this application
were rated only moderately
he found however
in general
effective
that in
the institutes
he notes
facts is not enough in many
are the best versed often have the most
a simple knowledge of gospel
0
who
chose
those
instances 3those
problems
of religion of the church of jesus christ of
institutes
way
a
of
day
attempt
in
to
students
educate
that
life
saints
latter
have
must
they
readily
happy
make
and
them
successful
fulfilled
will
As
the
up
improvements
form
most
in
date
adaptable
to
the
in
available
teaching techniques
the institute instructor armed with the princi-
ples and teachings of jesus
christ
and equipped with the most modern
help
hope
can
the student
to
then
world
worldman
worldcan
the
educational
advances in
3joseph
ajoseph
joseph marvin higbee objectives and functions of the latter
A dissertation presented to the
day saints institutes of religion
p
188
214
1966
university of southern california
5
solve the complex problems he faces in the world today more ef-
fectively
the need for more practical applications more activity
oriented teaching techniques and
more emot
ional
lonal
lonai
tootional
motional
toot
creativity led to the
selection of role playing as one technique that could aid the institute
instructor to reach his objectives
the preliminary preview of role playing literature indicates
that role playing
have some
may
distinct advantages in helping the
religious educator to develop applications and practical experience in
living the principles of the gospel for the student while in the
religious classroom setting
study
selecting roie
role playing for this scudy
the primary objective of this particular study is to review
illuswithin the institutes of
the literature available on role playing with the purpose of
trating
and adapting
role playing for use
religion of the church of jesus christ of letter
selection
was
saints
this
limited to the role playing technique in order that
more meaningful
contribution could be
material available
on a
developed in education
hoped
day
made from
the vast amount of
variety of group teaching techniques
industry psychology and psychiatry
that further study will
a
be encouraged in these
now
it
being
is
other areas
role
playing was chosen because of the promising potential in the literature
the similarity between the objectives achieved in the role playing
sessions and those in need of improvement in the institutes and because
of the past experiences in this area by the author
6
institute instructors tend not to use role playing for several
reasons
usually these are
they lack knowledge as to what role playing is
1
will attempt to explain fully what role playing is
this study
and review the
various techniques developed in the literature which
come
under the
classification of role playing
they lack knowledge and experience in using role playing as
2
a
teaching technique
this study will attempt to solve this
by reviewing the uses of
problem
lri
iti
in various settings and
role playing iri
correlating these uses with the objectives of the institute of
religion of the LDS church
they lack the experience or information on
3
roles for the religious setting
how
this study will give
to develop
samples and
proven
and
phase
adapt
teaching
of
roles to the
in
this
instruction
religious setting
they lack the background material available on situations
4
which
role playing has proven successful
available this background material
annotated bibliography
by
this
study will make readily
compilation of an extensive
this bibliography will
be used to
correlate
the specific objectives of the institute system with the appropriate
studies
done in
role playing
easily read studies
achieve in the
As a
done
any
be
able to
will
then
instructor
thens
any
to
objective he seeks to
that relate
or
curriculum
religion
class
of
institute
basis for comparison and correlation the objectives
7
outlined
will
by higbee
be used in
Hig
higbees
bees
this study
objectives
formulate the most recent and comprehensive statement of thobjectives
th
objectives
of the institutes of religion
ives see appendix
coverage
complete
of these object
for
theoretically every class conducted in the
B
more
one
ought
or
of
of
religion
be
reach
to
attempting
to
institutes
these objectives
any teaching technique can only be meaningful to
the student or the instructor in the institute system
correlated with these objectives
this study
shows
if it
can be
that role playing
has great potential in this regard
blees writes concerning the value of role playing
role playing is an attempt to educate the affect or
emotions of an individual so that he can function with his
technical training at a productive and effective level
and
attempts
potential
both
the
to
intellectual
utilize
it
the emotional endowment in order to bring about
4
efficiency in problem solving behavior
role playing group is designed to provide
A
maximum
a
learning
as
nearly
personal
relationships
like the real
situation for interpersonal
inter
life
situation as possible
activity effective
creative
it
encourage
designed
interpersonal
to
is
and emotional
communication
and expressive
application of the basic
it
activity
is
a
creativity
practical
law of learning which
and adaptable
states that the greater
degree of similarity between the learning situation and the
4robert
arobert
A
dynamics
and
gobert
theory
playing
blees
role
robert
introduction to actual role playing manual of role playing
situations
unpublished 1965
p
1
it leil
is
life
8
situation in
which the learning
the transfer of learning
is to
be applied
the greater will be
to the serious religious educator role
playing offers an open door invitation to the solution to
of his
some
most pressing problems
limitations of the study
limitations
De
delimitations
of the problem
this study
role playing
delimited to one group teaching technique
was
there is
variety of group teaching techniques
a wide
which hold perhaps
equal promise to the religious educator
that this study
present a
may
ie
maximum
it
contribution
was
in order
limited to
one such technique
this study
limited to applications that correlate with the
was
objectives of the institutes of religion of the church of jesus christ
of
latter
adaptations and illustrations were
saints
day
as they seemed adaptable to the
objectives
its
the institute
ments
no
institute
made only
system as an aid to reaching
attempt has been made to evaluate other facets of
gramp
program
pro
gramt such as administrative needs
span of control
building arrange-
or curriculum needs
assumptions and definitions
assumptions
it is
assumed
of
church
of
the
religion
of
the
that
institutes
jesus christ of latter day saints play an important role in the
individual growth of the LDS
college student
it
is also
assumed
9
that because the institutes have
process of the LDS
been so important in the educative
students in the past the church will welcome
support and continue to seek to improve the teaching techniques of
their instructors
it
is also assumed that educative processes successful in
religious setting or
an educational
setting
would be
applicable to
when
of
the objectives are similar
religion
institutes
the LDS
a
6
definition of terms
for the purpose of this study the following terms will
be
defined
jesus
church
rhe
of
the
christ of
1he
ahe
official
name
latter
day
daz
This
the
Saints
is
saintsthis
of the corporate body of people sometimes called
or just
latter
this church has its headquarters in salt lake city
term
to
religions
of
refers
this
institute
rell
reil
reli
mormons
cormons
Mormons
religious
day
saints
11lds
LDS
campus where the
christ of
LDS
latter
needed a
utah
the
name
of the
a
day
saints
situated near each
enrollment warrants such a program they are
churchy
by
completely
churche
the
maintained
church
services
church
by
age
sponsored
programs
college
students
for
educational
the church of jesus
religion
people
gilds
LDS
social program
they provide formal
fomai classes in
a counseling program and devotional
coordinated
these activities are co
ordinated
by a
director and
where
to
the
comparable
training
in
regular
instructors
staff of
college instructors
playing
role
roie play
study
in the context of this scudy
the term role
10
refers to
playing
a
structured group activity in which real life
situations are reconstructed or reproduced within the
the educational environment
participants are allowed to try out
satisfying techniques for interacting
inter acting
new and more
problems without
framework of
and solving
threat or fear of peer isolation or failure
this
technique is sometimes referred to as sociodrama but does not include
the more intensified therapeutic technique used with emotionally
disturbed patients in mental hospitals
known
as psychodrama
since
the concern of this study is oriented toward the objectives of the
institute
will
an
of religion of the LDS church
be concentrated upon those
the particular emphasis
role playing techniques conducive to
institute setting
role
the term role is used in this study to indicate the inter-
action process involved in acting out
classroom
it
human dynamics
a
structured situation in the
refers to the role playing session itself
where the
are acted out
related studies
in the
last
decade many books
papers
and
studies have been
jesus
program
church
of
of
the
concerning
the
educational
written
very few however have been written
saints
christ of latter
directly relating to the institutes of religion while curriculum
plans have been developed and manuals of instruction have been
day
11
published there has been no attempt to produce a work on teaching
techniques directly related to the institutes of religion of the LDS
church
in the educational program for high school students
several
closely related studies have been conducted which are available under
the following
1
titles
an
experimental evaluation of role
alan robert anderson
group
counseling11
playing in
counseling unpublished doctoral disserta11
tion BYU
2
1964
john james glenn HAA study of guidance opportunities and
practices in the seminary system of the church of jesus christ
BYU
of latter day saints unpublished masters thesis byuop
1956
3
charles
R
hobbs
an experimental study of
group
selected
guidance techniques in the seminary classroom
masters thesis BYU 1958
unpublished
4
garth P monson A comparative study of the group guidance
teaching method and the traditional teaching method in the
1960
BYU
master
masder
seminary system unpublished masters
thesis
5
wayne
E
young
university
wright A comparison of the effectiveness of
non
group
on
versus
counseling
and
counseling individual
brigham
of
adjustment
and
at
students
academic
emotional
young university
unpublished masters thesis brigham
brigh
1953
a
urge
of
strongly
continuation
exception
these
studies
without
emphasis on group teaching techniques in the religious education
system
teg III
CHAP
CHAPTER
TER 111
I1
literature
REVIEW
research
over twelve hundred
pamphlets
this study were deleted
alphabetical order
by
literature
the remaining writings were organized into
author and numbered for convenience in classifyreview chart
the literature review chart was
gories each relating to
categories
constructed with twelve caca
cata
of role playing and religious education
summary and a
a
specific aspect
the writings were then
classified according to the category into which they
statistical
and books
those writings often duplicated or not applicable to
were reviewed
ing on the
articles periodicals
fit
A
brief
short explanation of general meanings and
applications of role playing to the institutes of religion of the
church of jesus
christ of
latter
day
from
as
the
obtained
saints
cera
emphasis
chap
major
chapter
the
in
included
terO
in
dera
also
this
literature is
this latter
area will be found in chapter 111
III
lii
bibli2gra2h
formulation of the annotated bibliography
A
thorough search of bibliographical indexes
educational
education
als
ais
alt
psychological and psychiatric business education and other related
indexes were made
brigham young
at irvine
an exhaustive search was made of the
university UCLA
and the
libraries at
university of southern california
university of southern california
bibliographies
already in existence were reviewed and where writings could be found
13
applicable additions were
and were
were checked for accuracy and every
was
to the
list
annotations
study
applicable
to
this
article
additional reviews were
included
made of
writings in related
at the
articles
this lack of availability limited the annotated biblio-
areas of study
libraries
graphy to
madel
made
its
were not available
many books and
present length
some
articles
were duplications or
did not have apparent application to the religious educational
criteria for this selectivity is
based upon the twelve categories of the literature review chart which
is explained in the next section those articles and writings which
setting
and so were deleted
the
remained were annotated and alphabetized and form the present
bibliography
formulation of the literature review chart
the review chart
was
organized according to the applications
possible in a religiously oriented educational setting
the
general
called
classification as to role playing
section is
first
this
refers to five general areas of emphasis that are of interest to the
religious educator
to the LDS
the second section is called classification as
institute
objectives99
objectives
99
this section refers to
the seven basic objectives of the LDS
outlined in appendix
classified as
review chart
it
B
bach
each
as
religion
of
institutes
book
or
article
appeared to meet the
each of
was read
annotated and
criteria for the literature
14
general
Role
roie playing
classification as to roleplaying
criteria for
this
general classification was divided into five major areas
1
playing chac
chat
coie plazina
cole
studies in role
that relate to
directly
acion
atlon most dir
A
a
religious orient
religious educators have
number of
conducted experiments or written of experiences that have
taken place in a religious setting specifically or have
attempted to teach principles usually taught in religion
such a
direct association holds special appeal to the
institute instructor
and
therefore all articles in this
category were included in a special classification
2
group
help
heip
techniques
teaching
cech
and
lech
tech
heiz
studies which relate to scoup
heir
aco
sco
aro
nies
explain
As a
how
group
teaching
theory
playing
rolie
to
eole
coie
role
lates
relates
Ee
prerequisite to role playing
oust have developed
class must
a
the principles of group formulation
since group teaching
theory and techniques must be understood to formulate the
proper atmosphere for role playing
the
it
becomes
essential that
have
writings
those
that
available
instructor
institute
relate
ancl technique to his classroom
group teaching theory anci
anti
and
the articles in this section give the instructor
approach
information
ornatiOn in this area
the basic beginning inf
3
studies
examples
exam
which give
ies of
les
lve
ive
sive
rive
playing and
end
roie playingand
role
show
its
been
playing
has
settings
role
various sec
set tiMs
lims
adapted to a variety of situations and uses although the
aapplications to
literature
review chart will not
tell
the reader what these
15
it
uses are
those
will allow the institute instructor to locate
articles
which show how
this technique has been applied
the various approaches to the applications
and where to find
varieties
y
specialized
spec
therapeuticall
studies for more advanced or therapeutically
ialized
therapeutic
ali
ail
all
uses of roie
roleplaying
role playing under this classification comes a large
comparisons of these
4
number of
highly specialized uses of role playing
include work with deep psychotic patients
physical defects and other such problems
these
people
who
these are of
interest to the institute instructor not because
so many of
have
he faces
these problems and is required to solve them but
because he should be aware of the depth and dangers involved
in any approach he is using
who
this section will allow those
wish to become informed on the
full extent to
playing has been used in the past to
5
studies
layl
playing
roleplaying
which evaluate coie
cole
role
which
role
do so
evaluation is
a
vital
this classification will
part of understanding any technique
allow the religious instructor to find those articles and
writings which are designed to give the pros and cons in almost
every field in which role playing has been evaluated
as to the LDS
criteria for classification
the institute objectives were divided into
objectives
institute
seven areas
these seven
16
i
areas followed the pattern of Hig
higbees
bees study and are outlined as
follows
religious
lous
ious
reli
rell
reil
1
academic
this objective is oriented to the more
informative approach to religion gospel principles
principlesp
education
facts and frames of reference are its prime concern
there-
fore those roleplaying
role playing studies which related to academics
curriculum specific issues or factual information were
included in this category
Te
testimony
slimon
stimon
testimon
2
song
son
sons
god
encourages
and in his
this objective
faith in
jesus christ
its
encourage
purpose Ls
to
the student
is
in religious conviction
integrate all
the student to
godand
dand
godana
Go daud and
was a prophet of god
aud
prophet today
the institute instructor encourages
912
112
to
joseph
druch
smith
druth
affirm
that
truth
trithoaffirm
truthaffirm
know
that there is a living
role playing studies which relate to such
religious conviction were categorized under this section
where the general ob-
studies related closely to this area
jec
jectives
tives
some
were sita
where
or
similar
ilar
liar
pew
few
orientation
was
similar
the study was included
3
personal living
livina
this objective concentrates
spiritual social
needs of the individual which
and emotional meeds
everyday
problems
solving
of
the
in
aid
1I
hiibgee
p
pe
hibgee op citog
citow
cite
21bid
ibid
188
life
on those
the orientation
17
personal
is person
alv
als individualistic
ais
adjustmental
adjust
and adjustmentalo
mental
adjustment
alo
ale
aie
those role
playing studies which help the individual adjust in the above
were
mentioned areas wece
vere included in
4
social
ationo
classification
this classific
with
wilb
the students interaction wlch
vith others is the prime
concern of this objective
any role playing study which
relates to helping the student
become more
able to mature in
sp
make
meet
and
companions
companion
and
the social graces
friends
their
braces
vas included in
needs socially was
5
church service
this area
the major concern in this area is effective
leadership training
lead in the church
yit
speak
Tit
serve
and
stude
to
the student
rit learns
leams
ieans
leans
those studies related to leadership
training are included in this category
6
courtship
Cour
tshi
courtshi
marriage
marr1a&e and family elifet
lifet
life
ngg
ngs
training
the proper traini
association and atmosphere that lead to successful marriage
and family adjustment
are basic to this unit
role in family and the part
munity
community
co
are emphasized
it
the
the students
student
plays in the church and
many
ink
irk
playing
use
lri
of
in
role
effective
articles written
on the
this area of education are
included in this classification
7
counseling
counsellw
lw
counsello
Counsel
providing a professional atmosphere in which the
college student can confide in his friends gain insight into
and
problems
social
personal
evaluate
his
attitudes
his
life
abilities
gain insight into his personal
in his
ione
lone
section
adjustment is the major concern of this sect
own
and be aided
18
is
those writings which give the reader or instructor greater
insight into the underlying causes of personal problems or
give the instructor greater ability to be an effective
counselor were also included
the literature review chart shows the above classifications under
the
headings
two
general classification as to role
roie playing and
classification as to the LDS
institute
objectives11
objectivesol
Objectives
Objective
11
sog
sol
former
the former
regular
in
latter
its
each article was
numbers so as to eliminate confusion on the chart
read and classified according to the above criteria if the article
heading has
fit
into
five areas in
one or more of the
goman
roman
ronan numerals and
categories
an
11xis
X
the
was placed under
appropriate number in the appropriate classification
the
the articles
are identifiable according to bibliographical listing number
literature
reyiew
reyier
review chart table
it
a primary purpose of
is
available the literature
on
istattsttcal
statistical
1
su
summary
ga ry
more
readily
make
study
to
this
role playing
purpose
for this
the
depends
on
chart
of
validity
following chart is included the
this
recommended
accuracy
that further
of the classification it is
the
study be done to validate the classifications since such validations
were not included as a
part of this study
19
ROLE PLAYING
BIBLI
OGRAPHY
NUMBER
literature
REVIEW
classification
GENERAL
AS TO ROLE PLAYING
PLAYIWG
V
1I 11
IV
111
II
1
III
lil
classification
siri
sification
silication
CHART
SIFI CATION
catlon
classification
LDS
AS TO THE
INSTITUTE objectives
1
2
3
5
4
X
2
f is
1I
X
X
X
6
7
X
X
X
X
X
3
X
4
X
X
X
X
5
X
X
X
X
6
X
X
X
X
7
X
9
X
10
X
X
11
X
X
12
X
13
X
X
16
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
18
is
19
X
X
X
X
15
17
X
X
8
14
X
X
X
X
X
X
X
X
20
X
X
X
X
X
X
X
21
X
X
X
X
X
X
X
20
literature
GENERAT classification
GENERAL
BIBLI
OGRAPHY
AS TO ROLE PLAYING
OGRAPHYAS
EV
NUMBER 1
V
IV
11
111
I II lii
III
ili
ROLE PLAYING
22
REVIEW CHART NUMBER 1
classification
AS TO
70 THE
INSTITUTE objectives
1
3
2
5
4
X
X
23
X
LDS
leds
6
X
25
X
27
X
X
X
X
X
7
X
X
24
26
continued
X
X
X
X
X
X
X
X
X
28
X
X
29
X
X
30
X
X
31
X
32
X
33
X
34
X
35
X
36
X
37
38
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
39
X
40
X
X
X
X
41
42
X
X
X
X
X
X
21
literature
GEN ERAT
agai classification
GENERAL
AS TO
PLAYING
70 ROLE
roleplaying
V
1I 11
IV
111
II
il III
lii
ROLE PLAYING
BIBLI
OGRAPHY
NUMBER
REVIEW CHART NUMBER
WIMBER 1
43
45
X
X
AS TO
70 THE
INSTITUTE objectives
1
3
2
5
4
X
X
47
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
50
51
X
X
52
X
X
X
X
53
X
X
X
X
54
X
X
X
55
X
X
56
X
X
57
X
X
58
X
X
59
X
X
X
X
X
63
X
X
X
62
X
X
X
61
7
X
48
60
6
X
X
X
LDS
X
X
X
49
classification
X
44
46
continued
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
22
literature
GENERAL classification
AS TO ROLE PLAYING
PIAYING
V
1I 11
111
IV
II III
ill
classification
64
X
X
X
65
X
X
X
X
X
X
66
X
X
X
X
X
X
X
X
X
IRUNBER 1I
REVIEW CHART NUMBER
ROLE PLAYING
BIBLI
OGRAPHY
NUMBER
X
67
X
68
X
69
X
X
continued
AS TO THE
INSTITUTE objectives
1
3
5
2
4
X
LDS
leds
6
X
X
X
X
X
X
X
X
70
X
73
X
X
X
X
74
X
X
75
X
X
X
76
X
77
X
X
78
80
81
X
X
X
X
X
X
X
X
79
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
82
X
83
X
X
X
X
84
X
X
71
72
7
X
23
literature
GENERAL classification
AS TO ROLE PLAYING
V
1I 11
IV
111
II III
lii
ROLE PLAYING
BIBLI
OGRAPHY
NUMBER
REVIEW CHART NUMBER 1
85
classification
INSTITUTE objectives
1
5
3
2
4
X
X
X
87
X
X
X
88
X
X
X
X
89
X
90
X
91
X
X
92
X
93
X
94
X
X
X
X
X
X
X
X
X
X
96
X
X
X
X
X
X
100
101
X
102
X
103
104
105
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
99
7
X
95
98
6
X
X
X
97
LDS
X
X
X
AS TO THE
X
X
86
continued
X
X
X
X
X
X
X
X
X
X
X
X
X
24
literature
GENERAL CLASS
1
CATION
PI
I
catlon
classification
AS TO ROLE
RDLE
gole PLAYING
1I 11
V
IV
111
II III
lii
NUMMM
REVIEW CHART NUMBER
kumber 1I
ROLE PLAYING
BIBLI
OGRAPHY
NUMBER
106
107
X
conci
Conti
continued
nud
classification
INSTITUTE
1
2
AS TO
10 THE
LDS
lods
leds
4
6
objectives
3
5
X
X
X
X
log
108
106
X
X
X
X
X
109
X
X
X
X
X
110
X
X
lil
lii
ili
ill
X
111
III
114
X
X
X
X
112
X
X
113
X
X
115
7
X
X
X
X
X
X
X
X
X
116
X
X
X
117
X
X
X
118
119
X
X
X
X
X
X
X
120
121
X
X
122
X
123
X
124
125
125
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
25
literature
GENERAT classification
GENERAL
AS TO ROLE PLAYING
V
1I 11
IV
111
II III
ili
REVIEW CHART NUMBER 1I
ROLE PLAYING
BIBLI
OGRAPHY
NUMBER
continued
classification
INSTITUTE
1
2
AS TO
70 THE
LDS
4
6
objectives
3
5
126
X
X
127
X
X
128
X
X
129
130
131
132
X
133
134
135
136
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
137
X
X
X
X
X
139
X
X
140
X
X
138
141
142
143
X
X
X
X
X
144
X
X
X
X
X
145
146
7
X
X
X
X
X
X
X
X
X
26
literature
GENERAT classification
GENERAL
REVIEW CHART NUMBER 1I
ROLE PLAYING
BIBLI
OGRAPHY
NUMBER
AS TO ROLE PLAYING
V
1I 11
IV
111
II
HI
III
lii
lil
ili
147
X
148
X
149
X
150
X
X
X
X
X
X
X
X
151
X
152
classification
INSTITUTE
1
2
AS TO
70 THE
LDS
4
6
7
X
X
objectives
3
5
X
X
X
X
X
X
X
X
X
X
X
X
X
X
2
153
154
155
continued
X
X
X
X
X
X
X
X
X
X
X
X
X
X
156
X
X
157
X
X
158
X
159
160
X
X
161
162
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
163
X
X
X
X
164
X
X
X
X
165
X
X
X
X
166
X
X
X
X
167
X
X
27
literature
GENERAL classification
AS TO ROLE PLAYING
V
1I 11
IV
111
II III
ili
lii
REVIEW CHART NUMBER 1I
ROLE PLAYING
BIBLI
OGRAPHY
NUMBER
168
X
169
X
170
classification
INSTITUTE
1
2
AS TO THE
objectives
3
4
5
LDS
6
X
X
172
X
X
X
X
X
X
7
X
X
171
173
continued
X
X
X
X
11
X
X
X
X
X
X
X
X
174
X
X
175
X
X
176
X
177
X
X
X
X
X
178
X
X
179
X
X
180
X
181
X
182
X
183
X
184
185
X
X
X
X
X
X
X
X
X
186
X
187
X
188
X
X
X
X
X
X
X
X
X
X
28
literature
GENERAL classification
AS TO ROLE PLAYING
V
1I 11
IV
111
II III
ili
1
NUMBER
REVIEW CHART
I
CMT
ROLE PLAYING
BIBLI
OGRAPHY
NUMBER
continued
classification
INSTITUTE
1
2
AS TO THE
objectives
3
4
5
LDS
6
7
189
X
X
X
190
X
X
X
191
X
192
X
X
193
X
X
194
X
X
X
X
195
X
X
X
X
196
X
X
X
197
X
198
X
199
X
X
X
200
201
X
X
202
X
X
X
X
X
X
204
X
205
X
X
X
X
X
X
X
X
208
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
209
X
X
206
X
X
X
X
207
X
X
X
203
X
X
X
29
BIBLI
literature
GENERAL classification
classification
OGRAPHY
OGRAPUY
AS TO ROLE PLAYING
INSTITUTE
nituber
nlibber
1I
REVIEW CHART NUMBER 1I
ROLE PLAYING
11
II
210
X
211
X
212
213
ili
111
III
IV
V
1
2
continued
AS TO THE
objectives
3
4
5
LDS
6
7
X
X
X
X
X
X
X
X
214
X
X
X
215
X
X
X
X
X
216
217
X
218
X
219
X
220
X
X
X
X
X
X
X
221
X
222
11
X
X
X
X
223
X
X
X
X
224
X
X
X
X
X
225
X
X
X
X
X
226
X
X
X
227
X
X
X
228
X
229
X
230
X
X
X
X
X
X
X
X
30
literature
GENERAL classification
AS TO
70 ROLE PLAYING
V
1I 11
IV
111
II III
ili
WIMBER 1I
REVIEW CHART NUMBER
ROLE PLAYING
BIBLI
OGRAPHY
NUMBER
continued
classification
INSTITUTE
1
2
AS TO THE
objectives
3
4
231
X
X
X
232
X
X
X
233
X
234
X
X
X
235
X
236
X
X
237
X
238
X
X
240
X
242
X
243
X
244
X
245
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
248
249
X
X
X
X
X
X
X
X
X
X
247
251
X
X
X
241
246
7
X
X
250
6
X
X
239
5
LDS
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
31
BIBLI
literature
GENERAL classification
classification
OGRAPHY
NUMBER
AS TO ROLE PLAYING
V
1I 11
IV
111
1
NIDIBER 1
REVIEW CHART NUMBER
ROLE PLAYING
II
III
lii
252
X
X
253
X
X
254
X
X
255
INSTITUTE
2
continued
AS TO THE
objectives
3
4
X
X
X
X
X
257
X
258
X
259
X
X
X
260
X
X
X
261
X
262
X
X
264
X
X
X
X
X
X
X
X
X
X
X
X
266
X
267
269
X
X
265
268
X
X
263
X
X
X
X
X
X
X
7
X
X
256
6
X
X
X
5
LDS
X
y
X
X
X
X
X
X
X
X
X
SURVEY OF
literature
statistical
catlon
classification
1
S 171 CATION
GENERAL
AS TO
70 ROLE PLAYING
11
II
111
III
ili
IV
V
16
128
180
82
5
44
69
30
1I
I
CHART TABLE 1
SUMMARY
classification
slfication
CLA
INSTITUTE
AS TO
70 THE
objectives
ARTICLES REVIEWED
1
2
3
4
5
6
7
62
19
16
83
72
90
46
201
23
7
5
31
27
34
17
74
1001
adds up to more than 100
loo because almost every
looz
classification
LDS
TOTAL NUMBER OF
article applied to
WAS
269
nmber
amber
ncber of articles written
percent of total
more than one
33
general applications and meanings
meanin
deanin s of the literature review charts
ar
zr
the most significant finding of the literature review chart
that literature written
was
classified as appliev
objective of the institute of religion of the church
cable to every
of jesus christ of
classifications
is entitled
latter
were
application will
how
day
saints
be
criteria for the
the practicality of the
the
clearly explained
thesis
this chesis
which
to role play in a religious classroom
that role playing literature concentrated
found
areas of experience more than on others where similar success
appears evident
were
role playing could
be demonstrated in chapter IV of
this author
on some
on
for
example
percent of the articles reviewed
74
related directly to the area of counseling
classified
under column
7
these articles were
LDS institute objective
deals with the subject of counseling
number
which
7
the heavy concentration of
when
one
study
area
of
particular
understandable
in
is
this
articles
considers that role playing sprang from a therapeutic setting
the technique is
still
young
only
logical
that
is
it
articles written
some highly promising adaptations
gave it birth
on the
since
most of the
deai with the concern which
deal
subject should ideal
have been made with
role playing however
of these adaptations are included in the classification
many
entitled
give
examples of
which
studies
applications to various settings
review chart
this
11
which
role playing and
is
ili
lii
show
column 111
III in the
column received the second
highest
its
literature
number of
34
articles or
69
percent related writings role theory Is expanding
rapidly as the need for emotional creativity Is uncovered in almost
every aspect of living today
subjective and
somewhat
although the literature tended to be
it
theoretically inclined
did clearly
demonstrate the practicality of valuable adaptation to the religious
educational setting
of this thesis
this will
be
further explained in chapter 111
III
ili
toward a concept of role playing
develop
chapter 111
also
will
III
ili
some
of the theoretical impli-
cations found in the writings classified under column 11
II
which
relate
studies
group
teaching techniques and help explain how role
to
playing relates to group teaching theory
these studies
show some
interesting insight in areas directly involved in the objectives of
the LDS
one
institute instructor
field where the harvest
has begun for those
who
have applied
role playing outside the therapeutic setting is leadership training
role playing has found
literature review chart
applications in the field of management training
column 5 in the
development in industry
concerned with
and leadership
about 34 percent of the
this area of study
no one
orte
orie has
many
literature
was
applied the successes
average
by
problems
process
the
faced
teaching
the
to
similar
of this
LDS
ward or stake organization
even though there
exists within
the LDS church heavy emphasis on leadership training
ili
111
III
we
discuss in detail
in chapter
those few studies where role playing has
been adapted for use in various
religious settings
the literature
35
holds great promise to the lay church organization in this regard
chapter
IV
of this thesis is devoted to making this material more
readily available to those in the institutes
are concerned with
who
leadership training
column
adjustment
this
3
of the
literature
was only mentioned
in
could be deceiving
however
personal growth and
review chart
31
percent of the articles reviewed
most of the
articles related in-
directly to personal living or to the theory concerned with personal
articles with the
only those
growth
most
application to individual
personal growth and adjustment were included in this area and
therefore the literature is stronger in its concentration
first it
objective than at
appears to be
role playing
was
on
this
originally
to this author personal
designed to aid in personal adjustment
adjustment seems the area most likely to succeed
in aiding the
institute instructor
the area
2
column
in
only
5
least likely to succeed
developing a
seems to be
that represented
testimony of the divinity of the church
percent of the articles related to this subject and
those were written by
latter
day
saints
some
of
these articles generally
this
were not
directly concerned with role playing
however
and
be
adapted
can
to
playing
not
constructive
that role
dynamic use in the
on
it
simply means no one has written
of
author
experience
role
that
the
this
is
it
a
religious setting
testimony
those
in
of
to
the
contribute
this subject yet
playing can
LDS setting
does not mean
36
this will be discussed further in chapter
in summary
it
seems apparent
IV
of this thesis
that role playing Is
a
teaching
technique that has direct applicability and adaptability to every
objective of the institutes of religion of the church of jesus
christ of latter
day
saints
the areas of counseling and theoretic-
al implications have received the most attention in the literature
some
up to now
and other
interesting adaptations have been
fields related to the LDS
made by
industry
and
objectives
institute
realm
the
within
adaptability
real of
the literature indicates that
is
practicality
CHAPTER
lii
111
III
TOWARD A CONCEPT OF ROLE
BOLE
wole PLAYING
introduction
role playing
may be
considered as old as civilization
general sense any activity engaged in before the fact
sidered as a type of role playing
in a
may be con-
solder or an athlete
when a
practices fighting or shooting he is role playing
when a speaker
stands before a mirror and practices his speech he is role playing
when an employee
boss he
bossv
bossa
into
is role playing
and
has been used in industry
therapy education and religious groups as a
effective teaching technique
role playing originated about
the modern developments in
when a
it
personality development
guidance counseling
dynamic and
in recent years role playing has developed
specialized and sophisticated technique for leadership
a more
training
thinks out in his mind what he is going to say to his
viennese psychiatrist J
L
emotional problems could be helped
morenoc
moirenol
moreno1
renol
renoi
Moi
mol
if
found that people who had
they were allowed to act out
troubling situations and analyze and practice
apostle of sociodrama and its
became the
from his
psychodrama
the journal of
crys
cry
sociatryg
try
sociatry
Socia tryg
lcy
solutions
new
more complex
booksg
books published in 1945
booksh
later
1923
1946
moreno
offspring
and 1953
group
psychotherapy
called
and
which
upon
philosophy
the
impact
profound
of
his
originated because of the
IJJ
L
moreno
greif theater
stegreif
das Ste
potsdam
kiepenhever
1923
38
therapeutic society have
come
the foundation for the rational and
methods of most of the modem
modern
modea role playing movements
one other independent beginning to the role playing
german
army
the
began about 1933
terms of the
2
simoneit2
simoneit
9
a
limited to 100000
practice
men by
the
treaty began to develop a corps of officers
versailles treacy
german military psychologist devised a number of action
procedures for the selection of military personnel
these action
procedures were very similar to current role playing techniques and
allowed higher officers a comprehensive estimate of the qualities of
army
purpose
iono
ione after the fall
of effective select
the
for
selection
recruits
of dunkirk the british
army
progran3
selection program
officer
also employed similar methods in
in the united states
its
the office of
strategic services used role playing for the selection of people for
secret
worke
war time work4
work
vork
lp
uses
of role playing
industrial
after
role playing
am
2m
M
graefe
world war 11
II
industry in the united states adopted
early reports of its use and potential were given
simoneit
psychologic
wehr Psych
ologie
Char
charlottenberg
lottenberg
bernard
by
&
1933
aa
3a
A
cegla
tegla
cebia
cesla
cesia davies
institute of
industrial training london
personnel management 1956
oss
ass
boss
4oss assessment stafft
staff assessment of
0ss
co
rinehart
&
1948
men
new
york
39
lippitt in
articles pamphlets
19435 and by
for
and
french in 1945
since then numerous
writings have been published on the subject
a more complete review of these
literature
classification as
6
the reader is referred to the
review chart in chapter 11
II of this thesis
leadership
same
most
to the LDS
column 5 under
objectives deals with
institute objectives9
9
for industry
articles written foz
have dealt with
this
subject and therefore have been included in that classification
the literature review chart gives rapid identification of those
articles
this subject
on
and the annotated bibliography
the particular emphasis of the specific
article
will aid in
at the present
industry in the united states has accepted role playing as
procedure in many organizations
argyris
have written extensively on the subject
7
corsini
ft
8
and
a
time
valuable
9
straussa
strauss9
strauss
for example corsini reports
that industry is using role playing in three major areas
all
training
ar
5rR lippitt
sociometry
6jJ
aj
sociometry
training
the psychodrama in leadership training19
6 pp
296
ap 286
286296
19
1943
R
procedures with the objective of improving
french
P
1945
8
pp
ap
role playing as
a method
422
410
410422
ac
7c argyris
of training foremen
york
state school
playing
in action
role
gornell
and
labor relations cornell university bulletin
of industrial
number 16
may
Q
1951
8raymond
braymond
eaymond J
raymond
industry
indus
new
new
and
rolej2llzin&
playing
roleplaying
Role
business
in
others
corsini
1961
glencoe
york the free press 01
inc
of
&
9bert
abert
berc
bert and frances strauss
pressp
pressa 1951
york viking press
new ways
wigs
hays
wius
meetingss
tto better meetin
new
40
new
example
a
as
salesman
training
for
skills
called
roleplays
role plays a tough selling situation and the purpose is to enable
him to actually meet a tough situation in real life this is
training he is learning by doing
informing when trainees are watching and listening and not
roleplaying
role playing is then used for informing
role playing themselves roleplaying
and the roleplayers
visual devices
audiovisual
role players become living audio
testing when the purpose of roleplaying
role playing is to analyze and
player then the procedure is done for testing
evaluate the roleplayer
role
10
lo
purposeso
purpo
purposes
seso
sese
may be
role playing is sometimes referred to in industrial training classes
as
sensitivity training
action training
or action
practicing
despite its novelty and complexity
ll
menco
mence
development
develop
mento
11
for
a more complete coverage of the
role playing in industry see column
V
it
has
its potentialities
impressed many people in business and industry with
nesso
nesse
and effective
effectiveness
management
evaluation of
in the literature review chart
seems
industry
playing
use
to
of
to
the
in
biggest
role
the
limitation
individuals
be the lack of
who
either the understanding or the
have
to use this process to anything near
skill
potentialities
myers
wilkinson and
11
and
true
full
its
corsini 9
12
lawshe and others
13
discuss the situation in detail
10
raymond jo
J
11 B
corsini
lib wilkinson
techniques
others
myers
management
advanced
12
12raymond
raymond
1
&
X
J
&
jo
J corsini
H
&
others
opo
op
ope
cit
2
p 20
po
playing
roleplaying
what are good Role
1954
vol
opp
op cito
cic
cit
19
pp
ap
pp
ap
9910
10
23
24
2324
say
gole
roleplayingg
playing
roleplaying
Role
what
supervisors
about
others
12
1958
vol
training
journal of the american society
0
of
trat
tret
f
directors
t
trei
socle
socie
13co
H
C
ho
lawshe
pp
ap
37
3 7
&
41
ng
playing
playl
counseling
lingL and psychotherapeutic work
in guidance Counse
role
roie
in weight of literature this area has had
emphasis
IV
and
roost
most
far the moost
pointed out on the literature review chart column 11
II
As
therapy and counseling are the areas that
group teaching
7
by
contain most of the research theory and applications of role playing
writings are theoretical or descriptive
most of these
extensive bibliography was prepared in 1955 in this area
14
hubbell14
corsini
and again in 1961 by
and hubbell
15
fairly
A
lippitt
by
this author
found
that
there are literally hundreds of articles and books written extolling
the virtues of role playing and expounding upon the theoretical
implications of the apparent successes experienced in
most of these were
number of
subjective observations
studies that
he claims
16
anderson16
anderson
points out
have been reportedly more objective and
itative in their presentation
improvement
application
its
significant
and seemingly
a
quant-
valid
has been achieved by role playing in
the
schizophrenics
ready
parole
for
inmates
prison
of
rehabilitation
personnel
Role
playing
for
roleplaying
lippitt
and guidance workers review of literature with suggestions for
group
9
89
114
pp
ap
1956
89114
psychotherapy
vol
application
puctother
hocher
hother
PUc
tother
14
14rosemary
rosemary
&
anne hubbell
9
15
15raymond
raynond
raymond
pub
psychotherapy
psychothera
playing iin Psych
adline
roleplaying
othera
J corsini Role
co
coa
cos
1961
Chi
chicago
cagot
co0
alan robert anderson
group
counseling
ing
in
in&
ina
1964
pp
ap
42
38
3842
an experimental evaluation of roleplay
unpublished doctoral dissertation BYU
42
lobotomy
patients problem solving situations for student teachers
opinion or attitude changing
difficulties
faced by those
who work
difficult
emotional changes are
of the subjective evaluations
eo
be on the surfaced
ace
surfaceo
surf
surfac
A
one of the
and behavioral changes
in this area is that deeper
lyo
iyo
to measure objectively
objective
may be more
thus each
valid than they appear to
great deal of study and research is needed in
this area before a comprehensive conclusion can be reached
the literature continues to pour in from counselors
psychiatrists
and psychologists
and demonstrating
applications
its
17
Brom
bromberg
bergs
bergt solomon and
bromberg
psychotherapy
psycho
therap
therah
1958
18a
solomon
cally
P
group
oriented
dramatization of the
rehabilitation
1947
fentress
9
18
8
it
technique
adapted for use by a great variety of therapists
17w
W
therapists
extolling the virtues of role playing
since role playing is an educational
such as
meanwhile
has been
Psycho
psychoanalysis
analysts
119
streany
screan
strean1
and strean19
Strean
Adie
Adle
adierians
adlerians
rians
journal
of
out
american
and
acting
acting
268
264
12
pp
ap
264268
vol
analytis
study
analyti
of
critical
fentress
uce
psychoid
lising the technique of
utilizing
psychoi therapy ude
Uti
psycholtherapy
n
mccu
occu
1
occupational
actional
psycho dynamics
ational therapy and
psycholdynamics
46
ap 23
26 pp
2346
vol 26p
& T
L
A
parents
emotionally
disturbed
of
treating
strean
Psycho
psychoanalytic
and
psychoanalysis
psychoanal
Ps
choana
anai
anal
playing
Role
through
roleplaying
tic
children
67
760
76
67760
47
pp
ap
1960
479
6776
vol
review
19hH
S
43
oconnell0
21
0
20
Sc
such as oconnelly
schombs
hobbs
schobbs
oconnell
23
goodman
27
drews
24
and harrow
and
lippitt
28
and shulman
22
eclectics such as
and
Roge
rogerians
rians such as
25
bach
blake
26
have each found the technique successful
corsini found that leading therapy systems appear to concentrate
their uses of role playing in the following areas
role plays the
of diagnosis As the patient roleplays
therapist
theripist may learn more about the nature and extent of
the problem how the patient actually operates how he
thinks and feels
1
As a means
2
As a means
of instruction As the patient watches others
how
he
play
roleplay
learns
others operate in various
role
situations
a
as
psychodrama
Adi
catalyst for social
adl
eelan
adlerian
erian
erlan
oconnell
progress
5
1960
psychotherapy
ro
change in a mental Hospi
ress
hospital
in
P
talt
20w
w
pp
ap
E
131
122
122131
21nN
E
Sc
schombs
hobbs
schobbs
22
22b
H
shulman
individual psychology in psychodrama
52
ap 46
journal of individual psychology 1956 12 pp
4652
A
group
psychotherapy
in
53
23j
american
psycho dramatically oriented action technique
psychodramatically
pa
group
groue
13
pp
39
ap
34
1960
psychotherapy
groub p9
3439
1chotheaut
therapy
Psycho
play
Non
psychodramatic
psychodraaatic
dramatic
J
nondirective
directive
pp
532
ap
32
534
1962
journal
532534
orthopsychiatry
of
american
M
goodman
24
24gertrude
gertrude
clinic
256G
S
try
dry
sociatry
lcy
Socia
sociats
sociatr
1
R
bach
psychology
psychol
off psychal
1950
harrow
1947
& R
pp
ap
1
haast
haest
haas
haes
B
71
70
7071
psychodrama in the guidance
groups
dramatic play therapy with adult
29
pp
ap
246
225
225246
26rR R blake
1955
psychotherapy
Psych
ocher
psychother
other
experimental psychodrama with children
8 pp
ap 347
350
347350
27rR S drews
psychotherapy 1952
psychodrama in private practice
72
5 pp
ap 70
7072
28
28rosemary
rosemary
psychotherapyii
psychotherapy
lippitt
1958
11
the auxiliary chair technique
pp
ap
journal
8826
26
group
group
groue
group
44
3
no
of training through engaging in roleplay
role play
the patient may obtain insight into himself may be
able to learn to25ontrol
to control his feelings or to develop
29
new
As a means
life skills
the therapists particular
matter what
it
approach
seems he can
adapt the role playing technique to aid him in reaching his objectives
if
for example the therapist is a rationalist and emphasizes the
cognitive processes of reason and logic such as
the Roge
rogerians
rians he emphasizes emotions
case he
may wish
ellis
or feelings or if
eeroleplaying
roleplaying
role playing involves
roie
thinks at the
that
then
all three
thus people
who
apt to get well or learn to adjust to
totally involved in
raymond J
30aA
stuart
ellis
1962
32raymond
raymond J
problem
are in therapy because they
life if
living are
which they were
6
reason and emotion in
psychotherapy
ij
group
therapy
to
introduction j
opo
ope
op
Cor
corsini
sinis
cit
cil
cites
p
more
they are encouraged
situations with
p
e
opo
op
ope
nip
Corsi
cice
corsini
cite
nis
cites
31sS re
R slavson an
commonwealth fund 19437
9
32
and
corsini and most other adherents of role playing
have been unable to handle the problems of everyday
29
at the
more
apt
experience
the
the
educational
the
like
life
lifelike
student is to learn
to get
behavio-
same moment
seems apparent to
the more
if after
in a third
of these functions
a problem one acts and feels
in acting out 32
same time
it
or
to concentrate on the more active overt
slavson3l
methodology
as
such
ristic
slavson would use
e
30
9
new
york
new york
lyle
lyie
45
formerly unable to cope
the classic example used in role playing
therapeutic literature is the example of learning to
swim
us
return to ffirst principles therapy is a learning
let
process the subject to be learned is how to live how to
one is learning a very
bow to feel
behave how
hov to think and how
complicated subject made more difficult by the tenacious hold
most people maintain over the immutability and consistency of
own
their
how
hov do
good
personality
people learn similar complex activities best A
example is swimming
what are the best ways of learning
1
to swim one could
conceivably attempt to teach a person
how to swim by cognitive means letting one read books view
films watch others swim listen to lectures etc until the
student knows everything about swimming so that he could
literally write a book on the topic and become an authority
or 2 one could assume that anyone can swim since it is a
relatively simple process but what is needed is to remove a
persons fears and so we encourage the patient let him
express his fears and get him to the point where he is not
3
we can let the person go in the
or
water
afraid of the
water and practice during which time he simultaneously learns
the facts about swimming overcomes his anxieties and gets
experience in proper motions
notions
suppose we obtained three comparable samples of peoples
people
and gave each group the same number of hours in one of these
three modes of instruction and then threw them all into the
water to see how many could make it back to shore what
percent from each of the modes of training could successfully
lyp
undoubtedly
lys the natural holistic method
Undoubted
meet this life test
would be the best33
the advantages of such totalistic
involvement seems to be
1
it
behavior
of
picture
real
life
realistic
allows the individual to become mentally physically
allows the individual a close
and
2
it
emotionally and spiritually involved at the same time so that the
complexities of real
environment
and
33r&ymond
eaymond
raymond
3
life
it
J corsini
become manageable
presents those
op
cit
pp
ap
who
9911
11
in the therapeutic
are observers with a
46
realistic picture of
life
how
the person
who
is acting operates in real
thus increasing their sensitivity to the actor as well as
vicariously to themselves and
on problem
4
it dramatically
focuses attention
areas allowing the individual to see himself in action
but from a neutral situation
calls this process achieving self actualization or
moreno
self fulfillment
he sees as evident
moust
roust
people
must learn to
that
creatively respond to forces currently present in their society
without being constricted and inhibited by pre established
rigid
patterns of behavior
is
the
spontaneous
person
to moreno
one
brings to any learning situation creative forces within himself
who
which he may
freely put to use to meet the needs of the situation
the individual
who
discipline these
has learned to adequately
creative forces to conform to the accepted patterns of behavior of
his society is
self
and
a
well adjusted mature individual
fulfilled
himself
such
spontaneity manifests
the person is able to respond adequately to
in a
new and
creativity
as being a part of the great
pictures
co
responsible for the entire universe
vol
1I
L
man
moreno
psychodrama
new
itself
34
cosmos
all existence
of the universe
he sees the universe as
york
when
situations or respond
as the basic problem of
he
34jJ
new
adequate way to an old situation
moreno sees
he has found him-
beacon house
1946
47
infinite creativity which manifests itself in any series of
creativity states or acts when anything in the universe dies it
looses its creativity he further suggests
the future of a culture is finally decided by the creativity
of its carriers if a disease of creative functions a creativity
neurosis has afflicted the most primary group the creative men
of the human race then it is of supreme importance that the
principle of creativity be redefined and that its perverted forms
be compared with creativity in its original states
there are
higher and lower forms of creativity the highest forms of human
creativity are manifest in the lives of prophets poets saints
and
it
was
scientists
35
this basic outlook that
11spontaneity
spontaneity
technique of
creativity or role playing
he suggests
more
problems
more
the
personality
the
the
that
creative
it
the better
wore
mandi
manditory
tory
dore mandatory
can
it
structure
becomes
therapeutic
moreno
to emphasize the
lead
and
it
can solvep
solve
solved
predict the future and therefore the
that this civilization train for creativity
setting
kole
koie playing in a religious set
role
the contributions of role playing to the religious scene
demonstrate the dynamic potential of this technique
although the
review chart showed only five percent of the
literature
articles
were
related directly to this particular orientation all of these articles
the application of
have been written within the last eight years
role playing to religion is virtually untouched except for these
dynamic and promising
35jJ
vol
1I
L
moreno
studies
psychodrama
new
york
beacon house
1946
few
48
green reports successful use of role playing in the following
areas within his episcopal jurisdiction
1
used in the thought and planning of the department of
christian education of the national council of the episcopal
church
2
clarify the relationship of the religion of the child
or adult to the everyday living situation in which he finds
used to
himself
3
used to help prepare members of a caravan to the legislative
assembly to more effectively relate themselves and their goals
to their respective representatives in the assembly
4
used to help orient church members as to how to welcome a
negro into the fellowship of the local church when many in
the congregation are either openly or silently opposed to
such integration
5
used to further the cause of social concern in the church
as related to civil liberties
in describing the specifics of what he means
by
this latter area
he
writes
orienting volunteers to visit the sick and the imprisoned
in hospitals nursing homes and prisons orienting refugee
resettlement committees in churches which are resettling
refugee families from behind the iron curtain as to procedure
from the communication by
letter
with the refugee family
and
country
seeing
in
in
settled
this
arrives
it
it
work home and community orienting church members who are
enlisting support in their respective parishes for the united
nations the state of israel and negotiations involving the
great
a
toward
and
soviet
russia
united nations
britain
agreement
of
the
the
and
for
practical
cessation
realistic
1
weapons
again I utilize sociodrama in
testing of nuclear
helping church members to relate themselves to such community
relations problems as bettering the living conditions in
public institutions for the sick aged children and imprisoned
obtaining better housing employment and recreational facilities
for the aged problems of juvenile needs and delinquency obtaining community resources for the rehabilitation of the physically
and mentally handicapped and prisoners and lobbying with the
town or city council for more adequate aid for the needy who
have to depend upon the public welfare assistance for their support
before
49
while 1I
am
institutions
aware that sociodrama has been used by other
and agencies to deal with some if not all of
the aforementioned social issues its exploitation by the
church lends added significance due to the christian imperative
and theological implications regarding the responsibility of
those in the church for the social and economic problems of
1
I have found the techniques of the role reversal
mankind
and doubles most helpful
greens testimony is typical of those
who
have experimented
written the results of their role playing experiences
and
he
reports
that
while sociodrama doesnt really lend itself to all sorts
and conditions of church settings 1I have found that those groups
resource
and individuals with the church who have responded to its resources
resourc
have profited immensely thereby
there is a great need for
36
area 0
further development in this acea
he
fails
to give specifics as to procedures he used conditions under
which he worked
response
measures
it
valid measurements of effectiveness or student
may
however
not have been his desire to provide these validity
As
the tone of the
article
seems to
indicate he
and
a
technique
merely
successful
reporting
doesnt feel the
is
necessity to prove
it
if
his witness is grounded
exciting invitation to the religious educator
christian living can
be brought
on
fact
it
is an
almost any phase of
into the classroom and practiced
with near total involvement
communication also
can be aided in the
36john
john R green isociodrama
sociodrama in a church
62
65
14
pp
1961
ap
psychotherapy
6265
ocher
Psych other
psychother
religious setting
setting
grou
gr
by
50
the adaptation of
some
role playing
israel eli
sturm
37
held a role
playing series with a group of theological students under the auspices
of the
found
institute
of pastoral care during the
summer
and encourage
that in order to eliminate distortions
spontaneous communication much of the abstract
had to be eliminated
he summarized
at the
of 1963
he
free
book terminology
text
textbook
end of the
series
problems often arose when the students would use abstract
and
attempting
understand
terms
discuss
to
in
theoretical
the
communications from these real and portrayed patients
as
of
give
terms
attempted
gradually
to
eliminate
director
a
move
as
reveal
feeling
the
level
the self
self
into
and
person
gradually
accept
share
reach
relate
the students learned that they could apprehend behavior
directly
and more accurately without the inappropriate verbal
labeling that would inevitably omit important aspects of the
psycho
psychodrawas
psychodrairas
from
dramas
drawas
message
the
learned
the
students
total
be
to
eliminate
could
refined
interpersonal
that
sensitivities
and
of
spontaneous
trustworthy
be
and
free
could
distortions
38
book terminology
the mediation of text
textbook
dunn
christ of
39
found
latter
day
jesus
of
church
of
the
religion
of
that institutes
saints
with great effectiveness
improvement was
alch
sich
were not aich
ieving some of
achieving
according to him the area in most need of
that of personal skills and appreciations
suich
were
such qualities as
area
of
in his definition
this
creative or expressive activity
communication
371
371srael
grael
israel
srael
a
psychodrama
sturm
in
eli
program group Ps
1963 16 p
psychotherapy
ocher
other
38
38sturm
Sturm
39
39dunn
dunn
ibid
op
their objectives
cit
p
113
and
included
effective
interpersonal
pastoral
training
clinical
13
51
activity
clearly the experience of sturm gives direct implication
that role playing can
effectively to aid in reaching this
be used
objective
sturm
shurm
stuhn pointed out several other
study
he noted
interesting findings
from
his
that students often felt inhibited in their drive
for accurate self expression because of pent
up
feelings which they
express
or
of
to
because
religious inappropriatesocial
reluctant
felt
ness
when
they were acted out in sociodrama however direct and even
intense emotional expression
was
discomfort was at times evident and
was
although
well received by the group
reported to be short lived and
hostility
was
shadowed by
completely over
overshadowed
permeating feeling of positive regard for
all
concerned
it
vented
sorne
sometimes
soire times was
he
a
reports
were
even
by
which
unpleasant
emotions
and
ease
the
directness
that
expressed and received prompted the speculation by the group that
perhaps the give and take of feelings is love and the withholding of
it
is remoteness
and
hostility
he found several problem areas in his study
some
students
alluded to feeling they were unable to communicate because of what
they termed
sturm suggests
repression or communication problems
that this reported disability
was
frequently
shown to
result
from the
they
considered
emotions
expressing
preference
those
for
students
proper to the group rather than those they genuinely
reported difficulty
was
personal sensitivities
the students distrust
he reports
that
on one
of
felt
their
occasion
own
another
inter-
52
of the group talking about his
him his audience gradually
the director inquired why this
audience responded that they
thought their sudden detachment was due to authority problems of
own
which prevented them from listening to the description
their
of the speakers father the director suggested on the other
hand that perhaps the group was uncomfortable because the speaker
had drained from his words all emotion and feeling and that he
was not really talking to them
the speaker then volunteered that
he disliked his father and he didnt want to speak of him altogether the group gradually acknowledged that they did feel the
student was not involved in his description but they had been
preferred to attribute their discomfort
loath to blame him and 4greferred
u
to their own de
defences
defenses
fences
student was in front
father and attempting to describe
drifted off and became restless
was so and several members of the
awhile
ewhile
while a
involved in this interaction were often called
the students
who were
upon to give
talks in church
sturma
sturm
reported that this sociodramatic
experience made them more aware that there is
little
communication
without the personal concern of the speaker and that boredom is
generated by the disinterest of the speaker at least as often as
by the
it is
defenses of the listeners
other difficulties encountered in sturms
tations
imposed by the
theological background
students personality characteristics
expectations 03 the effects of a parallel
ncritical
and
4
the personal bias and hesitancy
the theological tradition of restriction of
expression and
limi-
1
2
group psychotherapy program
of the director
study were
exploration as well as his
own
u-
reluctance
on
or
a
value
religious
or
belief
to allow students to qualify
alter
40
40sturm
sturm
ibid
53
the basis of
mental health concept posed the most serious
some
barriers according to sturm
although sturm does not report in detail the specific techniques he utilized during his role playing sessions
he does
indicate
that throughout the sessions psychodrama afforded an opportunity for
the exploration of numerous theological issues
public ally enact their
students were able to publically
own
he
reports that
private theologies
job
one of the psycho
book
of
psychodramas
dramas involved a re
of
the
reenactment
enactment
with the students portraying the various characters and attempting to
it raises
answer some of the many problems
on another occasion
one student portrayed the person who had
gement day was enacted
judgement
jud
died and was not required to evaluate his deeds
he accused
himself
of overlooking many opportunities for self expression and those
were portraying his judge and jury
defense
on several
the devil
this aspect of the
to explore new facets of
with inconsistencies
i
bobroff
values
11
41
41sturm
sturm
prophets
according
and even god
psychodrama encouraged the students
their personal theologies and
when
confronted
41A
that truth as expressed through feelings
found
11prejudices
prejudices
listened as his friends took his
to formulate adequate resolutions
r
42
who
other occasions the students portrayed themselves
in the roles of angels
to the report
the
1I
and
likes
and
dislikes
could be
efficiently
ibid
42rabbi
rabbi alvin J bobroff
therapy 1962 2 p 129
biblical
psychodrama
group psycho-
54
explored through psychodrama
although his article does not present
the evidence for his conclusions he suggests that the power of the
intellect is greatly limited in the area of
ever
that
a
emotions
he found how-
strong emotion could change another strong emotion
he
also states that the strong emotions stimulated through the use of
psycho
psychodraroatic
psychodramatic
dramatic techniques allowed his people to unblock emotions which
were concentrated upon
selfish designs
centered feelings so they could
and
feelings of others
ment as resource
free people from self
and
become more
he used the
interested in the needs
situations found in the old testa-
psychodramatic
dramatic situations
material for the psycho
reports that role playing has been used effectively
hobbs43
hobbs
robbs
religion classes at the high school level
the LDS
varying techniques that have proven successful
kill
girl acquaintance
two boys
dead
a pro
pre
boy out of the room
the subject of the days lesson was
got into a fight
in the heat of the argument one of
the boys pulled out a toy gun and shot the other
carried the
first is
the
up
so
the
that at
the instructor set
situation
the beginning of the formal class period
over a mutual
he suggests two
the subject of the sample reported was
structured dramatization
thou shalt not
by
two boys
then
the instructor then announced
thou shalt
shall
shail
shait not
kill
and began by
using the role playing as a case study discussion on the relationship
between anger and
charies
43
R
43charles
charles
company
1964
killing
the role players returned to the room as
teaching with
hobbs teach
205
pp
ap 204
204205
new technik
techniques
techni
deseret
book
55
the discussion began
role playing as
in his second example hobbs suggests spontaneous
an outgrowth
even the spontaneous
of class discussions
roust
must
playihg sessions moust
role playing
fully conducted if they are to
successful
be
carefully
that
and
skill-
the peak time to intro-
students are at the point of seeking the solution
duce the idea
is
to a problem
he found
common
be
he cautions
when
he suggests
that the instructor should get the
consent of the class before he begins he should explain clearly
the parts using the chalk board
if
necessary and let each student
so
sci that they can
the purpose and function of the play sco
observations
what new
make
after the production is over the instructor
insights did
you
receive
participants have acted differently
drarra
draira
to replay the diarra
or questions like
it
may be
intelligent
should ask
how might
the
desirable he suggests
switching the roles or soliciting
summary
a
by
always
be
must
followed
the action
know
new
actors
he gives the follow-
ing example
the class was discussing parents not allowing children to
many
stay out at night later than an appointed hour
students
enerand
were
during
the
too
parents
unfair
felt that
strict
getic discussion it was decided to role play the problem roles
were assigned and written on the chalkboard
chalk board
the opening scene of the dramatization was an anxious father
and mother pacing the floor late at night with the daughter and
her date walking slowly up to the house thirty minutes late the
boy said goodnight to the girl and she stepped into the house to
face her parents from this pointy
point the extemporaneous actors
were on
their
own
the girl entered the house a family argument ensued with
young
own
and
the
parents
playing
parent
roles
the
actors
their
own
was
scene
then replayed reversing
playing
the
her
role
girl
the roles of the actors thus giving them opportunity to experience
both points of view
As
56
during the plays an
ari
ail observer would now and then voluntarily
my
dad111
speak out exclaiming
very
dad
or
the
thats
thats
thing 1I go through
later the role players ventilated their feelings
actions usually stating that
and rethey were much too harsh and
summary
sun
miary it was concluded
in suu
misunderstanding in the play
that the students responsibility was to endeavor bettor
betler to
better
understand their parents viewpoint and where misunderstanding existed
with
should
the
the
matter
discuss
his
child
Zd
existed
existzd
exist
U
parents
role playing has allowed the student to
in the above cases
be
put into various situations in such a way that he can live them vicari-
ously
in
some
cases they are prepared for real life experiences which
they will soon face
those on parole
better filling the
and helping
needs of the mentally retarded or
rre
mo
e
more
alwost
effectively in almost
ainost
any church or community
coirmunity
in other cases role playing has functioned for self improve-
calling
ment
visiting the sick helping rehabilitate
facing social issues confronting the community and the
handicapped
nation
such as
increasing the individuals sensitivity
improving communications
to others
developing an atmosphere of loyalty and trust and encouraging
people to see themselves as others see them
in
still
other cases
through
help
discover
been
to
used
playing
has
individuals
total
role
involvement of themselves a more constructive
use for
their
emotional resources
and adjustment has led to the
by every type of
therapist
creative
and
positive
this process of self development
adaptation of the role playing technique
its
acceptance in the business world has
some
made
mada
madesome
madesome
great contributions to leadership training and its adoption in
44
44hobbs
hobbs
ibid
57
recent years to the religious scene have brought dynamic results in
young
relatively
it is still
in order to
td aid the religious instructor
several areas of religious education
in these areas however and
to more effectively use the information obtained in the review of
more
practical
to
be
the
dedicated
chapter
next
will
the
literature
specifics of
how
to role play
CHAPTER TV
PLAY TN
ROLE
IN
ROLEPLAY
HOW TO
A
getting
RELIGIOUS
reltm1011s SETTING
settino
introduction
this chapter is written for those
who
wish to apply the
religious
classroom
living
in
rolig
creatively
the
lous
ious
of
principles
nrinciples
christian
reile
it is
a
.1
1
oxnoriencc of the
chapter which demonstrates tho cxnorience
to
11how
how
author and others
have found a whole world of
who
rich teaching
ex-
perience
peri ence outside the traditional approach to religious education
is
an attempt
first
for the
time
to put into
latter
saint termi-
day
nology those successful and dynamic principles
principle developed in the
sensitivity training
which are a
part of the role playing
institute instructor
this chapter gives to the LDS
book
of practical principles and procedures to use as
ing his objectives
fields
leadership training therapeutic education
of personal development
and
it
not
is
it
a
valuable handaid in reach-
an
chapter nor does
magic cure
profess to solve all of the problem faced
a
by
method
it
the religious educator
to apply the principles and procedures found in this chapter success-
fully requires
instructor
who
creative venturesome sensitive
a
and dynamic type of
understand the stuff of personality the formulation
process of successful group dynamics
and who has a comprehensive
horse sense about the entire situation in the classroom
application of the role playing technique is not
but there is very
educational
dy
dynamic
namic
camic
nanic
and
little
interaction of
a
an easy accomplishment
to compare with the great spiritual
psychological
moment
successful
emotional
of truth that comes from the
true role playing experience
this chapter
t-
59
attempts to demonstrate
how
this interaction
may be
achieved within
the framework of the objectives of the institutes of religion of the
church of jesus
christ of latter
establishing the spirit of the
saints
day
go
spe 1
gospel
of jesus christ in the classroom
proper
the
essential
that
spirit exist in the classroom
is
it
before roie
role playing is undertaken
latter
day
saints
traditionally
historically
and
have been bound together by a powerful
brotherhood and co
cooperation
operation
that
same
spirit that
spirit of
led them from
the hands of mobsters to cross the barren wastelands and establish a
flourishing metropolis in the salt lake valley should be cultivated
binding
cohesive
is
it
in the religious setting of the classroom
it is
closeness
11
11sisters
sisters
on
this
J
a
and
as
acceptance
brothers
equality
of
spirit
mutual concern
adhesive power
and
among
love one towards another
commenting
john
people
taylor said
his
powerful
to unite
sufficiently
principle
adhesive
there is
one
any
to
the
that
similar
portion
the
earth
of
of
people
the
among
day
and
sprung
our
right
this people
has
forth in
no
receive
is
the principle that
hat
binding
cementing
ghost
themselves
the
holy
within
is
the
1I1
uniting power that exists among latter day saints
1I
this spirit still
exists in great measure
men
among
latter
day
saints
religious class
present
is
it
of the class is engaged in active cultivation of the
throughout the world today
every member
spoke of before
in a
member
every
in the class
and
other
of
brotherhood
friendship
ijohn
64
63
pp
ap
XXIII
journal
6364
ohn taylor
of discourses
when
joseph
60
smith commented
friendship is
mormonism
one of the grand fundamental
it is
designed to revolutionize and civilize
and cause wars and contentions to cease and men
the world
to become friends and brothers
As
principles of
2
david riesman points out in
the lonely crowd
the increase
in communications has helped to make the world smaller but individuals
still
remain emotionally isolated
close personal ties so basic to
3
people seek
human need and so common among
close family associations of our past heritage
the cultivation of the family ties is an eternal
all
organization in the celestial
life
on
but seldom find the
the
to latter day saints
primary function of
people will be bound together in one family
this earth
kingdom
to quote joseph smith again
so
organize
church
the
to
the
that
it
brethren might eventually be independent of every incumbrance
beneath the celestial kingdom by bonds and covenants of
4
mutual friendship and mutual love
was my endeavor
the church organization the principles of the gospel the ordinances
and
the covenants of mormonism are designed to bring the people to-
this great underlying
gether in bonds of love and friendship
principle applies equally as well to the religious classrooms of the
LDS institutes
22joseph
ajoseph
joseph
smith
in the religious classroom the principles of
jr
jesus
church
ory
0
of
of
the
history
his
rog
1
roor
company
p
579
book
I
rook
1959
195
k
deseret
Docu
menta
documentary
documenta
documents
nenta
day
of
batter
christ
latter dax saints
A
y
truth
7
crowd
glazer
lonely
5
denney
the
nathan
sdavid riesman reuel
press
1950
yale
university
n
america character
study of the changing american
stu
doseph
joseph smith
jr
op
cit
p
269
61
can become an aid to achieving
this objective
again joseph smith
encouraged
if
skillful
in taking a welding heat uses borax
and succeeds in welding together iron or steel more
alum etc
perfectly than any other mechanic is he not deserving of the
praise and if by the principles of truth 1I succeed in uniting
men of all denominations in bonds of love shall 1I not have
a
attained
when
mechanic
75
a good object
religious educational periods are looked forward to
by the
students as times of special personal growth where they meet to
cultivate the close eternal
peers and
when
the
bonds of love and testimony among
spirit of the class radiates
with a mutual
their
self
respect trust and confidence then the stage is set for dynamic
interaction
and
the
spirit
of the gospel of jesus christ reigns
supreme in the classroom
role playing fits into the spiritual atmosphere of the latter
day
saint religious class quite naturally
As
paul dunn has pointed
out
so
very
method
since
is
playing
effective
is
the role
it
a
be
might
us
said
there
to
that
of
is
natural
little
all
it
any
up
watch
from
us
child
the
in
of
credle
of the actor
all
and
movie
or
and
parents
television
brothers
sisters
imitate his
you
although
see
and
playing
in
pe
effect
will
role
r sonalities
personalities
tonalities
w
ight not physically play the roles it is normal for all of
wepight
uus to put ourselves in the places of others in all types of
we
might not othergoing
through
situations
circumstances thus
in the classroom these normal human tendencies
wise experience
6
can be well utilized to help students learn specific principles
ajoseph
sjoseph smith
1962
gpaul
aul
H
p
158
dunn
jr
op
cit
you too can
p
teach
499
bookcraft inc
salt lake city
62
role playing attempts to bring the principles of the gospel actively
the proper spirit in the classroom
into the religious classroom
sets the stage for role playing
in
creativity training
the
institutes
trainin
role playing properly has been called spontaneity creativity
the need
training
for spontaneity
eitv
fontan eirv
S pontan
and
the question might be raised as to the need for this kind
of training in the institutes of religion of the church of jesus christ
of
latter
day
saints
one reason
perhaps
is that the american
a
and
degree
methods
developed
opportunities
has
remarkable
to
culture
for the acquisition of intellectual knowledge
indicate that
75
personnel studies
percent of all persons released from jobs possess
adequate training and
have
which
they
perform
task
to
for
the
skill
been hired but lack in the
ability to relate satisfactorily to fellow
employees or to management
7
intellectual
blees concludes from these facts that
knowledge in and of
change
to
not
sufficient
is
itself
inappropriate behavior and bring about satisfactory personal relationships
8
the LDS
authorities
church
have expressed grave concern
over the number of converts and returned missionaries that
adjust satisfactorily to their church
hobert
robert
A
blees
published handbook
8blees
lees
ibid
1965
role playing
p
2
environment
the
fail to
same concern
theory and dynamics
un-
63
is evident for those
attend college and
who
become
Q
9
regular church programs in the local area
inactive in the
the failure of the intel-
lectual or traditional approach used extensively in the LDS
institute classes
was
findings agree that
pointed out in chapter
impart facts
rather than
a
alone to students
when
it
the classroom is used to
actually
can
become a hindrance
this principle is deeply
benefit
these
activity oriented teaching
a more spontaneous
atmosphere needs to be
he cultivated
of this thesis
T
embedded in
the LDS
philosophy of education which always has been concerned with the
education of the whole
class
and does everything
intentions
doino the
intentionst is doing
anre
nre
earth existence
that teacher
man
for his students
same
matter
no
god
sisters
cess of eternal progression
volved and free to
life
90
90pinion
opinion
pinion
that
1110
1610
the
their students that
then each class member will feel in-
11
most needed in
his personal
the master of role playing
moreno
expressed by paul
dunn
southern california institute personnel
lothe
the pearl
1711
day sai
nts
sal
saints
ants salt
sait
in the
do when
having equal respect in the pro-
interact in those areas
murphy
nurphy anoints
noints out
his
the sooner everyone concerned
in the classroom
will become brothers and
how good
will redeem all mankind
sooner teachers recognize that they cannot save
they cannot be
stands before his
thing the devil tried to
1I
he said
who
at
a reunion
provo
dinner for
utah july
13
1967
great
price the church of jesus christ of latter
of
edake
ake
ake
tke
ijtah
istah
city
1951
moses
41
4
1
64
techniques
sometimes
failed
he suggests
that
due
been
has
it
to the authoritarianism of the teachers role when he succeeded
as he often has brilliantly it came from the simple natural
workers and co learners in a
coworkers
direct fatherly handling of co
11
situation which all could share
when he
A
and lead
1
as
I
he
sometimes
has
failed
think
hasa
failedf
hast
primary need then
is for teachers
who
shepherds
can be
their flock into every creative area they
need in order to
adjust properly in our fast moving society rather than sheepherders
who
drive their sheep by heaping
down upon them
intellectual principles but leave
basic needs of life
burning coals of
them lacking in
fulfillment of their
role playing can be used to feed students the
spontaneity and creativity they need in order to adjust properly
one were going to
his students
instruct in
a
sit at their desks
typewriting class he would not have
and read books about typing
educators recognize the value in sitting students
long
typewriter
and
if
all
down
day
at the
pronecessary
motions
repetitive
that
the
practicing
duce the eye hand coordination of a good
interaction
more complex
area of
development
educators assume
human
that
typist
and
human
yet
in the far
individual personality
beings can learn to become
learning
law
fundamental
kinesthetic
of
applying
without
this
creative
adequate
development
of
the
for
opportunities
provides
role playing
gardner
ll
wardner
Gardner
17
p
20
murphy
group psychotherapy
group psychotherapy
1964
65
and mutually
satisfying techniques for learning the principles of the
gospel and of christian living right in the classroom
wisdom and
experience of his instructor and the others in the group
benefit each student
can be used to
the institute
A
here the
G
group
a
as
classroom
group
may
consist of any
been applied successfully in
number
groups
of
of people
role playing has
where the counselor acted
two
out individual problems with the counselee or in groups of hundreds
the number of students in LDS
psychodramatic
dramatic theater
in a psycho
from
courses
considerable
varies
class to class
institute
large
some
many
two
as
as
hundred students while other classes
hold
will
classes
may
for
blees suggests that the most efficient number
have as few as six
a
and
group
between
twelve
playing
fifteen
is
role
12
this
number
allows the group leader to give optimal attention to each individual
and
at the
same time
all individuals to
allows
and
dynamically
process
actively
playing
role
small
some
of the effectiveness
sonalities
to block
honest and open
if
12biees
blees
if
the
the group is too
becomes too dependent upon the per-
group
the
in
the
individuals
of
bad day
become involved in
interaction
one individual may be able
for example
because he had a
the group becomes too large for individual participation
op
cit
p
2
66
some members
in the group tend to lag in
themselves with distractions
in
interest
and begin
this case role playing
to involve
may be
adapted to aid in reaching the objectives of the larger groups
groups which are smaller and have face to face contact are called
11
11primary
primary
groups
while those which are larger and more
personal
ners
onai interaction
ders onal
group
and
are called
secondary groups
restricted in
when a
group
a
becomes
the
in
social surrogate
action
is
reacting as individuals to whatever the participants
of the group
this
same
interaction takes place in
primary
observing
do in
front
a secondary group
audience and the moderator interprets
but the individuals react as an
the meaning or calls upon certain individuals to respond as he selects
them from the group
and
in
either
group the leader must develop the
group
what
happening
being
in
to
his
of
is
sensitive
art
skill
in the
primary group people sometimes give a slight nod of the head or a
wrinkle of
some
the brow while
may laugh
others
or have tears in their eyes
criticize
express this
some
and
laugh
will
mistakes
at
others
of
the
people will
and become
hostile
in the secondary group silence
to see this relationship in action one need only
feeling of reproach
pressures
variety
social
of
intense
observe
the
to
mother or father feels
temper tantrum
if
when
such a
at
a
church meeting
then
little
which an individual
their child throws
a
1c
parent has ac
arned his or her knowledge of
learned
childrearing
child rearing within the sheltered environment of
classroom
may
a paper and
pencil
equipment has been given by which the parent
can handle the powerful emotional
intensity of the church congregation
67
as
it radiates criticism
approval or indifference
seen some parents stomp out in sheer panic from
creatively
and
the unfortunate thing about the situation is that
sometimes these parents can not handle the emotion even
has finished his tantrum
church because
has
this situation co-
mpletely unable to handle the emotion or to respond
spontaneously
this author
it
now
after the child
they become reluctant to identify with tthee
represents
a
effective
fearful situation
role playing allows such emotions to be encountered in the classroom
in an atmosphere where they can be evaluated and dealt with effectively
selecting the roles
warm
narm up
warmup
the
moreno
presents the following example of the use
starters
beethoven according to his biographers before and when
writing music used to walk up and down through his garden
apparently without direction making gestures looking wild
he improvised
and absurd then stopping as if taking a breath
with his whole body trying to stir up the musical associations
so
him
a
mind
notebook
with
he
always
carried
buried in his
13
down
inspirations13
immediately
put
he
inspirations
could
his
that
composer
of
the
description
creative
this
point of total involvement illustrates
producing spontaneous creativity
built
1946
up
to
13jJ
L
p
306
a peak
moreno
a
warming
basic principle necessary in
unless the emotional climate is
of critical learning there
psychodrama
himself up to the
vol
1I
may be a
new york
tendency for
beacon house
68
students to treat the interaction superficially
his
up
warmup
approach to warm
own
introductions
and other
some use
each teacher has
case studle
studies
studiesf
object lessons
any
some
variety
in depth
may be
per-
hut the essential point is that the group must get hot
missible but
of
its
selecting the roles
roles must lead the group in the direction
immediate objective
if
struc
tor can see
structor
what
they are set up merely so the in-
their reaction will
be
then there is
little
realistic the seven objectives outhigbeel4
a
by
very
higbee
represent
for the institutes of Rc
religion
lined
ligion
every
which
toward
objectives
of
set
institute instructor
realistic
chance that the action will be
ought to be
striving
we
have assumed
that for the purposes of this
chapter at least they can be used as examples to demonstrate
how
role
playing can be used effectively
1
education
religious
lous
ious
reile
relia
reila
students
who
attend religious
education classes expect to acquire increased knowledge and appreci-
ation for the scriptures
out
ancient and modern
they also want to understand the
As
higbeci5
higbee pointed
vital relationship of these
scriptures to the challenges of their present life
they want to
a
exposed
which
are
and
they
in
living
to
learning
the
correlate
day
saint frame of reference
14
14higbee
higbee
op
151iigbeef
op
Hi
bce
hibbe
bee
hibce
cit
cit
latter
this objective deals then primarily
69
with getting the facts about the gospel principles and learning to
this vital appreciation of scriptures history
love and use them
principles can
and gospel
one
effectively tested
be enhanced through the use of
method of doing
the roles of biblical characters
situations they face today that
role playing
this is to put students into
another is to place before them the
can be handled
of the scriptures and church history
much
better with
a knowledge
of the intense emotion a
student feels in life is never related to similar feelings and experiences found in the scriptures
role playing
makes
this relationship
dynamically and forcefully evident
testimony
2
A
testimony is considered to be
received by revelation that the gospel
latter
this
saints
day
a
sure knowledge
or any facet thereof is true
ghost
come
from
holy
such
the
believe
testimonies
supreme experience
is usually built
upon a sound foundation of the
sibIle and integrated with the persons total
possible
best information pos
understanding of truth
substitute for
many
a
while neither teacher nor technique can
true witness
ghost
holy
of the
it
is possible that
inconsistencies in thinking barriers to feelings doubts fears
inconsistancies
feelings of inadequacy frustrations
and presentments
resentments
resent ments can be removed or
adequately channeled so the person becomes more able to communicate
y
spiritually
spirituals
spirituall
3
role playing can aid in this regard
personal living
sucwith
concerned
objective
is
this
needs
daily
to
the
in
gospel
principles
the
living
of
relation
cessful
problems
interests
and
desires of the students
it
concentrates
on
to-
70
the individuals adjustment to society and his ability to apply his
inner convictions effectively
role playing
was born
to help handle
these types of problems and most of the literature available is related
to achieving this objective in
with the
express
ability to ex
P ress or
some way
communicate
usually roles that deal
feelings handling re-
jec
jection
tion receiving love or expressing love are concerned with this
objective
blees writes concerning the need for role playing in this
area
the national high percentage of ulcer sufferers cardiac coamong
found
and
predominantly
are
nditions
ions
victims
allergy
dit
own
who
emotional
cannot
successfully
handle
individuals
their
feelings our culture has put a premium on the rational and
immature
per
as
se
emotions
are
branded
childish
intellectual
or neurotic
emotions
Emotionst of course are never any of these emotions are
the basic equipment of human beings in their reactions to life
they are part of the human animal which distinguishes him from
a computer the part which makes him human and responsive
an
unhealthy
emotion
only
and
is
the
creative
sensitive
manipulate
or
used
control
in
to
emotion
order
ne
artificial
another person or an emotion used out of context of the current
and
angry
an
when
boss
kicks
as
his
at
individual
is
situation
ways
which
an
people
in
unhealthy
emotion
the
the cat
is
his
express their emotions may be immature childish or neurotic
he
when a
emotion
not
is
itself
16
and
a
express
to
out
is hurt in
to
desire
reaches
relate
child
the process or
when
in the course of growing up the individual is
thwarted in love a defense system is developed which sometimes leaves
the individual unwilling to risk relating to other individuals
16
16blees
blees
op
cit
p
5
he
71
may
it is better
adopt the idea that
this outlook leaves
hurt again
most of the people who have
state of alienation unhappiness
roie playing techniques
role
constructive help in learning
creatively to develop
how
it
in a
the development of
has allowed the individual to obtain
handie and use his emotions
kandle
to handle
constructive adjustment in his everyday
more
a
isolation
and
skills
and
not to try than to try and get
living
social
4
bo
be
objective
should
states
that
this
institutes
thought of as centers of
activity
graces in a gospel
ROSPCI atmosphere
they can share
common
students need
social
social outlet where
a
interests develop character gain social
gain friends
confidence
where students can mature in
closer relationships
and develop
students
arc called to leadership positions and must learn to deal with auare
thority
and
delegate authority
A
number
of roles have been suc-
cess
cessfully
fully developed which aid in this development
handling rejection
expressing concern and love for others and finding competent ways to
discipline childish impulses are all
5
a major
a
responsible part in the leadership of the
learning to serve is learning to live
industry has developed
a
lay
objective of the institute system is to train the
college student to take
church
part of this process
since the LDS church is considered
church service
organization
a
many
a
constructive life
role playing situations which aid the
individual in accomplishing this objective
72
6
courtship marriage and family life
productive performance
said
sald
to the LDS concept of eternal life to ald
this area is vital ito
aid
students in living the kind of wholesome social relationships that will
in
find them married in the temple prepared for a sound marriage relationship and a
productive
institutes
to take
is
life
ilfe
ife
1
a
a primary
objective of the LDS
proper courting role or to develop a constructive
family relationship is a task that more and more people in our society
arc failing to
are
do
organization is due
societys
tys most sacred
this chronic deterioration of socie
in large part to the inability of individuals to
spontaneity are a major
liere creativity and spontanuity
here
adjust to their situation
if
need
students can
of the average
can be
a
home
be
taught to face the
great deal to offer in this area
how
still
crisis
before being overpowered by them then perhaps they
trained to handle such crisis
break up and
emotional
common
remain friends
to handle rejection and
how
when
they occur
role playing has
also courtship roles
how
to ask for
a
on how
to
date two timing
to handle aggression become
be
stimulating vicarious experiences for students and have proven to he
very valuable educational tools
7
counseling
the average college student faces
year
an
average
course
during
of
the
obstacles
vide an atmosphere
fide in
competent counselor of his
faith
and
because
time
in
limited
is
instructor
institute
problems are
common
to
more than one
student
of
the institutes pro-
of confidence and trust where he can
an experienced
a number
come and con-
because the
a number
of these
provide
can
playing
role
7
a
natural vehicle for the development of acceptable solutions
inq
selecting
in select
ine the roles then
lne
bic
fic
ilc
apeci
the
speci
above
specific
4ic
0
of
the instructor should aim at one
objectives or
objective related to
a sub
it
o
r
stages
playing
0
rote
in
the
particularly
early
true
role
roie
stanes
this is
tric
must not conf
objective
confuse
tive of social
iise the obio
ilse
lise
rae
gr1p
grap
grae
ts
timony
with testimony
un
handin
of apqrossion
lin the handing
arrossion
arr ossion with the handling
nej
011
0
11
ulit
ailt
cuilt
uilt
roup
more
and
handling
emotions
secure
becomes
in
roles
grnim
roun
arnim
it
advances to the sitivi
tion where
situation
and
ind
objectives
although
prow
mrow
it is
the
feelings
point
where
reach
the
to
is desirable
it
these should not be forced
matter of cultivation and people need time to
a
emotionally
Sot
set
settine
tinE
up
112
the role situation
in order to
th
the instructor
the
it
or mix
grradun
radunlly
ridunlly
liy
ily
lly
can handle combinations
cnmbinations of
real to life combinations can be handled
roup
upon th
the roun
s7roiin
As
fie
ile
lle
he
establish
a
situation for
major
havpamajor
must havea
haveamajor
najor
roup dogs
docs
dos not have
a
a
were to use
gnp
nnp
onprhensivq
example
objective six
ants
prepa
prena
stu1r
preparing
rinc stuar
students
stilt nts for
suppose
Sit
prose
trose
how can
the
for example the instructor
ape
marriape
mipe
sound marriripe
marci
elpe
marri
ripe
aee
marriane
and
relationship
be achieved
family
life
a great
number
creat
7reat
freat
one of these
as
be
as
night
specific
0 marriage might
in the area of
niht
how
tn
in
of
for example
this
rou participants
to teach the groun
aroun
joalousv
feelings of joaloiisy
the leader of
sevon objectives mentioned earlier
the seven
marriage
maryian
marylan
courtship martlage
marrian
specific sub objectives need to
objective
if
mind
specific concept to teach
b
be
oxnrtnrl
xnrrtcr to learn
students
ts
studon
serve as
objective in
playing experience
role playinp
a
to deal with
74
it is vital that the instructor
approach
working approach to the dynamic being handled
if
have a successful
in this case jealousy
this author for
the group has no shepherd they will scatter
believes that most feelings of jealousy stem from
example
of rejection or lack of self worth
particular point of
say the wife
least
one
or she
may become
that
many husbands
husband usually
strong action
belittling
It itunjust
unjust attack on his integrity
his wife off
may
alternative
the message
an
reacts with equal
decide to conquer her frus-
increasing the tempo of her
the husband
her or in
by
she has
or at
the wife is hostile and he cannot see the
and get her message mccross
accross by
some
at all
communas
use
her
decide to
silence
the wife at this point
voice or taking
no reason
will react to the face value of
hostility the
reason for the
hostility
if
for
and
the jealous person
sake
begin to vent her frustration on the husband
he can see
expressed emotion
tration
hostile
may become withdrawn and
ication tool
suppose one were to take that
this examples
view for
feeling
a
some way
may
attempt to turn
defeat her for her
the wife in turn feels the only
is to increase the
tempo even more
until
were the husband able to accept the
however
of his wife without feeling threatened himself
listen
he
gets
feelings
as she expresses
her frustration and jealousy and respond constructively to the
situation
he would find
did not require
him
accepted and loved
to
that
a
satisfactory solution to the problem
become angry
an angry
any jealous person wants to be
attack only further convinces the wife
75
that there is justifiable reason for her feelings of jealousy
ance of
acceptance
0 feelings of jealousy removes the need
the accent
accentance
axion
for frustration and anxiety and opens
the
up
way
for
a
satisfactory
solti
solution
tion to the problem
njz the role
creating
creatinj
Creati
designed to
might set up
ulp a
the instructor
situation
test the individuals sensitivity to feelings of jealousy
as follows
role
bract
ract
act
that
cuss the
a
A
inq the
discussing
discussinq
nineteen year old son and his mother are discuss
special session of the school board has been called to dis-
instruction at the local
tiie
tile
also the
campus on which
teachery
teacher7
teacher to
7
tcacher17
home
from
situations
will be
a simple
sensitive
he
is
himself to be in
fron neighbors
attack from
and
the clamor and gossip at school and in
also because there
for the charges in the
this is
student
h
houp
although
althoup
althorp
his intentions
alt
ait
he has allowed
which have brought
be extremely upset beca
he
because
lise of
ilse
iise
and
a
both the mother and the son are instructed to
the school board
the neighborhood
his son is
a widow smith and
and behavior have been most honorable
compromising
the father is the dean of
of the father
immoral behavior
mind
role
may
some
mav
max
be
dax
justifiable reason
of the mother
the basic question is whether the husband
enough to pick up
cifes
wife
tip
tin the wifes
feelings of jealousy
iea
lea lousy
by
assignment
of the LDS
teacher is
visits
them
hornets
reach
s
help
home
to
in
order
hone
in
the
local
bishop certain
district
family
assip
assigned
two
each
home
ned
are
to
objectives
teachers
religious
assir
their
andmust visit at least once each month and report back the condition of
17aA home
the
home
a layman who
to the proper ecclesiastical authority
76
or
if
he
will be too concerned with his deputation
reputation at the school or
his sons concern for his
situation at school
he
own
status
the family cannot solve his
only he can do that
feel their support
and give them
what
in return
is necessary is that
confidence in him
while his concern for his son is valid because his status is threaten-
it
is not the primary concern
A
does not ultimately depend upon anyone else
be
ed
it
at school
npon
apon
depends upon
unon the son himself
sons status at school
family
or
father
it
the father therefore should be
able to put aside momentarily the sons concern and concentrate upon
that is the reassurance of his wife
the vital issue at hand
most
our
society
in
wife husband relationship
the
basic
hins
hint
relations
ed and
the husband must be able to reaffirm
is threaten-
its solidarity
support he is then ready to face the rest of the world
the
with
their
with his
defence
it
ke
keeping
keening
9pin
apin
many
sim
simple
sin
le
been deleted from the
role
up
tip
of the real life complications have
to this point
when
too many instructions
ples
pies
energies
remember
expend
ener
trying
to
participants
are given
the
their
elven
eiven
fiven
riven
everything that
was
said by the instructor
As
blees points out
an
attempt
not
to
train
is
that
this
it
roup members intellects more effectively but to help each
the proun
proresponses
meet
of
the
develop
to
emotional
level
individual
must be kept in mind
ency
which
ficiency
his intellect functions
at
fici
for the beginner only
18
18blees
blees
op
cit
a
piven
eiven preceding
elven
short introduction should be given
p
8
77
his action in the role
it
also should
the
upon
his part and identity must
however
clear
be
involving enough to create emotional identification
be
in which the instructor sets up the role situation will depend
way
his
own
understanding of personal dynamics
As he becomes more
sensitive to the interpersonal relationships his ability to
make
the
situation of greater learning value increases
keeping
keeping in the present
with the past as
role playing is not concerned
with
the present
is
it
takes a wrong turn in a road travels for twenty miles
road
and
finally pulls into
where have 1I been
where he wants to be
and
a gas
station
he
a
on an
traveler
unfamiliar
usually does not ask
his concern is to find the shortest route to get
to avoid the dangers and
pitfalls of gossiping
negative investment of emotions the instructor should orient the
role playing session toward
a
specific objective
and seek to keep the
group concentrating on the basic dynamic involved
for example
the objective is to learn
jealousy more effectively
how
in the above role
to handle feelings of
the orientation of the discussion should be
questions such
toward the dynamic rather than toward the individual
as
if
future
and the
so much
why
did you
did he
act that
way
feel about your actions
can be asked more productively
this
how
opens the door to the person
evaluating the effectiveness of his actions rather than to his past
about which he can do
little
while he
may
never have been able to ex-
press his love effectively in the past to his wife
he
desires to
be able to
do so
1
we
the objective becomes
must assume
a
reality
that
when
78
he
learns in the group that to handle her feelings of jealousy
learn to express his love more effectively
this
he must
can be done best when
the group discussion concentrates on the dynamics as they arc
are presently
expressed
how
they can be improved
and how each
these improvements creatively in his
will be
no
situation
able to
own
life
individual can master
of course the learning
better than the best expressions created in the classroom
ep
therefore
is
essential
therefor that
it
show an
effective creative
way
someone in
the group be
to use each emotional dynamic
presented in the role playing sessions
choosing the participants
established clearly
once the objective has been
mind then
the role firmly set in the leaders mindt
ninda
and
by
every possible cue must be as
the instructor to choose the
assimulated
assimilated
simulated
right people for the right roles
would
in the sample cited above
a
use
loving understanding
to
hesitate
first
role of the wife for the
member who
extent she
time
if
one
trusting person in the
however
there is
class
a
outgoing
but
to
the
centered
self
little
could handle the role she would be the likely candidate
is negative
a
who
work
someone
be
pride
in
takes
his
husband
should
the
is ambitious
to succeed and perhaps a
little
or in social situations
the son should not be the overpowering type
walks into the room and takes over
who
husband to
some
it
reluctant to
come
this
spend time with his wife
would not allow
for the
through to the wife as the son stood by in the role
light
spotlight
people feel very shy and reluctant to come into the spot
would be
futile
to attempt to involve such people in the
first
few
79
roles
the object is to get the person to participate in a
will help
him overcome some inadequacy
if
way
that
the instructor is senti
tive to the overt communication signals of the individuals in his
class
he can pick up information
that will help
walk
the clothes they wear their gestures the
hair
haira
and the
quality
and
feeling in their voice
been together for some time the
from the way they
way
if
they
do
their
the group has
instructor probably has gained deeper
insight into areas where they might be aided in their interactions or
in reaching one of their desired objectives
the sensitive selection
of the candidates has a great deal to
the success of the role
do with
the job of the group and the instructor is to help
playing session
of living
this
the sensitivity to place people in helpful situations is evident
each individual find
better
ways
can be done only
if
a
most
point
in
instructing the aart
participants
crucial
is
this
2art ici2ants
any role playing experience
while the proper spirit may be present
may
warmed
up
objective
group
be
the
properly
the
in the classa
class
clearly understood
instructor
participants wisely chosen if the situation
real with genuine emotions and involvement there is
and even the
does not become
tendency for
the role firmly established in the mind of the
it
give emotional
flat
training this is
stress situation
to fall
role playing is
done
a
a method designed to
primarily through developing a
work
under
out
solutions
are
which
to
forced
people
in
the pressure of emotional conflict or challenge
required to play roles that
seem
artificial
on
sometimes people are
the surface
such as
80
an
adult taking the role of
seem
artificial at first
a
teenager
while the role
label
may
the emotions of love hostility and jealousy
are very real in the teenager or adult and must be experienced by the
participant before the role
can become
effective
vidual relates to his environment from his
structions
and which
own
since every indi-
perspective the in-
must be communicated in a language with which he
will arouse his genuine emotions
when
khen
is familiar
the role opens and
the role playing begins the instructions should have produced the
necessary feelings that
make
in the example of
the situation similar to real
jealousy each individual needs to be
feel the particular part he is to play
outlined up to this point
exercise between various
the other
if
would
members
tf
if
result only in
an
intellectual
of the role and would defeat the
this process is to
another is to take a person
who
has the problem and
him
and
use
already
in the actual role
feelings
the
therefore
structured situation
bie
tie
be created
must
emotion
the
this
in the
may be done
with
jealous wife roles as follows
1
instructing the wife
in the religious classroom
ally
send
of the role participating group out while you instruct
members
each individual
the
to
made
the role were introduced as
one method used to aid in
purpose of the role
life
as a proper
possess
to
attribute
the wifes
cifes role is
jealousy is not accepted traditionthe fact that the person playing
doing so in front of a religious group of peers adds
to the necessity to create the emotion effectively
this
can be done
81
by a process of
cultivation
for example
you might
explain to the
wi
wife
fe
you have been married for twenty years to a very
you have one son nineteen years old with whom you
fine husband
are very close
your husband is the dean of education at the local college to
which your son attends
everything about your family and life is
ideal except one thing that has been bothering you for some time
you have been hearin
hearing from some of your close friends and
neighbors some very snide remarks about your husbands faithfulyou
you
ness to
have refused to believe the gossip however
and even though it is becoming more frequent you have just let
lct
iet
go
you
a
very
had
meeting
today
important
society
relief
it
and your husband had promised to come home early so you could use
ile called shortly before you were to leave for the
lle
he
the car lie
meeting and with very little explanation stated that an
emergency had come up
tip which would make it impossible for him to
you
get home with the car
accepted this at face value however
as you walked down the street to inform one of your church friends
widow
you
you
would
be
passed
not
to
the
able
smiths
drive
that
you
know the smith family and they were friends of you
house
R
you were
and your husband before the husband died a year ago
aware that your husband has spent a good bit of time there but
because he had been assigned the home teacher there you thought
nothing of it but you suddenly recognize that your husbands
car is parked in the driveway and as you look toward the house
you see your husband in the house with his arm around widow
you
are so upset that you return home and are sitting in
smith
your
when
son
room
and
perplexed
enters
bewildered
living
the
the emotion of the
person
jection
who
and
on
by
caught
have
should
situation
if the
now
is to play the part of the wife does not yet feel the rejealousy to
the instructions until
a
gree
degree
satisfactory dle
one may wish to continue
she becomes more involved
the instructor
may
suggest
even been able to be here when your own mother came
hasnt
go
home teaching
had
he
ile
lie
lle
he
to
said
to visit
care at all that she had come all that way to
he
if
ile
lle
lie
he
didnt
seem
see you
jaw
by
clenching
tightening her
person
her
reacts
the
fists
or
to
82
taking a deep quick breath then she is involved
if
the reaction
is negative or disgustful toward the suggestion then it
can be
cleared up by suggesting that she never believed that anyway and
continue
you have
noticed that your husband has been away a lot lately
ile hadnt been paying much attention to you
lle
lie
he
he used to be warm
on
and affectionate but lately he hits
hiis hardly noticed you
has
several other occasions you have felt left out alone and unappreciated he seems to spend a lot more time
tine on school and
and he has spent
church work than he does around his own home
a lot of time over at the smiths
whatever the direction the instructor must go
he must find a median
of communication that produces genuine emotion
to deal with jealousy unless
present
to
is
it
feels doubtful worried
slightly jealous
2
ile
lie
lle
he
is
and
people cannot learn
be studied
the wife
now
instructions to the
son
the sons role is
secondary supportive role in this session
a
used to help convince the mother
that her concern should
genuine and to produce a conflict for the father
referred to as prop roles
be
such roles are often
his instructions might be as follows
you
now
have been concerned because of the time
time
for
your father has spent with the widow smith who is the neighbor
living down the street it is true that your families were close
mr
ago
year
most
a
but
of the
smith
about
died
before
lied
friends
kids at school have noticed how much time he is there and have
been making some pretty snide remarks about your fathers behavior
you have tried to defend your father as best you could and have
howsaying
they
are
things
kind
of
refused to believe the
ever today via the grapevine youve heard that a special board
meeting is being called to consider fathers illicit behavior
you are coming home disturbed and upset to talk to your mother
about the situation
some
83
this type of instruction involves the
his function but not so
becomes paramount
of the
much
son enough
to have him perform
that his problem of student gossip
this instruction is given while the others are out
room
instructions to the father
3
the father forms the other side of the emotional conflict
of this role
room
while the other members of the role are out of the rooms
roon
the father is brought in and instructed in such a
become
vulnerable and defensive
if
way
that
he
the wife gets hostile
will
the reason
for this conflict is that people cannot usually deal with jealousy
and
hostility if they are defensive
if
the husband goes into the role
feeling defensive chances are he will overcome
experience
when everyone
constructively
feels defensive then there is
is harder to see
a
great
is involved properly in the role playing
shows people how emotions can be handled
husband never
it
this is
no
conflict
if
it
the
and the lesson
the instructions therefore might be something
like this
one of your closest friends is the smith family
about a year
helpful
you
as
have
ago mr smith died
been
time
helnful as
since that
you can to mrs smith as she tries to make an adjustment to the
you
mrs
much
very
a
person
as
smith
husband
like
loss of her
and so find yourself enjoying having her call you for special
you
be
by
bishop
her
to
assigned
have
been
the
help
kinds of
you
are the
home teacher and thought that was an inspiration
your
son
home
your
near
college
dean of instruction at the
some
remarks
have
same
been
snide
college
there
the
attends
made about the time you spend over at mrs smiths home but you
do
while
nothing
have
to
gossips
just
better
feel that these
you were at school today mrs smith called very much upset
she said that her son had been in a very bad car accident and
84
felt completely bewildered
she
as to what to
her home to help her find a lawyer to try to
you
was going on
have comforted her and are
after this episode
you
do
went to
learn exactly what
now
arriving
home
the instructor has the responsibility of making sure the father
is emotionally involved
do
he must
feel pride in the fact that he can
things for his friend mrs smith
achievement as he enters his home
or mrs
the
ile
lie
he
mood
is
one of success and
will be thinking about himself
smith which will add to the conflict situation
he will be
expecting his son and wife to show pride in him and praise him for his
goodness
his wife however is distraught
and doubts have been
husband
doubts
while his
her
fact that her fears
by the
increased by a formal meeting to investigate her
sons concern over this private matter only
adds to her
ifer
lier
ller tendency will be to leap at her husband with accusation
her
will be to shed
it off because of his pride
the group will
be allowed to see the techniques of both the husband and the wife as
he
they try to work out of the conflict
at the
end
of the role playing
by
and
be
observed
participants
techniques
discussed
will
the
session
observers
it is essential
however
that the proper emotional in-
vement be created before the role playing begins
volvement
vol
rivise nothing
otherivise
othe
otherwise
of significance toward reaching the objective will be attained
when
to cut
the
roie
role
rol e
roi
imode
playing episode
isode
a
person
helping
in
the best teacher
to cut a role
know when
experience seems to be
the most effective time
such factors as emotional involvement
and complexity of the problem
spontaneity
an
important part in the decision
play
all
85
it is
are
not wise to stop the role playing sequence when the participants
still
deeply involved in either the complexities of the problem or
in a satisfactory solution
at the
not allow the role playing to become bogged
action
when
he
down
in superficial inter-
the participant has tried his usual
close variation of
problem
the instructor should
same time
it
and
finds that perhaps
usually will attempt
it
approach
or a
did not solve the
a new approach
if
ile
lie
lle
he does not how-
ever he will tend to repeat the same approach in an unproductive
this
round
merely
does not lead to re
but
increases
reeducation
education
anxiety and frustration because of repeated failure
be cut before the process of successive
the role should
failure sets in
blees makes
the following suggestions for stopping the role playing sequence
1
2
constant failure increases a persons tension and anxiety
concerning his own adequacy in interpersonal relationships
how
no
matter
short a period of time the role
therefore
has been going if the group leader becomes aware of the
repetitive nature of a participants response the role
should be cut
on the other hand
and developing
an
individual
may be
using a technique
moves
he
which
very
speed
slowly
at
the
it
may be burdensome to the observers but meaningful to the
a
such
leave
will1eave
prematurely
to
will
cut this role
participant
player with the feeling that had he been allowed to finish
his technique would have been successful
3
A
being
when
emotional
be
reaction
cut
the
should
also
role
so
gets
an
intense that
player
within
individual
stirred
he will not be receptive to further learning
up
tip
4
enough
to
overtones
emotional
have
not
does
if the situation
then
the
between
participants
the
create true interaction
an
given
to
the
explanation
be
with
cut
should
also
role
P6
players and the group that the situation is not adequate
for the purpose that the group leader had in mind and that
19
an alternate role will need to be set up
the instructor should
one can stop the
make
it clear
from the beginning
that
any-
purpose
not
of role
the
is
it
role playing sequence
playing to put people in positions which will be detrimental to them
if
at any time
tine the emotion gets too intense for
lie
lle
ile may cut the
he
role simply
by saying
an
blees suggests that tins
this
cut
kind
und of freedom creates an environment in which the
than
way
they want to be whether
this author has found that
what
participants feel
it be
yests
morc
nv spirit
ilc
lie
ile
he suggests
nore willing
sti bests that it allows a more
willinv
willi
willina
mood
were
or
punitive
the
critical
if
be the
the right to bo
not
individual to handle
when
a
tendency on the part of
everyone concerned to make sure that no one gets hurt
a moment and
then continued
if
of experimentation
the group feels responsible for
is happening in the classroom there is
cut for
comfortable or
an
roles
may be
observer needs reassurance
that the participants are involved constructively
the frequency of
interruption however should not be allowed to interfere with the
if
spontaneity of the rolac
rolcc
role
roie
involvement apparent
some
the objective is clear and the proper
the role usually will not have to be cut until
satisfactory
solution has been demonstrated or
10bices
blees
cit
op
pp
ap
igus
111
LS
16
16111
adapted for use
until
a problem
87
has been created that the group can deal with in an educational
framework
once the role has been
evaluation of the role
sion
slon
roie playing session
cut the natural tendency for the group is to talk
this part of the
process constitutes the educational carba
carta
lyst that allows each
calta
catalyst
individual in the group to formulate an acceptable vocabulary for expression of the feelings they have experienced
this is essential to
the role playing process
the instructor should be aware of
some
general
rule of
orientations that tend to lead to constructive results
the
thumb
first
of
these has been touched upon already the conversation should deal with
the present and the future rather than the past
setting role playing should
be
restricted
in the
institute
from becoming a deeply
therapeutic group session because the span of control of the group is
not sufficient to handle the deep emotions that overflow
in the
opinion of this author only those emotions which can be handled
co-
nstructively by the group should be encouraged in the classroom
by
orienting the discussion to the present the group concentrates
on what
has happened in the class
in the example of the jealous wife explained above
might ask
the group
did the husband give the wife the reassurance she needed
and thus achieve the
objective of handling jealousy effectively
group then discusses and evaluates how they
felt
the
about the interaction
88
it is
of the role playing session
of the discussion be
already
know
on
important that the concentration
the technique rather than on the person
in nost
lost cases
how many
i
faults they have
and the puspose
purpose
of the discussion is to give them better ways of interacting
can be done only
was
such as
if
the group discusses ways of interacting
the wife able to show her concern
technique oriented
an
questions
a
constructive
educational framework
group
the
is to keep
keel
second rule of thumb
A
this
or what supportive
will keep the discussion in
take
action did the son takee
people
intellectual basis
A
from evaluating on
role playing evaluation should not
be a
personal judgment session where people discuss what 0ought to be
rather
the group should concentrate on
the instructor
interaction
the
that technique
how
did you feel
handle situations
intellect
must
same
may
ask
question
when he used
liow
flow
how
may be
felt
they
about the
did you feel when you used
directed to the observers
that technique
intellectually but
does not always give
how
most
individuals can
as has been pointed out
satisfactory solutions
the
the person
up
show
as
psychosobegin
inadequacies
or
to
his
feel satisfied
matic
illness
asked
how
in the example of the jealous wife
the wife
did you feel about the way your husband reacted
husband may be
asked
the observers and
how
did you feel about your
participants
own
may be
or the
technique
can work as a group to discover a more
adequate or satisfying technique to be used in the future to handle
such feelings
then
89
A
third rule of the
thumb
in the evaluation discussion is to talk
about the over
all adequacy of the technique
overall
just
the husband could have
walked out on his wife and son in the above
role
this
would
hardly have constituted an adequate solution to the problem however
as
it
leaves both the wife and the son without the personal reassurance
that their father is concerned for
this
them
would tend
to feed the
already festering feelings of frustration and doubts in the wife and
bury
even though she were able to
placing restrictions
on
teaching at the smiths
have
felt satisfied for
while
khile the husbands internal state
may
left others feeling dissatisfied
discussed until the group can find the most satisa time
1
he
if
factory solution for all concerned
group discussion
she would be
her spontaneous support of her husband in his
home
the role should be
these feelings
the instructor
may have
solution is evident in the
to demonstrate
a more adequate
then the difference can be dis-
technique by taking the role himself
cussed and evaluated
no
to be constructive the role playing evaluation
adequacy
of the interaction
should include discussion of the over
all
overall
adding variety to the approach
a22roach
variety of approaches
handle the dynamics of
As
role playing is adaptable to
the group progresses in
role playing
advantageous
to
sometimes
is
it
introduce variations in the role playing technique
that
its ability to
here are a few
have been proven successful
1
structured
pre structured roles
and pre
practiced
pro
the roles in this case are pre
by the
participants to
illustrate
some
a
90
particular
spontaneous roles
2
up
problem or technique
that can
of a discussion for example a student
sure
it
can
may
replies the instructor
exclaim
come
here
come
cone
at the peak
best spontaneously by role playing
be handled
19
situations often
in the classroom
it cant
be done
lone
ione
ill
lii
lil
i111 show you
he
then demonstrates through role playing what he means
3
a
straight role playing
here the individual plays himself in
this technique is particularly valuable
role
when used
in group
counseling
inlo or as a direct application of a particular structured
counsel
situation
the student desires practice in applying the technique
under evaluation
4
case studies or open end films or stories
ject or situation
can become
real to
life
when
almost any sub-
throughh the
throux
introduced throur
technique of case studies or open end stories or films
the story from where
5
it
doubling
leaves off and
in
they would solve
show how
it
he
what
person
one
repeats
procedure
this
believes the other is really saying
but one plays the double
students take
nlay the same role
both people play
designed to increase
overcoming
in
technique
effective
is
this
some
sensitivity
and
reality
of the emotional barriers
group
and
in
the
creativity
spontaneity
that inhibit honest
6
role switching
the other persons place
used
technique
is
this
a
in
this technique people are
and see
asked to
things from his point of view
great deal in counseling and in structured
as
presented in this chanter
playing
role
take
91
mirror
imitation mir
nir ror
7
the person is allowed to
sit
in the
audience and observe himself being played by others in the troup
group
troun
proun
him
sec
see
as
to
himself
troup see him
allows
in
the
others
this
private thoughts soliloquy
8
one
one person
two people
is the other persons conscience
are used to act as
and speaks what he
thinks the other person is really thinking
the wheel
9
here
everyone is given the same problem and is
which
asked to respond to the same question according to the order in wh
ich
they
sit
in a
substitution
10
may seem
seen
circle
at any point in the role
roie playing session it
advisable for the instructor to substitute
nay
mav
someone who may
nav be
helped into one of the roles
this section deals
role situations for the institute class
a
proven
been
have
religious
in
successful
with actual roles that
tint
setting
and which apply to the seven
earlier
in
this chapter
nacre
following pa
institute objectives
mentioned
the roles are outlined in the index
on
the
arc included with an outline
the basic instructions are
of the cast needed
the situation for the rolet
role
roie and
it
suggestions for the instructor and the group
that role situations cannot be effective
the basic instructions
if
some
observational
should be remembered
the instructor reads them
must be understood and the human dynamics
so
develop
he
can
mind
of
the
the
in
clearly established
instructor
the necessary amount of emotional involvement
the instructor should
in
are
included
whatever
or
add
to
instructions
to
delete
feel free
92
these roles so he can meet the situation he has at hand in the best
manner
93
9.3
93
index of
objective
institute objective roles
role
title
page
number
yafe
fafe
gospel scholar
ship
the facts about mormonism and
racial prejudice
94
2
nony
testimony
Testi
death of a friend
97
3
personal living the hostile neighbor
4
social living
the isolate
102
5
church leader
ship
the sunday school teacher
103
6
courtship
age
marriage
Marri
narci ape and
double trouble
106
counseling
nagin mother
the nagging
108
1
family
7
0
99
life
94
objective
role
the facts about
1I
cast
one male
racial prejudice
mormonism and
LDS college student
one colored male
situation
gospel scholarship
1I
investigator friend
an
and
basketball associate
the role opens as the three associates
sit
around a lunch
table in the school cafeteria discussing religion
lons
instructions
instruct ions
lis
you have been
to the lbs
dent
student
LDS college itudent
student
Itu
time
now
they are
trying for
some
to get your friends on the ball team interested in the gospel
a
great bunch of guys and
feel
you
you would do almost any-
thing to get them
then into the church to share what the gospel has to offer
the only exception is
them
you know he
intellectual rebel
better ball player
ile
lle
lie
he
lie
ile
lle
he
colored fellow
a
who
tends to be an
you
a
you
get
are
because
out
to
is
tried
and he has
for your position
you
tom
several occasions to out psych
on
really rubs
the wrong
you
way
every chance
your approach is successful in handling him when you can
gets
him with
the cold
chums with one
1
it
hard facts and play
of the fallows
who
as cool as you can
in your eyes
is tops
hit
tom
this fellow
seems
inq
and
searching
searchinq
church
sinabout
questions
the
asked
search
has
several
cerely interested
harrier
barrier
his friendship with
today you have
a
chance to
tom
talk to
however
seems to form a
them both about
religion
over the lunch table at school
to
thou
tom
attitude
ne
negro
ro
the
you used
you
to
cant
think it
mormons
cormons
Mor mons holier than
the
stand
was
his ball playing that
made
95
him
feel
that
found out
their church
at
crumb
bring
a
mormons
cormons
dont let
does
boy
that
him down a
this
and you are determined to
you have met an
you
you have
LDS girl of
who
is just tops as far as
another ball playing friend
negro
a
is
who
mormons
negro
cormons
fie
your
ile
lle
he
and
talking to
said that
friend
this at lunch
whom
you
are very interested in her and her church
negros hold any kind of positions in
about
boil
make you
play ball with an LDS fellow
were
you have cornered
notch or two by exposing his racial prejudice
have grown very fond
concerned
a buddy and you
negros hold any kind of position in
table with another ball player
to the invests
investigator
investi
you
talking to
so high and mighty but yyou
ou were
and you want
their church
you
are
you
you
dont let
are talking
to get the facts
evaluation suggestions
the LDS college student
1
those facts
3
may
help
the LDS college student able to present the facts
was
about the LDS
2
the following questions
stand
on
negro
the
could he speak without bias so that both people understood
did he feel comfortable as he spoke
could he put people before defense of the church or did he
defend the church at the expense of his friends
was
his technique
adequate
tomm
torm
torn
tom
1
negro
the
the instructor
did the student understand
group
across
put
to
the
to
able
this
may
how a
ask
negro would feel and was lle
lie
ile
he
96
was he
2
iid
ild
did
lid he come
able to bring the
mormon down a
notch or two or
to see the great compassion of the LDS people for
people of other races
was he
3
able to express his concern but at the
same time
let the LDS fellow explain to his satisfaction the fact involved
the investigator
the investigator able to express his interest and get
was
1
the following questions might be asked
the facts from the LDS student
feel
2
was he
able to maintain an objective role and arbitrate
3
was he
ile
lle
lie
able to understand and
and was he
investigator
would
able to put this across to his friends
to the instructor
scholarship
how an
this institute objective deals with gospel
the above role is
an
evaluating role to see
how
effectively
the student has learned the facts in one particular area of the gospel
life situation this is
not ment to be the ideal beginning role in the institute class
it is
more complicated than should be tried at first
this role also
and how well he can use
assumes
these facts in a real
study
had
the facts involved
opportunity
has
to
student
the
that
in the basic questions handled by the role
pre
study is necessary
prestudy
before a student can handle a role like the one above
any number of gospel subjects can be handled in the above
manner
it
of the class
may be
depth
adapt
to
the
the
suggested
the
role
instructor
that
is
and the
maturity of their outlook
one
class for example
able to introduce another player into the role situation
he
97
may be a
sociologist
cations of the
an
who may
mormon
be
interested in the sociological impli-
stand on the negro in brazil
introduction is that the LDS student is
challenge of applying what he
the group
may
knows
now
the value of such
faced with the
to a variety of situations
then
desire to bring in the political side of the racial
if
question or any other variety of adaptations
the situation can
not be handled because the facts are not available the role playing
session has provided
a powerful
motivational stimulus toward gospel
scholarship
objective 11
II
role
ca st
cast
testimony
death of a friend
11
II
mother of a college
collene student
has
who
just died
and a
friend of
the deceased student
the best friend of
situation
come
a
college student
to express his sympathy to the
friends
who
has
just died has
mother
instructions
to the mother
away because
your nineteen year old son
of a car accident
the funeral
been grieved deeply because of the loss
you
was
or daughter passed
last
are at
you have
week
home and
your
doorbell rings
to the friend
ago in an automobile
had known
your best friend in college was
accident
his family quite well
you were very
you
are
killed
a week
close to this person and
now coming
to the
friends
98
house to express your concern and your personal testimony with regards
to death
evaluation suggestions
the basic objective of this role is to measure the ability
depth of the
students feelings about death
and
questions might be asked
such as
what techniques did the student use to express
1
his or her
feelings
did the individuals attempt to do with words what should be
2
attitude
done with
was
53
the student able to express his testimony to the
satisfaction of all parties
the instructor should remember that
to the instructor
testimonies are built upon
a number
of sacred experiences integrated
into the persons whole concept of truth
brought to the point of expressing
if
the group can be
their testimonies then the role
playing situation becomes a valuable tool for helping them to learn
to use
everyday
world
in
the
benefit
constructive
for
testimonies
their
thus any
situation
where a testimony may be of
group in reaching the
particular objective sought in this section
roles in this area also
can be
example
like this
student has
one above may be of
the
effectively used to aid individuals in
faith has been
their
just lost his best friend
making adjustments where
a
benefit will aid the
own
1
great benefit
shaken
a
if for
lff
iff
role playing session
when done on a
straight
p-
99
role playing basis
in
this case the person
aerson
rerson
might play himself and
express to the group his love for the individual and his faith in the
reality of
meeting him again in the next
approach used in religious classrooms
life
another successful
has been to place the individuals
in a pre structured role where they take the place of individuals in
the scriptures
who
one such
ences
to be sacrificed
this
role
may be
that of
any number of dynamic
human dynamics
role 111
III
lii
be adapted in
the hostile
situation
just arrived
it is
ersonal living
a husband
his wife and
the situation takes place in the living
home from work and
whereabouts of
picture
lire
life pict
20
neighbor20
neizhbor20
Neighbor
the cast consists of
door
stories could
his son isaac
involved in the scriptures
objective 111
III
lii
cast
abraham as he takes
very
a
give
to
tends
the
students
real to
this
way
of the
have encountered great testimony building experi-
the father
room
is questioning the wife about the
year
old son
four
their
a very loud
a female neighbor
when a knock
is heard
on
the
ominous knock
be
might
as
given
each
participant
to
the
instructions
instructions
follows
parents
to the
while the neighbor is out of the room
the
parents are instructed that they have lived in this neighborhood for
20this
from
use
adapted
for
blees
is
this role
op
cita
cit
cit0
p
4
a
100
couple of years
most of the neighbors are very
operative and have small children of their
youve ever had is with the neighbor
she
is
care of her house as though
it
were a
and co-
the only problem
own
lives directly in back of
forty five years old childless
a woman about
son who
who
friendly
you
takes
and she
you have a four year old
child
antogonized the neighbor
is quite precocious but often has antagonized
particular about her yard that if even a little
piece of paper gets into her shrubs she is out there raising cain
behind you
she
is
so
neighbor
to the ne
izhbor
you have
tried being
people simply do not take care of
moved
who
last fall
you imported some very
that the
dug up the
you
is constantly harassing
laborious hours planting
found
their offspring
the family
some
has
who
in behind you is just such a family they have a four year old
monster
many
neighbor but
a good
little
you and giving you a hard time
beautiful dutch tulip bulbs
them
and spent
one afternoon you went out and
monster had taken his wheelbarrow and shovel
tulip bulbs and scattered them
from genesis to
you
were
a
remember
to
christian
that
tried
woman and
had
revelations
did not light
into the youngster at this point
early in the spring
paint
a
was
still
wet
you had your house
junior with the
repainted
same wheelbarrow
while the
came
over with
wet
in
paint
the
pictures
tures
load of sand and began drawing sand pic
ric
cost
you 7200
72.00
7200
more
paint
it
to have the paintings removed by aid of blow torch and
again you tried to control your temper
but today you have lost
all control
you have
just
had a new
101
sidewalk poured around your house and
four steps
junior in his galoshes
galos hes
been parading up and down in
you do not touch the
down
the front embankment with
and with
you
the wet cement
child for fear of doing
you rush to the neighbors to
that
tell
him
them to get
same wheelbarrow has
are
now
furious but
bodily harm and so
your
out
of
child
their
these instructions take place while the parents are out of
cement
the room
evaluation suggestions
in the group discussion these points may be evaluated
1
Is the neighbor able to express
hostility in
a
real
vehement manner
stilly
2
hostilely
hostilly polite
Is she ho
3
how
4
were the parents able to
5
did the parents recognize the genuine complaint she had
did the parents react to the neighbors
though she expressed a great deal of
6
their
what technique did she use
listen to her complaint
hostility
did they come to a satisfactory solution
son from the cement and paying
to the instructor
such as removing
for the damages
the instructor should recognize that personal
adjustments to living are determined to
duals ability to handle his emotions
roles available
hostility
a
great extent by the
there are
and any number could be devised
particular aspects of personal adjustment
a number of
indiviexcellent
that deal with these
s-
102
objective
role
the isolate
IV
cast
ocial living
IV
two couples and a
situation
single person are the cast for this role
the situation takes place at a church social
leader has just introduced a newcomer to the
instructions
the instructions
to the newcomer alone
the
is told
newcomer
you come from
that
that
ward
you
are in this
you
tt
it is
to the
two couples
after
however
felt
you
swingers
two co
couples
les
mlies
however
had decided to move
are quite self conscious
and
fifth
person in this role is
start
a
if
he asks questions
conversation unless he makes the
in the evaluation the group
was
new
are to begin talking to one another
sugg
scions
stions
evaluation suggestions
1
you have
that they are quite cliquish
not obviously ignore him and
answer them but do not
among
while the newcomer is out of the room the
he has been introduced you
do
accepted and well liked
at the insistence of your parents
are instructed that the
and not to him
small country community where
big community they have insisted
new
large group and
heard that these are real
you have come
a
the young peoples group in your local
you become involved in
a
given as follows
your parents
those of your age group
two couples
with the two couples out of the room
everyone knows everyone else
and now
may be
the group
may
wish to discuss
the newcomer able to become involved
move
103
2
what techniques did he use
3
was
his technique appealing to the
to the instructor
the instructor
if
in technique in this role
couples
two
may wish
to try
a
variation
the newcomer has been shy and unable to
draw
into the circle of friends the following second set of instructi-
ons
may be found
when
like this
to be of value
the couples
show him how
them where you came from
offer
come
flow
liow
how
1
make
sure you hear their names
ask them about themselves
try to get involved with
any information
second evaluation
in this next time draw up your chair
they dont
may
ask
did the reaction of the couples to the newcomer
what was the
tell
them
group
second
the
the
session
after
in the second session from that in the
2
if
and then
differ
first
difference in attitude in the
newcomer in
the
second role
such an approach gives the shy person practice in the classroom
with the very problems that are most fearful to him in real
instructor
for their
and
own
may
group
find
his
it
use that are typical in
life
the
advantageous to design some roles
their situation
and can aid
grace
greater
obtaining
social
in
individuals
objective
role
cast
V
church leadership
the sunday school teacher
V
A
sunday school teacher and a sunday school superintendent are
the cast for this role
104
situation
the sunday school superintendent has been requested by
the bishop to release the sunday school teacher
while each person is out of the room the following
instructions
instructions should
be given to the other
you
to the teacher
are very proud of the fact that you have
been asked to teach the age group
you were
you have
its
think
however
below you in sunday school
especially pleased because your girlfriend or boyfriend
in the class
you
just
a
pretty
let it
be known to some of your
you
good deal
are fairly
and the kids have been giving you a
friends that
at teaching
new
pretty
was
bad time
you
heard that they were a pretty rough bunch before you took the class
but you never dreamed the situation could get asmuch
asmuth out of hand as
it
has in the
because
it
last
you
few weeks
means so much
dont
to you in so
getting out of hand however
and you
want to lose your
many ways
dont
position
the situation is
know what
to
do
you
are
sunday
school superintendent
a
the
with
special
to
interview
in
called
su
sunday
sund
school superintendent
to the
erintendent
erin tendent
bishop that
school
you
you
you have been
are to release this teacher from his job in the sunday
are not reluctant to
do so because you have had a number
of complaints about his inability to control the class
the bishop is
told by the
going to
allowed to mention this
call
him
you know
that
to another position but you are not
you wish he would
just quit
105
evaluation suggestions
in the evaluation discussion
the group
may
ask
was
1
the superintendent able to release the teacher with a
genuine feeling of gratitude or did he shirk his responsibility
what techniques did the superintendent use to
2
that
he was not being
released because of a bad job
did the superintendent leave a feeling of
3
let
him know
self
worth with
the teacher
4
was
the teacher able to accept the position of the super-
in
tendent and work with him
intendent
to the instructor
satisfactorily or did
many problems
he become defensive
a
lay church
in
arise
organization because people are not properly equipped to handle the
interpersonal relationships that are necessary for smooth functioning
in any organization
the institute classroom can
training ground for leadership
necessary
oom
nami
dynamics
human dy
dynamic
nani s
dynami
when
real life situations
itself
ward members in handling some
which tend to cause most of the
complete manual of these
natural
and the
are duplicated in the setting of the classr-
roles are easily obtainable from the class
experience of the local
become a
roles
difficulties
be compiled and
it
or from the
of the situations
a
suggested
that
is
that
members be
trained
to function in their prospective roles in the ward and and stakes before
they are called to
fill
these positions
c-
106
objective
role
ourtship marriage
and family life
VI
double trouble
VI
the cast for this role consists of one girl and two
cast
situation
invited
girls
the role opens in the
one of the men who works with her
apartment to which she has
for
a chicken
dinner
the instructions given separately to each person
instructions
should be something like
to the girl
zirl
community to
men
this
you have come
to the city from a rural farming
attend college and take
a
you have been
part time job
working here for a period of 10 months and during the course of your
work you have met a fellow whose company you enjoy very much
vork
have dated several times and
this
you
evening you have invited him over
go
you
a
your
apartment
to the show
chicken
before
dinner
to
for
together
on every second weekend you
are
drive to your
met by a young man whom you have been
you go
high school
with him
to
you
like
dating all the
way
him
very
much
but this is
the girl
who
all it
has been
has been your sweetheart for a
left the rural
to work in the city some miles
number of years has
community in which you
away
you
live to
are very
every
weekend
see
get
only
her
other
to
but
with
her
in love
comes home
through
to church together and spend the whole weekend
man number one
to school and
home town where you
you have found
very
a
unsatisfactory
be
to
this
go
much
when she
107
city rented
arrangement and so unbeknown to her you have come to the
an apartment big enough
the ring
tonight
you
for
found a good job
you both
J
are going up to her place to talk very seriously
about the business of getting married
knocking on the door to break
to
and picked out
at
man number two
have grown more than fond
this
the role opens
when you
are
wonderful news to her
work you have met a
you have been
girl of
whom
you
dating regularly for the past
several months and more and more you have become convinced that this
is the person
who
is
most meaningful
special date with her
chicken dinner
after
to
you
this
evening you have a
she has invited you up to her apartment for a
which you are taking her to the
have in your pocket an engagement ring and tonight
theatre
you
you
are
night
the
is
going to pop the question
suggest
evaluate
ions
lons
lon SUE
scions
stions
evaluation
evaluat ion
how
2
does she
3
4
make a
girl try to handle the situation
separate them try to deal with them realistically
does the
1
or just pretend
the group might ask
its
how do
not happening
the
does the
men
girl
react
end up with
either of the fellows
can she
choice
to the instructor
this
role is designed to see
deal with the strong emotions of love effectively
when
in family and court-
inability or lack of
the instructor gains sensitivity in this
ing experiences many problems arise because of
experience in this area
if
the girl can
108
area he will be able to recognize
institute
average
cast
the only person
this type of situation is blees
objective VII
role VII
once again
group of students
has written any sample roles for
ideal role settings in the
many
who
21
counseling
nagging mother
the
nie
uie
ule instructor and a student
who
has a nagging mother are the
cast in this spontaneous straight role
situation
the situation takes place spontaneously in the classroom
where a discussion on family communications has been
student
who
says iler
tier
ller
her mother
nags
her continually
it
up
as
play
to
the
student
the
situation
calls
instructions
interrupted by
a
the instructor
happened
the instructor explains to the group that he and the girl
will role play the actual irritating situation
edes with the
precedes
session proc
girl taking her
own
the role playing
part
and the
instructor
taking the part of the mother
dialogue
the dialo
in the actual experience the role went like this
weil
weli
well
instructor
OK
instructor
mother
student
im late
instructor mother
1I
take
it
just
where do you think
from
there
goings
goingl
going
youre go
ingl
have to run
you come back here and
sit
down and
eat a
neall
meal
neail
proper meall
neal
21this
2lthis
althis role
was adapted from a
similar one
by blees
op
cit
p25
y-
109
for crying out loud mother
student
a
child
real emotion
showed in
instructor mother
mean and 1I want
where
youll
to
treating
STOP
like
me
the students reaction
im not but
know why you were so
id
like
you
to have a good
late getting in last night
and
be today
thats
student
ou dont trust
none
youre always
of your business
mc
on me
me
mel
nel
instructor
dont talk to
mother
that
me
way
you come in
here this minute
student
then
pretty
instructor
student
frank and
we
1I
good
thats
pretty close to
what happened
babying
always
ashes
shes
me
bout your behavior
how
normal
instructor
student
left
did 1I play your mothers part OK
instructor
student
1I
think the
do you
are together
responded was normal
she hates not to
well maybe
a
way you
lot
1I
know where 1I am and
guess ashes
shes worried about
how
serious
are about each other
what could you have done to improve the
instructor
student
1I
situation
guess 1I could have explained a few things and maybe
she wouldnt worry so much
but
1I
was
in a hurry
and
over
the
to
class
solution
turned
then
the
the instructor
was
handled in the context of encouraging
better
communications
group made a number of constructive suggestions to the student and
the
it
110
and sympathized with her
others in the group
situation because it
the group as a whole
was common
seemed
to several
to get a broader
perspective because of this quick interaction
to the instructor
almost any role playing session will have some
therapeutic effect
of handling
if
properly and skillfully managed
the potential
of the counseling demands of the institute instructor
some
it is
in the classroom is a promising one
recommended
that
a
role
playing manual to aid in group counseling techniques be printed for
the institute instructors and that a regular course be held to train
playing
spontaneity
creativity
in
role
skills
instructors
institute
1n
during the summer months
summary
this chapter demonstrates
how
role playing can be used in the
jesus
church
of
the
religion
of
of
christ
classrooms of the institutes
experience
of
the
practical
the
relates
it
latter
author and others to the objectives of the institutes of religion
of
day
saints
gives practical insight into the role playing situations
cusses the
spirit
needed in the classroom
and the
needs
role playing is presented step
to the evaluation
instructor
may be
by
examples are given iinn
I1
it dis-
the teaching orientations
specifics of role playing which tend to
needed
and
fill
these
up through
warmup
step from the warm
detail
so
that the institute
attempting
much
as
before
as
possible
able to learn
to role play in the classroom
recommendations for further study are
ill
included also where appropriate
this chapter demonstrates mainly
structured role playing setting but gives the reader
a good
of techniques to complement the
A
illustrated
structured approach
showing how to reach each
technique of role playing
variation
sample
role is
institute objective through the
role playing already has proven itself
effective in teaching in the business world the therapeutic world
1
and the
educational world and
a
beginning
to
just
is
it
promising results in the religious educational setting
be used with
CHAPTER V
A
SUMMARY
SUNNARY AND
conclusions
selected as
a group
summary
role playing
was
teaching technique which seemed
potentially able to aid the institute instructor in the church of jesus
christ of latter
olay
clay
day
saints to better reach
literature review
an exhaustive
was
some
of his stated objectives
all related available
undertaken and
showed
review
chart
the
chart
classified
articles
literature
twelve classifications related to the institutes of religion and each
were
article
on a
or book was placed under those categories into which
according to the
criteria set
annotated and placed according
for this study
was
by
author
illustrate
how
on
applications
and
and to be used by the
insights then
institutes
this adaptation
sum-
was
detailed
A
formulated to
LDS institute instructor
variety of successful role playing approaches
the institutes
A
then presented with
orientation toward the religious educational setting
practical chapter
best
eacia
each work reviewed was
to alphabetical order
findings contained in these writings
mary of the
an
up
it fit
was made by
were adpated
A
for use in
using the objectives of the
as the primary objectives of the role playing sessions
recommendations for
further study
and expansion were made where
several
role
playing might be of further aid to the institute instructors
chapter
institutes
1I
problem
the
several studies
on
the effectiveness of the
of religion of the church of jesus christ of
showed a need
for greater emphasis
on
latter
day
saints
action oriented teaching techniques
113
these studies suggested that improvement could be
fl
made
in areas such as
creative or expressive activity
fleffective
effective communication
inter-
and
personal activity
chapter
chuter
was made by
literature
11
II Z
checking
review
A
all available indexes
ject at four university libraries
literature
survey of
and
role playing
on
bibliographies
the sub-
on
university of california at irvine
university of southern california university of california at los angeles
university
and brigham young
literature
first
article
each
studies
the
related to
which
these categories included
religious orientation
a
III studies
group
teaching theory
to
relates
playing and show
more advanced
V
111
cli
1
directly
most
relate to group teaching techniques and help explain
which
and
A
five of these categories classified role playing according to
licious
for
read and annotated
review chart was constructed with twelve categories
ence for the re
religious educator
veni
venience
role
was
how
conI
studies
TT
TI
playing
nlaying
role
roie claying
which give examples of
its applications to various settings
studies
IV
or therapeutically specialized uses of role playing
studies which evaluate role playing
the last seven categories
religion
church
of
the
seven
of
objectives
of
the
the
institutes
parallel
of jesus christ of
headings
1
0 social
1
and
7
latter
day
saints
religious education
5
church service
counseling
2
6
they were classified under the
testimony
process
the
for
classification
established
it fit
personal living
courtship marriage and family life
each of these categories
in that category into which
3
was
explained and
then each
according to the
article
criteria
criterion
a
was
A
placed
brief
114
statistical
ture it was
summary was made showing
written with
was
that
found
a
most of the
the numerical weight of the
literature
counseling orientation
reviewed in
litera-
this study
the articles reviewed were
placed in alphabetical order by author and numbered for easy identifica-
tion
from the
to meet the
literature review chart
criteria for placement
on
articles not available or unable
the literature review chart were
not included in the bibliography
toward
ITI
chapter 111
III
lil
lii
literature
a concept
playing
of role
roie play
plax
showed a heavy emphasis on
the role playing
creative activity
the concepts
philosophies and history of role playing were discussed from the indupsychological
strial
were
found
ound
aund
and
religious viewpoint
in industry where leadership and management trainers claim
role playing is just beginning to reach
prom
from
fron
tool
had
its
contributions
dynamic
as
potential
its
an educational
the fields of psychology and psychiatry where role playing
conception
the developments of sociodrama and psychodrama are
heralded by every type of therapist because of their applicability depth
and
personal
adjustment
to
contributions
constructive
in
religious
edu-
years
few
and already
only
been
used
has
the
in
playing
last
cation role
has gained some ardent admirers
nique of the future
who
proclaim
for religious educators
it
to be the teaching tech-
the literature
showed a
lack of valid experimentation or reliable measurements of the effectiveness of role playing under controlled conditions
mentioned in the
literature
use role playing
effectively
ng are suggested
was
one
other difficulty
that few instructors are qualified to
greater emphasis on measurement and traini-
115
chapter
TV
IV
how
to role play in
a
religious setting
the practical
application of role playing to the institutes of religion of the church
of jesus christ of latter day saints was demonstrated in detail by aptly
ing the structured role playing technique to each of the objectives of
kayin
layin
the atmosphere necessary for effective role
roie playing
the institutes
the need for creativity and spontaneity were discussed from
discussed
a
by
a0
latter
day
saint orientation
role playing
step sequence which included the following
sample
was
was
presented in
warm
up
warmup
a
step
presentation of
keeping it simple keeping in the present choosing the
kecdin
role keckin
C
1I
participants instructing the participants cutting
of the role playing session
the institute class
role evaluation
special section of role situations for
and a
tn
in this
a
latter section
a sample
role
was
included
for each of the seven objectives of the institutes of religion of the
church of jesus christ of
latter
saints
day
the thesis demonstrated the practicality adaptability and
vers-
atility of the role playing technique to the LOS
LDS institute instructor
R
Recommend
ions
roconncndations
at lons
recommendat
for further study
further study in these areas
recommendations were made for
1
it is
recommended
that
a handbook be
printed and
made
church
throughout
the
to
instructors
available
institute
illustrating the effective role playing techniques
2
it is further
recommended
that the department of educa-
jesus
church
of
tion of the
establish
a
regular training
christ of
latter
day
saints
program at brigham young
ilg
116
university to
be conducted each summer
for teachers
interested in training in role playing techniques
such a course should
a
give information as to what role playing is
b
review the
literature available
which
illustrates
the various techniques developed in the field of
role playing
c
give teachers the opportunity to develop roles for
their religious settings
until
d
a
aid teachers in developing
it is also
practice
professional degree of expertise is achieved
that includes
3
and allow them to
more
recommended
a
philosophy of education
student oriented teaching techniques
that encouragement
be given to
further development of church related sample roles
such roles need to be made
instructors
who
readily available to institute
have been adequately instructed in
their
proper use within the objectives of the institute program
4
it is also
recommended
that objective
and
reliable evalua-
tion studies be encouraged to determine the effectiveness
of roleplaying
role playing in areas directly related to the institutes
of religion of the church of jesus christ of
latter
day
saints
C
conclusions
in conclusion
the literature
on
role playing indicated that this
117
particular teaching technique has
been
effectively applied as
an
aid in
reaching objectives similar to every objective of the LDS
institutes
of religion
was
the adaptability of the role playing technique
nstrated and recommendations for further study were made
seems
destined with proper training of instructors to
the teaching techniques of the future
demo-
role playing
become one
of
bibliography
IINIG
ROLE- PLAY
PLAYING
literature
REVIEW
REVIEV
the following bibliography consists of an alphabetical
qed
ved in the literature review
writings
reviewed
listing of each of the
revici
reviel
chart in chapter
two
as well as detailed annotations of the con-
tents of each writing
arc arranged in order by
the writings are
tile
the
arc numbered for convenient classification on tiie
author and are
literature
review chart
tipe
the
able at die
cie time
cle
tine of the
dij
octant
iiijimportant
ortant
iportant
i
this author to
for tilis
flits
tills reason
this
included which
thich does not
a second
be
and yet were too
left
out of the
mentary bibliography
suplimentary
supli
constitute itself
as a practical part of
review chart but which contains writings used in
literature
me way in this thesis
some
so
sone
sonc
the
important writings were not avail-
literature classification
in the opinion of
bibliography
DiMio graphy
is
some
bibliography
ROLE PLAYING
1
ablesser
literature
REVIEW
group
a
psychotherapy
in
role reversal
group PUchot
1962
psychotherapy
heraUt
H
XV
xvii
321
325
321325
session
group psychotherapy with four hoys
boys arrested for separate
auto thefts is recounted
each boy was asked to place himself
in the role of a car owner and to express how he would feel if
his car had been stolen all four agreed they would be angry
and would want the auto thief to be punished
the author
suggested they place themselves in the roles of any person they
might think of hurting
2
ackerman
M
5
ackerman
sylvia
emergency psychodrama for an
XV
group
grout pax
psx
1962
psychotherapy
chot her22z
acute psychosomatic syndrome
84
88
8488
A one session episode illustrates how various psychodramatic
psycho dramatic
were used to alleviate psychosomatic symptoms developed
techniques wero
varying techniques were used in rapid sequence
under conflict
to prevent the patient from mobilizing resistance
tv
.99
3
anonymous
&
f modern
industrial
industry
industr
dr alfted
alfred
aifred
V
pays
psychology
in
1948
XVI
68
67
57
XVIR 3768
6768
5768
plant
this
19
duns review
psychologist and president of the
harwood corporation uses modern psychological techniques in
running his company examples are given of how role playing is
used for the purpose of better communications and problem solving
A
T
4 arrow
marrow
matrow
a
103
961030
act it learn it business week april 9 1949 96
96103
g
no
a
and
p
form
uses
script
pretend
playing
of
noie
nole
role
lets
to improve social skills foremen need lots
has no rehearsals
of practice which role playing can provide the american type
company
founders
is one of the first organizations to have used
1
oremen
foremen
ace
arc
are
general
phases
playing
f
the
industrial role
2
a foreman in training
up
meet to set
principles of behavior
3
a
two
meet
on
workers
sample
problem
this forebriefed
is
4
man and act out the problem
recordings are made and 5
there is a post role playing discussion session
4
anonymous
5
anonymous
f modern
acting that teaches how to handle people duns review
52
XVII
50
industry
1949
19499
5052
WHO
industr
rna
inousr
rha
has
kas
and
a
playinp
playing
ng
as
been
long
as
demonstration
used
pl
trainnoie
kole
nole
role ayin 7
roie
on
depends
dictum
the
value
ing method in sales development
its
aware
everybody
doing
we
by
of
is
actually
best
learn
that
in using
then tn
things he knows how to do but still cannot do them
11
&
I1
1
J
120
nlayin for training the situation should be realistic
roie
role nlayinq
just hard enough to be difficult to solve role playing is a
messages
procedure
superior
sit
sti
sii
across and is much
getting
for
perlor
perior
gettin
superior to written language for avoiding equivocality of
hopi
meanings
hovi
role playing has value in helping to understand how
others think and feel which is the beginning of good morale in
industrial leadership
6
anonymous
Role
playing pays
roleplaying
nov 10
LXXT
41
lxxi41
kthyl
athyl
off for ethyl
sales
management
1953
salesmen at the ethyl corporation were trained by playing roles
which were recorded an
and then played back
7
anonymous
managesupervisors
playing
in
Sliner
training
silner visors
factory
role
ment and maintenance 1945 CXII 102
105
102105
this article contains a summary and analysis of 107 replies
to a questionnaire about industrial roleplaying
role playing originally sent
to 445 trainingr directors
19
3
you
pact
anonymous
64 hints
work
kork
hake
nake
help
factory
flints to heip
role playing
fact
management
tana
290
CXII 282
lana gement and maintenance 1954 jan
282290
9
anonymous
113
136
113136
role playing
industrial distribution
sept
1957
role playing in sales training accomplishes these purposes
reality testing by using true to life situations learning by
on
problems
handling
view
doing seeing an
point
the
of
anothers
others
spot solving problems through people obtaining full participa1
teach
tion and affecting attitudes role playing is used to
3
2
problems
fundamentals
for sales
for specific sales
5
4
company
phone
and
problems within
counter salesmen
for
7
6
and
general skill practice
sales supervisor training
practice in human relations skills pitfalls and booby traps in
directing role playing are discussed
10
s
of
playing
in action
induargyris
indu
role
stat
1
no
1
0
6
o
16
and
cornell
eions
cornel university bulletin
strial
labor rela
tions cornei
relations
reia
new york
C
may
1951
1
e
00
school
state sch
argyris covers the general purposes of role playing including
a definition where it can be used a point of view about its
how
why
re
to
and
playing
in
reeducation
value
is valuable
role
education
prepare for role playing including getting problems out on the
a
change
want
members
experience
and
to
to
getting
the
table
how to define the skit and role playing how to help the group to
and
replaying
the
playing
evaluating
roles
last
observe evalu
role
atin
evaluation
evaluatin
ror
playing
use
tor
of
suggestions
role
practical
the
for
contains
section
as a training technique and covers the areas of resistance and
121
gives a number of hints to the director about role playing proce
cedures
dures
11
anderson alan R an experimental evaluate
lon of Role
ion
playing in
roleplaying
evaluation
evaluat
group counseling unpublished do
c t oral
doctoral
orai dissertation brigham
young Uuniversity
1964
ty
iv e asl
rsl
an attempt to evaluate the effectiveness of role playing in
group counseling on the behavior personality and interaction
of the group members and to assess some outcomes of group counseling
role playing was found to be more effective in initial
more adequate evaluation of role playing is
up periods
warm
warmup
recommended
press
wesley
counseling
addison
teacher
ruckle general
principles of group counseling are suggested
ples and principles involved are included
12
Ar
arbuckle
arruckle
13
bach
dach
nacha
bacht
nacht
D
S
1950
exam-
groups1 journal of
dramatic play therapy with adult groups
246
psychology 1950 XXIX 225
225246
the play drama a group therapy technique for disturbed adults
was developed to enable the psychotherapist to bring projective
non
management
inherently
under
therapeutic
fantasies
its
1
R
G
directive characteristics distinguish it
from psychodrama
three
processes are hypothesized as being facilitated by this technique
1
fosters interdependence between members of psychotherapy groups
2
instigates a symbolic learning process resulting in greater
objectivity in the perception of the self role in living reality
3
communication
tabu
of
relatively
uninhibited
facilitates
seem
protocols
findings
case
and
to support
feelings
research
these hypotheses
14
15
new
group
york
grom
R
george
pay
psychotherapy
ronald
the
bach
other
intensive orom
shi
ady
orok
press
pressa
pressf 1954 446
an excellent single volume for a comprehensive and practical
description of group psychotherapy
barcon
barcen
darron
barron
barren
mary
role practice iinn interview training
I1
E
198
208
198208
try
sociatry
Socia
1947
it
role playing
principles into
1I
can be used for the effective transference of
methods
because the interview is a kind of
psychodramatic
nsychodramatic
or
two
psycho
persons
dramatic
role
between
play
unrehearsed
playing methods are particularly appropriate in training inter-
after
viewers
and then
view
16
bavelas
it
1I
A
role
191
193
183
193191
183191
a
an
evaluate
interpractice session trainees
practice themselves
playing and management
training
Socia
sociatry
try
1947
19479
in
playing
about
industrial
pioneer
role
is
article
this
14
steps
a
with
procedure
suggests
use
bavelas
a
122
Psycho
psychodramatic
dramatic experience within a religious setting
group Psych
psychothe
1960
psychotherapy
46
40
othe
XIII
1960a
4046
XIIIS
0
one hu
fi d seven adolescents participated in a week long
hundred
nd re aand
conference on religious living this article deals primarily with
the role playing aspects of the conference A role play drama
was acted out for the first three days for two one hour periods
the conferees generally agreed that the role playing provided them
with a better understanding of themselves and others
17
baxter
18
baymus
19
manageyourself
do
playing
technique sales
beckhard
role
it
LXXVI
apr 1 LXXVT
27
29
ment 1956 aar
2729
role playing is used as an effective training technique by
the lay businessman
20
bennion
day
21
re
ed
church
city
lake
the
restored
stor
salt
latter
berrett
9
19
1949
day saints department of edu
education
dation
cation
A historical outline of the church of jesus christ of latter
day saints
educational emphasis in the early church and in
the present church is included in brief form
22
blake
A
W
patterson
Patter sona
sont
comparison of three methods of
underachieving
achieving high school students journal of
assisting Under
g
biolo
83
90
1960 VTI
psychology
liolo
counseling palc
VII
8390
pslc
vil
ell
eli
noie
nole
role playing is aanalyzed
alyzed from three different aspects on the
high school level
3
F
5
11
A
R
education salt lake city latter
department
1939
of
education
saints
an outline of the latter day saint views on education giving
some of the philosophy which forms the basis for the present
educational system
william
R
sm
mormonism
mormoni and
lynn
M
I1
E
experimental psychodrama with children
R
group
groun
psychoaroun pyc
0
350
1055 I VITI
VIII 347
347350
therapy 1955
home
psycho dramatic theater is the
playing
the
the psychodramatic
in
in role
scenes
the scones
house the players are the child and his parents
are everyday ordinary ones such as working out a conflict or
giving instructions of the kind occurring during socialization
systematic
learning
quicken
to
are
further
to
social
goals
the
knowledge of socialization to increase spontaneous reactions and
1
makes
to
possible
psychodrama
fun
blake
have
feels
to
it
by
2
sensitivity
develops
the
world
sense the childs
childs
many
views
from
world
and
see
him
experience
different
the
helping
and 3 hastens the learning of new social skills
1
9
23
C
blansfield
mansfield
role playing
11
G
J
get
most
out
of
the
analysis
to
value
lost
consider
254
personnel journal 1953 XXXIV 251
251254
123
role playing can be relatively ineffective unless value
analysis is used some system of identifying and rating impoon the basis of
rtant variables of role playing should be used
experience with training groups the author found 15 areas for
evaluation
24
development
blansfield
mansfield
role playing as a method in executive Develop
develon nent
journal of personnel Adm
ions 1954
administ
administration
19540
inist ra tion and industrial relations
relat lons
M1
1I
G
131
135
131135
chancing
aing
cing of behavior
chan
roie
role playing has three major purposes changing
giving of inf
problem
and
techniques
learning
information
of
the
for
ornation
el
solving
25
blansfield
groups
to training
XT
XI
1957
directors
directo
es
re
istance to role
resistance
esistance
the fear of ridicule
cipation
ci pation is an aid to
suggests these rules
1
2
3
4
5
7
8
roff
XVI
XVIP
playing is usually based on insecurity or
however the stress and tension of partilearning if handled
hanI
hanl led properly the writer
use a written problem
nroblem
use team observers
use buzz groups for discussion
6
Boh
bob
bobroff
Bobrof
dobrof
ff
gested
Su
suggested method of introduction
journal of the american ociea
training
society
ociet of trainin
11
22
19
1922
A
and
frighten
formalize
dont
sycho drana
nlaying
nlayinp and sychodrana
avoid terms as roie
role claying
get group relaxed and dont force role playing
nany preliminaries
avoid too many
use multiple role playing first rotting whole group to
work in pairs
1
226
6
role playing
MG
llo
IIG
A
religious
J
37
38
3738
psychodrama
group
psahotherany
groul
croul psychotherapy
1963
religious psychodrama deals with personal problems associated
A
feelings
with religious
characteristic session is presented
god
why
answer
woman
asked the question
in which a
doesnt
a
and
specific
prayers
instance
obtained
the director
peoples
psycho
and
up
scene
a
psychodramatic
other
psycho
dramatic
role
reversal
set
group
by
were
followed
used
discussion
techniques
dramatic
27
management in
culture
role for the social science consultant
boguslaw
1959
R
&
XII
bach
G
134
142
134142
R
work
industry
A
group
grou
groe psychotherapy
work
a
organized
environformally
of
special
conditions
the
consuand
science
operations
of
social
ment and the objectives
frameworks
are
discussed
working
within
these
industrial
ltants
through the use of role playing techniques work group members
are given an opportunity to understand and discuss the inademore
effect
cffec
effec
playing
is
behavior
role
quacies of their previous
124
five
tive when the group includes members familiar with the definitions of the appropriate goals roles and activities for the
group
28
Ror
bor gatta
borgatta
analysis of social interaction actual Role
playing
roleplaying
journal of abnormal and social psychology 1956
projective
E
and
190
XL
x110
F
196
group of subjects were evaluated in terms of actual behavior
wien
khen
hlen relationrole playing behavior and pencil and paper tests mien
ships between the three situations were analyzed it appeared that
rom
predictions from
ron tests to actual or role playing behavior were
fron
weak and that considerable caution should be exercised in attempton
from
ing to preil
verbal to action behavior
predict
ct
the other hand
role playing appeared to give the same kind of information that
A
11
preli
obtained from observations of unrehearsed actual behavior
was
29
Ror
analysis of
gatta Eel F
borgatta
journal
and projective
LI
lis
405
lil 394
394405
was
found
that role
tt
it
ill
playing
roleplaying
social interaction actual Role
Ab
h
1955
0
abnormal
155
135
of nornal and social psychology
sr
playing observations correlated more
be
would
or
the
interview
behavior
than
closely to real ilfe
life
lift
objective tests or projective tests A short bibliography is
195s in this particular
included for other studies done up to 1955
area
30
app
Psycho
psychodramatic
approach
roach
roring
dramatic ann
simplified
Arn
deabler
rinc
rine
P
group
371journal
1051 VTIP
VII
sycholog2r 19510
therapy
of clinical psychology
in
vil
vils
Ro
boring
borine
R
0
11
II
5
L
A
375
the
simplified psychodrama does not require a stage besides
resides tho
make
persons
and
two
fcmnlc
needed
are
fcnnie
fannie
play
to
therapist
director
nuxiliary roles occasionally auxiliary roles may be played by
auxiliary
patients themselves the authors present structured situations
they have developed around basic problem areas more or less
group discussions initiated and stimulated
common to all patients
by the director of the group follow the session
simplified
1
provides an opportunity for patients to work
psychodrama
2
oppoan
provides
through unresolved problems and conflicts2
conflicts
world
with
rtunity for
or patients
private
share
to
others
ts
their
nation
natien
ration
4
3
brings an awarea
learning opportunity
presents unique kearnin
learnin
5
and
commonality
problems
is
ness of the
of
life situations
a bridge between hospital and outside world adjustment
31
rour
bour
P
psychodrama in
psychotherapy
1962
a
Hosn
psychiatric hospital
hosnital
ital in france
XV
XVP
311
305
30s
305311
group
grour
graur
psychodrama appears especially valuable with schizophrenic
as
as
dinc
provi
means
a
providing
communication
well
n1lowing
allowing
of
patients
ynostic
gnostic
Yn
therapist
diagnostic
information
with
dia
dla
inf
the
ornation
ostic
125
32
bradford L P
supervisory training as a diagnostic instrument
personnel administration 1945 VIII 3377
supervisory training necessarily contains diagnosis using
roie
role playing as an auxiliary method the author found that because acting is spontaneous attitudes are revealed techniques
of handling problems are well illustrated in this manner participants tend to choose problems meaningful for them
33
bradford
lippitt
role playing in supervisory training
personnel 1946 XXVII
369
XXVIIN 358
358369
while training in industry has been remarkably successful in
changing
affecting work skillet
been
has
the
unsuccessful
in
skills
it
skillst
human relations ability of supervisors
exhortations will
never transmit the finger dexterity essential to operate a typewe
evidently feel a foreman can be taught to handle
but
writer
A
protocol of a typical training session is
situations
given the role playing directors skill depends on his ability
to make good selections of scenes setting of the scenes to
develop what is important knowing when to cut off action and
ability in leading post role playing discussion
34
rose
a
Rr
preparing
as
multiple
playing
device
in
training
brandzel
role
andzel
group
XVI
groue
youth
1963
employment
psychotherapy
handicapped
for
psylother 19639
P
L
R
&
9
21
16
1621
role playing is an effective method of preparing youths to get
and hold jobs
opportunities are provided by this method for
gaining missing life experiences practice for requirements and
demands on job situations is obtained
role playing helps to
responses
and
in
patterns
adequate
verbal
behavior
establish
addition this procedure helps to develop personal confidence
and competence
35
statement of the practical application of role
XIV
70
69
1951
sociometry
Socio
metr
6970
19512
playing as a training device
sociometr
how
by
to material is superior
supplemented
playing
role
human
only
with
concerns
a
which
procedure
relations
to
itself
broaded
C
A
H
interactions
36
bromberg
aq
1Wq
acting and acting out
american journal of psycho-
269
268
264
264269
264268
therapy 1958 XII
XIIS
sll
sil
acting out is discouraged in psychoanalytic treatment because
in
memories
recovery
unconscious
of
to
represents
resistance
it
on
and
hand
acting
tiie
tile
relationship
the
other
the transference
ole
bromberg
specolf
psychodrama
parts
are
of
integral
acting out
cut
ulates that activity by which is meant both acting and actinp
actina
actinf
out as it occurs in psychodrama comes closer to the motive
experience
emotional
original
words
representing
object
value of
14
16
126
than verbal interpretations of behavior thus pointing to a need
for an increase of action methods in psychotherapy
37
11
&
G
G
H
bromberg
bronberg
brombert
ll franklin
the treatment of sexual deviates with
groun
grouti
group psychotherapy 1952 TV 274
brouti psychodrama
289
280
274289
274280
ren
A program was undertaken
11
mendocino
hendocino
en
aatt hen
unde rt ak
docino stat hospital involving
involvin
seventy five patients convicted of sexual offenses
ses ranging from
offen sos
A
lewd
and
to
incest
sequential description
lascivious conduct
aty
ibay
grogram
nrogram into four phases
hty one sessions dividing the nrograrn
tho eiibty
of the
w
up
on
warming
warning
phase
aly
or
is given in the eari
arming
rly
enri
earl
in period
neriod
feriod anxieties
em
emerged
emergel
cncrged
ergel the middle
emergence
mergence of deniddle phase was dominated by tho
niddie
the nmergence
I
pendency reactions
the next phase was characterized
characterize by an
creaso 0 actine
crease
in
increase
actin out behavior and more portrayals of individual
problems
the seventy sixth session marked the beginning of the
17inal
inal phase in which ambivalent feelings and finally reality
inai
11
J
ta
t6
appreciation prevailed
0
3
U
M
G
an
3ronfcnhrcnncrp
T
Im
newcomb
improve
improvi
lons
ions
improvisations
bronfonhrcnncr
application
provi sat
1
Iis 3671949
1048
psychodrama
in personality diagnosis
try
Socia
of
sociatry
382
332
discussion of the use of role playing for testing as used by
war
IT
vorld
horld
during
in addition
torld
the office of strategic services
to judging participants judges were themselves 1150
also
aiso
tiso judged for
capacity to evaluate others the cases or plots were modified in many cases to suit individuals being tailor made for
their personalities and individualities similar procedures
were used in a study to predict successful clinical psychologists
for the veterans administration in testing verbal content
imnortant
character of voice and bodily movements were considered important
A
common
human conflict situations
of
standard
six
set
variables
is also outlined
A
39
bruck
an example of the use of psychodrama in the relieving of
group
grou
symptom
a
an acute
in psychiatric childrens clinic
M
sychosotherazy
P
psychosotherapy
1954
of an
VI
221
216
VIP
216221
via
vla
eight and one half year old boy with bics
tics
presented
arn
and a partial paralysis of his upper right arm
is
arb
symptoms appeared almost immediately following a vaccination
to achieve the goals of anxiety and tension relief psychodrama
1
supa
making
quick
was selected because of its facility
for
op
P
then
o
2
hen the
discharge
and
of
tension
portive relationship
patient was sufficiently warmed up role playing and role reversal
techniques were employed to reenact the vaccination finally
scene
appeared
to
played
traumatic
this
the
patient
role
the
and
many
accumulated
tensions
discharge
of
his
allow patient to
experience
the
traumatic
specific
they
as
to
the
related
fears
an
month
followeighteen
disappeared
and
paralysis
partial
tic
up indicated patient continued to be symptom free as well as
A
case study
127
reverting to his normal pre
prevaccination
vaccination behavior
40
betsy
buck
psychodrama of drug addiction
91
group psychotherapy
IV 301
321
1952 TV
301321
buck presents a transcript of a psychodrama session conducted
by J L moreno with a drug addict other addicts serving as
auxiliary egos the therapist brings the group discussion from
10
the specific to the general from individual problems to conside
were born and to
deration
ration of the society in which these problems wore
which the members will return
41
burns
R
5
K
a v
therapy
the
we
corsini
R
J
the
IDEAS
technique
group
grou Ps
ho
psycho-
technique has five parts
the introduction in
D
a role
which the conference leader lectures on the problem
playing demonstration by trained assistants or members of the
group E
an enactment by members via multiple role playing
A
action or the demonstration to the group by subgroups of
summary
S
and
what they have done
the leaders final integration of the session
rhe
the IDEAS
42
butts
psychodrama with Stu
lents and
students
stulents
M
IV
1I
J
psycho
psychotherapy
th era
tre
the
he use of
55
57
5557
their
group
wives
Us
role playing as an aid in helping college students
with adjustments in marriage is discussed
several advantages
of this technique are reported
1962
19620
XV
11
43
44
michigan
role playing as a technique for business
w
IT
32
review
2932
II 6 29
business revis 1950 11
roi
play
ing has been used semi formally for sales training
rol
roie
role playing
among
how
reasonmany
years
of
revealing
lines
values
for
its
ing sound in practice anticipation of problems helping to make
timing more effective etc role playing attacks the problem
among
of attitudes more directly than any other method
its
doum to earth situations helps to
advantages are that it uses down
any
and
weaknesses
in
out
brings
develop practical solutions
human relations problem
calhoon
R
P
carp
A
D
E
1954
10
IV
11
E
F
IO
10
psychodrama
170
163
163170
syoptherape
P
psychotherapie
psychologic
psychology
log
medical Psycho
psycholog
109
through psychodrama the individual is able to perceive the
problems
more
his built is
aspects
of
his
personal
social
less
Ls
oby
through
objectifica
and
increased
edificahis perspective is
lessened
seems
irama
psychodrama
psycho
spontaneity
degree
of
tion of feelings in
intermediate between natural child play and psychoanalytic play
a
person
for
preparing
in
value
of
particular
techniques
it is
individual psychotherapy
128
45
carpenson
cartensont
cartenson
Car
Carten
tenson
sons
sont
46
chase
group psycho
the auxiliary chair technique
psychotherapy
therapy
1955 VITTV
56
VIII 50
19550
5056
short term role playing was employed in a research program to
help change the behavior of rejected or left out children the
procedure included sociometric and observational data which served
for planning the first one hour therapeutic session A second
observation plus the report of the first session of role playing
served for planning the second session sociometric measureA chair
ments and observations were used to measure change
was used in the place of an auxiliary ego
the two role playing
1
introducing
sessions included the following sequential steps
the game and discovering safe areas 2 eliciting feelings behind
behavior 3 discovering causes of behavior 4 determining how
5
about
helping others change behavior
the behavior
others feel
6 changing own behavior and 7 intention setting
B
report
philip
190
XVIII 177
1965 xviiis
177190
A resume of a six
A
on
religious psychodrama
grou
group therapy
19
period of religious psychodrama conducted
once a week with one and one half hour sessions
deals with
warmup
up individual reactions and leader reactions
technique of warm
specific role principles
and
47
week
J
walker
the churchy
church its history
department
day
and mission salt lake city
0of
f
saints
latter
c
a
n
1952
ed
io
education
t
A history of the church of jesus christ of latter day saints
D
L
which outlines the basic objectives of the church for the
department of education
cheney
S
and wood
A
L
C
9
48
cartwright
and theor
theoryX
Do
dorwin
rivin
zander alvin eds
row peterson
evanston
&
642 pages
&
S
grou
groupP dynamics
pyntmics
research
C
co0
se
c6
1960
second
edition
ition
aition
choice collection of articles by action oriented researchers
which illuminated in a systematic way aspects of group formation structure pressures and standards and goals and leadership
A
49
gro
persona
1
groups
personal
5
john
through
ed
renewal
spiritual
casteel
press
1
new york
220
1957
pages
association
20
report on the effect of small groups in a religious setting
group
teaching techniques
advantages
shows
of
the
author
the
A
developmentin
development
in religious
pioneer develop
playing
including role
mentin
1I
L
1
education
50
cohn
proff
ohlsen
b9
group
counseling
in an unproductive
73
1960 XXXVIII 724
72473
B
ba
M
M
5
G
C
A
roles played
by adolescents
personnel guidance journal
129
121
as an effective tool to identify and
aid in overcoming barriers with adolescents in an unproductive
counseling group
groub
role playing
51
cohen
was used
A
J
technique
preliminary note
of role reversal
the
XXV
64
1951
ch
psychology
66
occupational Ps
xxv0
19510
6466
chology
cholody
ology
R
A
a
which
ech
nique
technique
nole
noie
helps
decide whether
reversal
role
is t
B
really understands him and which helps
learn whether
ile can restate As propositions to As satisfaction
lie
he
the
efm
claims
ort
author
that the effort
orl to understand is the beginning
of reconciliation and recommends role reversal for such purposes
13
IE
52
corsini
R
therapy
J
the method
1951
lii
of psychodrama in prison
group
groen psychogroan
321
111
326
321326
III
HIS
hla
nia
three basic steps in orga
organizing
organizin
nizin psychodrama in a prison are
1
the formation of effective transference with natural leaders
2
the formation of a core 3 the addition of new members
to the core group early sessions should be spent in general
theoretical discussion mutual introductions role playing and
sociodrama for the purpose of enabling members to know one
another better complete freedom to leave the group exists
and periodic weeding out either by the group as a whole or by
who
done
must
be
will not Ppartithose
to eliminate
the therapist
cipate those who are so maladjusted as to threaten the group
preliminary sessions approach
and all those who are unadaptable
movement
following
open
methods
oxford
the
of
confessional
onen
explains
the
the
preliminary
sessions
director
four or five reliminary
li
to participate in it psychodrama is an effective psychotherapeutic approach in a penal
feelings
to
penetrates
surface
since
difficult
institution
it
accomplish with other techniques in this setting
purpose
purt
purlpose of psychodrama and
53
54
how
a Pedo
pcdophile
pedophile
phile
group
Psycho dramatic treatment of
psychodramatic
J
psyc
IV
171
166
psych
1951
166171
psychotherapy
othera2z
a
psychoin
a
a
study
participating
prisoner
of
this is cast
the location of what appeared
drama group at san quentin prison
was
determined
source
be
of the subjects difficulties
the
to
during the fifth reenactment of the same scene involving the
subject and his father in which the relationship that existed
and
a
subject
other
become
apparent
to
the
them
began
to
between
parent
P
group members
the subject subsequently associated the crime
psycho
had
the
toward
he
father
his
with hidden feelings
expresovert
employed
to
appeared
facilitate
dramatic techniques
subsequent
had
which
the
toward
the
father
sion of hostility
effect of producing insight
corsini
R
new york
group
crapy
erapy
psychotherapy
raymond
methods
of
J
ps2choth
corsini
1I s
company
251
pages
195
book
inc
hill
group
on
of
the literature
the best single volume review
own
views included
psychotherapy with the authors
mcgraw
130
55
corsini
R
330
322
322330
J
immediate therapy
group psychotherapy
psychotherapy
1952
IV
since psychodrama is quick and cheap it is of greater social
value than psychoanalysis
in conducting psychodrama one is
doing individual therapy in a group situation which involves
establishing a common bond of understanding and self direction
of the subject the therapist should strive to achieve a peak
of emotional effect within the subjects limit of tolerance
some
beyond
but
therapeutic princithe threshold of control
thecal
therapy
theral
ples are attempt rapid therOL
PY precipitate anxiety and then
areas
refuse to reduce it solutions irradiate to various abreast
areast in
terms of goal direction
diroction
56
your
group
psychobehind
back
technique
J
in
the
corsini
group
3
VI
rc
a
1021953
VTP
vip
psychotherapy
therapy and psychodrama
rchother
195
vis
iu2
iua Es hother 21
R
.00
109
group therapy should be natural in form
the natural way
for a group of people to discuss an individual is to gossip
group
an
a
gossip
behind his back
individual
discusses
if
and the individual discussed overhears the conversation this
would be a natural means of human interaction for therapeutic
A
goes
as
purposes the behind the back method
follows
subject volunteers he discusses any problem speaking about
ten to thirty minutes the subject then goes out of the room
psychologically but not physically by retreating behind a
hach member
screen or by simply turning his back to the group each
a
comment
make
by
group
urged
about
to
the
therapist
of tho
the
is
the absent member and a discussion develops the subject
later returns for further discussion
57
corsini
R
chicago
the role playing technique in business and industry
1
no
paper
9
occa
ce
na
90
anter
er
center
occasional
industrial relations nter
slo
sio
J
april 1957
role playing has three
instructing there are a
a
for
sensitive well
call
cedures and typical cases
58
corsini
A
1958
illustrated
psychodrama with a psychopath
J
XI
diagnostic training and
variety of procedures available which
some
prosuccess
for
trained leader
major uses
JO
39
33
3339
gro
groupp psychotherapy
training school inmate who was diagnosed as a primary
pursued
by the police
a
psychopath escaped and stole car
when the subject returns to the
he crashed but was uninjured
psycho dramatic session which consisted of
therapeutic group a psychodramatic
was
which
crashed
subject
killed his
scenes
the
in
four
no
body identified by his parents and burial took place
A
a
showed
remar
up
renar
kable
kabie
remarkable
followup
follow
post discussion occurred
an
appears
be
psychodrama
change
to
beneficial behavioral
diagnosed
messages
communicating
means
individuals
to
of
effective
A
131
enabling auch
such individuals to attain an emotional
understanding of their problems
li lipsychopath
psychopath
59
R
use
Cor
J
playing
in industry
advanced
corsini
role
its
sinif
management
ia ive lent 1960 XXV 2
23
20
2023
playing
oie
nole
noie
role
has three primary functions
ole
to train by
experiencing to instruct via observation and to evaluate
through critical observations
its essential value lies in
the simultaneous use of the three primary modalities of action
thought and emotion which makes a role playing situation
A
and
case example of the
spontaneous
natural
holistic
use of role playing in training of an executive is cited
60
corsini
J
f
J
R
putzey
group
Psych
psychotherapy
bibliography
raphy
of
other
babli
psychother
bibli
J
house 1957
beacon houses
957
NY
beacon
L
bibliography of approximately 1700 items about group psychotherapy including several hundred about psychotherapeutic role
A
number of articles about group propsychodrama
playing
cedures in industry are indexed
A
61
J
corsini
IT
1960 11
19600
II
R
5
1
howard
D
Role playing
training through roleplaying
D
1
43
46
4346
concept
role playing permits participants to practice reality thus
helping them to attain higher levels of on the job functioning
through self criticism and comments by others which increase a
persons awareness
62
corsini
R
G
J
shaw
M
E
new york
&
g
Role
playing
roleplaying
noie
nole
roledla
yin in business
xin
press
of glencoe inc 1961
the free
make
blake
biake
nake
R
R
industry
an excellent book of 246 pages covering the background techniques applications to industry case materials and annotated
bibliography
biblio graphy
and
63
group
practice
private
psychotherapy
psychodrama in
hother
drews
vchother
Vc
V
72
va
70
1952
v9
7072
19520
A patient with
forms
cramp
had
of
been
various
in
writers
psychotherapy psychoanalysis medical and osteopathic treatment
a
ap
was
court
aptient
methods
the
ineffective
each of these
tient
same
with
dealing
years
had
twenty
been
the
clerk for the past
was
able
patient
use
the
through
of role reversal
judge
the
to see how he viewed the judge his reactions to this individual
cramp
disappeared
as
and his position
court clerk his writers
up indicated no recurfollowup
during the psychodrama session follow
more
a
satisfyireported
symptom
rence of the
the patient also
ng relationship with the judge
R
S
132
64
doctrine and covenants of the church of jesus christ of latter da
day
VW
vae
church
ay
day
PW
city
MWA
saints sait
of jesus christ
of
salt
christ f latter
chrls
saints
1952
kle
kic
compilation of doctrinal truths and revelations of the
church of jesus christ of latter day saints
A
65
douglass J
press
group workshop in the church
1956
196
new york
associated
methods of using
tising group teaching techniques are discussed as
experienced in a religious setting
ifically emphasized
66
prayer groups are spec-
new
group
way
yay
york
Work
workshop
douglass
church
in
the
the
shor
press
1956 174
associated
14 pages
how group work methods enable persons in the church to grow
spiritually discover their unique role and gifts and develop
paul
F
1
1
leadership potentials
67
gerald
ditz
diazv
ditzv
role theory applied to life insurance selling
group psychotherapy 1965 XVIIIP
26
XVIII 17
1726
ra
ing becomes a vehicle by means of which the particinlay
playing
r6
le play
roie
role
pants become aware of their problems and are enabled to find
spontaneous solutions this heightening of self perception and
an
improvement
as
used
aid to creative selling
is
self
W
1
68
driver helen irene et al counseling and learning through small
commonorna
group
grom dis
C
wisconsin
book
cus
madison
vi
discussion
driver
slon
sion
cussion
onsin
cassion
ansin
textbook
pany texts
edition 1963 464 pages
textb
two works under one title
the first part is the authors
discussion of multiple counseling philosophy and methodology
the second a symposium to which 37 professional writers contribute
69
minn
dunn
dinn
you too can teach A bookcraft
ok craft inc
salt lake city
1962
utah
utacht
utaht
A
how to book for laymen and religious educators which
roie playing
illustrates modern teaching orientations including role
70
eddy
the college influence on student character
washington
american council on education 1959
some
teaching
of
the
advice
study
has
for
practical
this
religion in the campus atmosphere the general principles
groups
religious
educational
be
to
applicable
should
all
71
group
therapy and psychodrama approach with adoleseliasoph
group
161
167
1955
VIII
161167
psychotherapy
19551
drug
cent
addicts
psychotherapy
drug
sy
group
cho
with
addicts is dischotherapy
therapy
of
value
the
techniques
Psycho
psychodramatic
some
dramatic
exempts
exerpts
of
with
sessions
cussed
paul
okcraft
H
edward
E
jr
D
A
133
enable the therapist to get
fuller expression of feelings attit-
udes toward self toward others toward treatment and encourage
freer interaction between group members psychodrama proved
beneficial in enabling addicts to gain greater awareness of distortions
tort ions and expectations in interpersonal relationships the
therapist assigned roles to members in situations ranging from
interplay between mother and patient in various anxiety provoking
situations to negotiations with a pusher when looking for
drugs to attitudes and feelings when taking drugs
72
concepts and techniques of Role
playing and role training
roleplaying
group
psychodramatic
methods
utilizing Psycho
dramatic
therapy with adolescent
in
group
grou Psych
drug addicts
308
VTII
315
psychotherapy
308315
other a py 1955 VTIT
psychother
vili
vilt
role playing to accomplish tthee goal of helping drug addicts
is discussed the author concludes that role training techniques
in group therapy have proven effective in reproducing the sense
Tn
of urgency and reality of the real life situations
individual
dividual
therapy has proven insufficient in handling drug addicts
eliasoph
F
P
1
73
program
group
P
syc
psychodrama
hodrama
eliasoph
therapy
at berkshire indugroup
Psych
62
1958 XI 57
farm
psychotherapy
strial
psychothera
5762
othera
arm
arn a group psychotherapy
at the ber
berkshire industrial farm
farn
psychodrama program has been used for one and one half years
1
program
proven
socializing isolated
has
effective in
this
E
A
3
feelings
giving
expression
of
facilitating
individuals
boys an opportunity to learn what the other fellow is thinking
4
affording youngsters an opportunity to test the
about
reactions of adults and to relate to them in a permissive non
threatening atmosphere 5 facilitating staff understanding
6 establishing greater
and rapport
esprit de corps in the
2
total institutional setting
74
note on the organization of the ste elizabeths
program
group
grou
groe psychotherapy 1951 111
psychodrama
hospital
III
253
255
253255
the patient program divides itself into four major sections
1
2
groups
group
therapy
sick from
continued
acute
the
3 psycho
5535
35 years
psychopathy
psychopaths
paths sex 4 patients ready to be
discharged emphasis is placed on attitudes to be met in the
family job social and community settings role practice
and training are used as indicated
in groups where the
egos
who
do
used
are
auxiliary
attends
not
are
attend
parents
invited
i
enneis also discusses a psychodrama training program for the
enneis
ennels J
M
A
staff
75
a psychodrama program
establishing
enneis J
V
119
111
y
1952
therapy
111119
theca
thera
JOE
joi
joh descriptions of the psychodramatist
job
psycho dramatist
M
gro
croupp psychooro
assistant to the
a-
134
psycho
psychodramatist
dramatist and psychodrama technician are given as well
as details of a psychodrama theater including measurements
surroundings stage lighting furniture and seating in selecting patients diagnosis is of no consequence
important
is
it
have a favorable sociometric structure into which the patient
to llave
may fit
nay
recording equipment is advisable
76
fantel
fantelf
fantell
R
F
and in a
psychodrama in the counseling of
veterans hospital
role playing
try
Socia
sociatry
personnel
industrial
1941
11
194
IT
398 47
64
384398
II 384
4764
in an industrial situation where management
by acting out various
employee tensions were present
0 three
situations
situationsO better understanding of the personalities of
jq
understanding
salesmen were determined and a clearer understandinjq
understandin of the
problems involved was obtained
psychodrama was used with ex servicemen patients who shared
a specific problem
nticipated difficulty with their wives or
francees
fiancees
fian cees each session was devoted to the problem of one patient
while the others listened or acted as auxiliary egos
77
778
fein
pein
pelo
fein
feio
feln
was used
psychodrama in the treatment of disciplinary problems
XV
group
147
1962
153
psychotherapy
psychotheraj
147153
xv9
xvi
jr
be
where
broken
cannot
disciplinary
the
situations
rules
in
defined with precision where infringements involve emotions
a
and
systems
playing
valuable tool
is
value
role
attitudes
many different feelings attitudes and value systems can be
played out in the open so that all participants get a clear view
A
dynamics
of the individuals involved
cast study
of the
when
a
psycho
use
techniques
psychodramatic
dramatic
teacher
the
of
illustrates
is faced with a disciplinary problem
loah
loah
leah
G
the use of psychodrama to strengthen self concepts of
leah
group
XVI
161
163
nurses
1963
sycho
psychotherapy
161163
therapy
student
wit
having
difficulty
were
nurses
relating to the childstudent
ren parents of children and nurses aides being either too
tn
dogmatic controlling or permissive
in addition the students
generally griped and complained about everything and everyone
and
were
anxious about their
students
uncertain
fein felt that
which
them
and
led
into defenresponsibilities
status
roles
sive behaviors that resulted in ineffectual ward functioning
A group dynamics program was initiated which was held for one
hour each week to help the students clarify their identities and
how
and
more
aware
feelings
to
become
of
learn
their
roles
interpersonal conflict
handle these feelings constructively
Intra personal
situations were illustrated through sociodrama intrapersonal
consensus
by
were
psychodrama
general
the
treated
conflicts
of the hospital staff was that the students rapidly improved
in relationships with patients parents of patients and with
G
135
co
workers
coworkers
summary
A
of
common
problems peculiar to student
nurses which emerged from these sessions is offered
79
opena
A
case
open
onen
Psycho
open1
psychodramatic
the
fink
dramatic session
the
for
grou
groa psychotherapy 1960 94
dialogue group
100
94100
concerning
psycho
psychodramatic
fink raises ques
public
dramatic
questions
sessions
tins
does the lack of confidentiality afforded the protagonist in an
open psycho
psychodramatic
dramatic session violate profession ethics fink
states it is ethically necessary for participants to be properly
oriented and allowed freedom of choice to participate despite
the directors control the subject may reveal more personal
material than intended this is a risk always involved in psychodrama
for subjects who disclose problems which require more
treatment than a single session an open session serves as an
impetus to seek further treatment
80
group
essence
hopsychodrama
psychogroaps
groans
fink
of
the democratic
XVT
XVI
156
160
1963
therapy
156160
the r t
9basic
democracy
and
worth
dignity of
respect
to
the
for
rasic
is
asic
individuals and groups in role playing the director as a
democratic leader facilitates the process by which the group
locates explores and then attempts to resolve problems
A
K
A
K
.0
0
81
foley
A
extemporaneous role playing
TV
personnel journal
XXXIV
177
1955
XXXTVP
180
177180
19550
advantages
several
its
extemporaneous role playing is described as situations written
on cards given to subjects to read for one minute and then to
be acted out for two to three minutes has some advantages over
to
torehearsed
rehearsed role playing which tends to be superficial and arti-
are
held
playing
discussions
short
the
role
ficial after
new
group
up
a
warming
method
in
valuable
is
this
82
83
note on role playing in an industrial setting
group psychotherapy 1952 V
63
59
A description is given of the use of role playing in an
and
poor
communication
which
about
problem
revolved
industrial
changes
managing
occurred
techniques
attitudinal
ineffective
rapidly with be
ater
better
tter relationships resulting
franks
franks
T
T
W
IV
1959
A
group
treatment
project centered
165
161
XII
161165
ulp
uip
UIR
group psychotherapy
case history of an industrial problem having to do with
a
population
out
of 1000
of
plant
recounted
morale is
first
wore located who wero natural leaders
employees a total of 120 were
1
you
who
do
by asking employees
think I should talk to
groups
each
formed
were
ten
of
120
twelve
people
into
these
a
care
was
heterogeneous
have
weekly
met
group
to
taken
each
groups
ten
each
end
of
the
in
at
the
of
grouping
sessions
the
A
136
a decision was made to accept a plan previously rejected by the
employees which had been the original purpose of the meeting
role playing was used during the sessions to point out how the
plan would work
84
journal of
french J
retraining an autocratic leader
1
XXXIX
01
C
psychology
1944
224
abnormal
at
abnorma
alnorma and social Ps
ol
z51
Y
A dis
discussion
discussio
cussio 0 f the retraining of an ineffective autocratic
leader of a boy scoutmaster training program through role
playing before a group of other leaders and by means of discussion
A
formerly
more
and
became
rigid trainer
dull
this
flexible
protocol of a session is given in illustration
85
french J
role playing as a method of training foremen
sociometry 1945 VITT
422
sociome
VIII 410
410422
stenographic notes of the handling of an actual problem in
foremen training are presented in this article
platings
role playings
advantages for industrial training is that it is flexible realis-
R
R
P
to
7t
P
tic stimulates participation involvement and identification
by
providing
helps
concrete realistic situations
trainees
it
enables the trainer to give immediate coaching permits diagnostic
observations and leads to sensitivity training
86
D
group
11
IT
ghislaine
psychotherapy
outpatient
II
adolescent
deene
use of co therapists psychodrama and parent group therapy
1
XIX
rne
journal
53
40
1965
Ane
psychotherapy
american
of
4053
pszchother
cican
rican
on the basis of observations made with four outpatient ado1
godenne
groups
compatible co therapists
suggests
lescent
2
a
one
assuming
leading
and
female
male
with
the
role
be run simultaneously with the adolescent group
parent group to he
3 group meetings to last no more
but using different therapist
4
members of the group should include both sexes
one
hour
than
5
may
a
and
fall into variety of diagnostic classifications
6 the
group members should be at the same level of maturity
godecne
godeene
godecke
Go
Gode
ene
cne
group should be labeled a psychotherapy group and no attempt be
7
made to mask this fact
each member should be carefully evaluated to determine the advantage of group therapy versus indigroup
a
psychodrama
in
adolescent
vidual therapy
is useful tool
group
roup
means
a
the
to
providing
adolescent
the
therapy
for
tell
what is going on at home or at school without revealing the
It
itsecrets of his life consequently he has less need to build
secrets
up defenses against talking about the problems he is facing
h
the
psychodrama to some degree has the status of a game in which
whic
chic
a
pseudo real
in
allowed
to
describe situations
patient is
through
adds
express
feelings
also
but
to
real
setting
it
a
so
useful tool
adolescence
in
motor
activity
inherent
the
of communication psychodrama should be introduced in the
meeting
first
137
87
goodman
J
non
M
psychodramatic
dramatic play therapy
diroctivc
directivc Psycho
directive
american
journal of orthopsychiatry
1962 XXXII 532
534
octh
orth
532534
opsychiatry
non directive play th
e r apy
any is a composite of play therapy and
therapy
psychodrama employed according to the principles of non directive
1
therapy it is designed to
function as a catalyst to exp2 reveal dynamic material
3
edite emotional catharsis
serve
as a diagnostic tool and 4 reduce threat to the youngster the
therapist serves as the director flis
lils
his function is to reflect the
0
oof the dolls which are in action
feelings 00
P
1
03
gordon
M
191
137
137191
role playing in industry
group Epsychotherapy
1959
io
XI
xio
X
insight into situations is to role play the
case is cited of an advertising supervisor who sold
one way to obtain
parts
A
street corner in order to understand consumers
A
a
newspaper
number of instances of
reactions to particular
use of this and the more conventional kinds of role playing are
given in support of the thesis that role playing can play an
effective part in business and industry
newspapers on a
39
89
interesting modifications on role playing
1956
of the american society of training
dir
directors
echorst
trainin ectorst
gordon
gordone
gordont
R
journal
M
X
5
25
29
2529
basic principles of effective teaching arc practice and
participation role playing of all techniques comes closest
gris
dris
6jis
two
demands
var
suggests
var1&ti5ns
the author
to satisfying these
varlati
carlati
lati
iati
group
andgc6p
andr0vp
playing
playing
multiple
called
role
of
role
multiple role playing in the latter version the following
steps are taken
1
different roles are assigned to members
2
the characters are grouped and discuss their roles
3
they then act out in role groups
4
there is discussion by characters
5
leader summarizes but does not comment
two
90
group
psyc
psychopsychodrama
psych
0
through
greenberg
audience in action
122
apy
1964 XVII 104
104122
therapy
the
psychodrama is seen as a means of bringing psychotherapy to
achieving
and
whom
be
might
not
otherwise
available
those for
it
a
on
toward
audience
emphasis
large
through
placing
goal
this
which therapy would be directed
1I
IP
91
psychodrama
an
experience
the
to
reaction
greenberger
group psychotherapy
254
sycho therapy 1963 XVI 250
250254
psycho
psychodramatic
dramatic methods greenberger feels role reversal
of the
psycho
and spontaneous improvisations are particularly helpful
dramatic techniques lead to immediate results
P
A
138
92
greenhill
M
psycho dramatic play therapy in disorders of
hood proceedings1
proceedings
1945 XII 107
1945j
122
107122
1
institute of child research
woods
child-
schools
greenhill handled fourteen children with psycho
psychodramatic
dramatic play
therapy reasonably good results were obtained in the case of
six children the method was not used therapeutically with the
remaining eight but rather as a means of eliciting material
helpful in making recommendations as to the ultimate disposition
of the children
93
groeneveld B
purmeren
purmerend
merend
Pur meren
neren
94
gunn
navran D S & jerden L
the live presentation of
dramatic scenes as a stimulus to patient interaction in group
group
XVI
164
172
1963
psychotherapy
psychotherapy
164172
othe
Psych
psychothe
1
going therapy
erapy
crapy groups in a VA hospital were exposed
ongoing
four on
to live dramatic scenes dealing with interpersonal conflicts
in family life taken from current plays the patients diagnoses
included character disorders and functional psychoses ranging
in severity from substantial remission to openly delusional
states the experimental design was controlled for sex degree
of illness and the time interval between the presentation of
the scenes and the occurrence of the group meetings the authors
hypothesized that viewing the scenes might deepen the levei
level of
group
roup
significant
signir
the
in
icant
there were no signar
icart differences
interaction
noted between male and female groups acute and chronic patient
dight after scene presentation and those
right
groups and group meetings
meetingsaght
meeting at a later time consequently the hypothesis was not
are
supported by the data
disindividual patient rc
reactions
actions
cussed as well as the feelings of the actors participating in
the scenes
95
plaas
haas
mm
guidance
16
playing
ep
motion picture
and
liiyinq
roleplaying
Role
noi
nol
noie
nole
rol
nutes 1953 department of
minutes
black and white sound 14 mi
spel als Levens
levensspiegel
spiegel play as a mirror of life
mu
N
ases
e the r1ands
netherlands
Muus
u sses
ses 1957
J muusses
A discussion of the procedures of
nlay
play1
creative play
playa a form of
role playing which has a strong similarity to psychodrama
R
L
film
visual
instruction university of california extension berkeley caliR
B
J
fornia
a
as
help in solving
use
technique
playing
of
the
role
the
boy
young
a
by
demonstrated
the
experienced
problems
is
life
film shows the boy playing in turn the role of his mother the
own
playing
and
a
role
principal
school
role
his
of
role
brings to the fore basic emotional problems and allows insight
helps
the
the
created
conflict
the
that
situation
into
it
subject and his advisor the film demonstrates the usefulness
and the case with which roleplaying
role playing can be used in various
school situations
139
96
paire
aire
alre
97
hardt
ed
mardner lindzey
industrial social psychology in gardner
handbook of social psychology cambridge mass
addison
1
wesley publishing company 1954 11
1104
1123
11041121
II 11041123
112
in a short section on page 1116 haire states that role
playing has offered a promise of
cf theoretic analysis of roles
their meaning in groups and a research tool for investigation
of group structure and the role of the individual in the group
in practice neither of these have been realized
role playing
has chiefly been a very practical device for accomplishing the
particular function of training supervisors
M.11
city workshops successful
the journal of
18
VI
1952
20
Idu
industrial
training
idustrial
1820
strial
this is a summary report of a workshop of the national associaA
number of
of
training directors devoted to role playing
tion
speakers discussed the theory applications uses values and
dangers of this action procedure in industrial use
E
new
york
1
98
group
gertrude
dc
on
psychodrama
harrow oertrude
therapy
of
the
role
effects
Gertru
group Ppsychotherapy
1951
behavior of schizophrenic patients groue
other
320
516
111
316320
516320
III 316
1
study
from
the theoretical position that
derives
this
ability to take roles is essential for the development of the
social self which in turn plays an important part in adjust2
ment
schizophrenia can be considered due to an inadequately
developed social self and inability to take roles and share
thinking and feeling with others 3 the schizophrenics mode
of communication tends to be simple concrete and private harrow
postulated that psychodrama might be effective in increasing
ability to communicate with others and would provide for social
Psycho
psychodramatic
and emotional growth
dramatic treatment groups were
conducted in the same manner by the same therapist two groups
twentyfive
five times for a two
of ten schizophrenics each met twenty
on
A
any
group
therapy
month period
did not receive
control
1
the basis of testing and evaluation harrow concluded that
psychodrama appears to be effective in enhancing the role taking
2
may
psychodrama
schizophrenic
patients
of
affect
ability
fundamental personality processes as well as overt role taking
behavior 3 psychodrama leads to personality integration and
4 psychodrama is
a gradual working through of problems
particularly well suited for individuals with extreme difficulties
5
developand
reality orientation
in social communication
ment of role taking ability involves a favorable emotional atmosphere a spontaneous co learning process and the actual acitivity
of taking the role of another person
99
fiare
flare
ilare
hare
1
A
paul
roc
Ror gatta
boc
borgatta
edgar
F
and bales
robert
F
eds
small
140
groups
new
A
york
in
social
studies
interaction
alfred
knopf 1955
155 666 pages
many previously unpublished research papers on behavior of
small groups which will be of more interest to the advanced
student of group theory
100
R
&
B
S
gergrude
psychodrama in the guidance
harrow
haas
1
1947
81
Iit 70
Socia try
sociatry
7081
clinic
role playing situations were presented to a group of guidance
workers using a case history as a base
nine conflict situations
were chosen for enactment
volunteers acted various roles from
the case history discussion of the possible uses of role
playing techniques in the guidance field followed the consen1
sus of comments was
role playing gives the caseworker insight into the clients personality dynamics 2 it reveals
sharply and quickly the attitudes toward others and one can
he
discover what the client bfelieves
bblieves
believes the attitude of others to be
towards him 3 role playing provides a double clarification
process the client works out his own insights and at the same
time reveals disturbing conflicts
role playing has therapeutic
1
and cathartic power
can
be
exploration
used
to
for
it
gain a refinement of the case history 2 diagnosis and 3
retraining
101
Psycho
psychodramatic
dramatic role training in preparation for
X
group Ppsychotherapy
xv
51
59
1957
on parole
5159
ychothera
or parole were equally
considered
sixty six inmates being con
sidere for
considene
considere
divided into an experimental and control group the experimental
group received fifteen role training sessions
sessionsO each approximately
muc
mur
one hour and forty minutes long
each subject participated at
were
major
once
each
these
in
of
three
role
clusters
least
occupational roles family roles and community roles techniques
lon soliloquy projection cole
presentac
coie
presentat
used were self
presentation
role reversal
tat ion
seif presen
a
doubles
statistically signifidouble and mirror
indicated
results
cant difference only between groups with respect to the post
haskell
release
M
R
.99
treatment role test
102
group
prison
group
psychodrama
in
psychotherapy and
haskell
33
XIII 22
psychotherapy 1960 XITI
2233
prob
brob
problems
lems pecullar
peculiar to correctional institutions in utilizing
psychodrama sociodrama spontaneity training and role training
M
R
J
JO
techniques are illustrated to show their value
group
receiving
role
the
and application
indicate
that
results
conshowed
greater
and
playing
improved
ability
in role
training
group
a
compared
with
control
formity to social values
are discussed
103
herriott
DC
washington
nursing
in
mental
health
frances
press
T
ed
1949
muller
mulier
19490
university
of america
luller
catholic
psychodrama
CL
141
19
30
1930
the report of a psychodrama project at st elizabeths hospproblems dealt with
ital using the classical moreno techniques
were those of content personality difficulties occupation adjustment in preparation for leaving the hospital and social and
iOTIS
family relat
relations typical sessions are summarized and evaluated
104
hobbs
teaching with
charles
deseret book
R
company
new
1964
techniques salt lake city utah
groups dynamics is applied ito
to the religious educational scene
with a variety of interesting applications and techniques
105
gropp
group
psychodrama with In
psychotherapy
inpatients
patients
196
189
1961 XIV 186
186.189
196189
186189
19610
Psycho drana tends to elicit from the protagonist and the non
psychodrama
li
hoffman
offman
J J
protagonist participants a relatively high level of emotional
1
psychodrama
involvement
are
the
the special merits of
3
2
emotional impact of the auxiliary ego
training
role
person
the ability to be spontaneous which gives the nerson
derson
nerson a feeling
he can conquer his problems
106
husband
hollister
mental health films and plays
W
G
5
G
11
two Role
playing methods of using
roleplaying
roleplayinf
roie
XXXIX
2771955
mental health
293
283
involving audiences in role playing to be used as
a basis for better understanding of principles of mental health
are discussed these methods are employed with the viewing of
ahr
a film or play
methods
thr
with
feeling
the director
the
ththe
tothe
paints a verbal picture of the setting and gives names of the
characters the audience is then invited to share the forthcoming experience of these actors by living the experience with
them
the director forms the audience into subgroups to identify
with the principal characters the film or play is then presented
members
a
which
by
of each
buzz
in
followed
session
this is
subgroup assemble to discuss their feelings about the role an
interviewing phase an interaction phase and a summarization
phase
in the helping group technique the audience is told
the film will be cut at the point where one individual is giving
member
one
stage
a
of
at
distraught
individual
advice to
this
and
mother
the
assumes
distraught
tho
the
of
the
audience
the
role
proaudience assumes the role of the helping individual this
feelings
a
understanding
individual
of
cedure produces better
two methods
107
f
IT
afman
fman
hu
huffman
the
XXVI
392
395
392395
plays the thing
jorld
horld
business education world
1948
19480
the use of skits in business education training is discussed
142
102
10
jackson
T
A
Role
playing in supervisor development
roleplaying
journal of
6699
industrial training
rn
dusZ
Fra
rndusz
braining
training
industrial
ining procedures have developed from those where
rial fraining
were passive auditors to those which require greater
the trainees wore
participation role playing is a fourth stage development which
maxim
maxin
maximized
izes
izet practicing applications of principles of good human
ships
relationships
rhile it is potentially the most valuable trainirelation
shins
ng procedure much depends on the skill of the trainer role
1951
19519
V
2
11
playing deals primarily with the manner in which things are
arc done
can
doing
what
to
people
are
they
leading to personal
reveal
it
insights which precede personal changes
109
case
study and incident method
playing
kaull
role
for human relations training journal of american tra
training
direcininz
iniez
19
VIII 16
1619
tors 1954 VIIT
onai lecture methods were found not effective in helping
traditional
raditi onal
supervisors change behavior and so role playing was tried the
follow through sessions provided excereports
author rc
orts
ptionally
tio nally valuable in demonstrating to first line supervisors the
possible consequences of their behavior
110
get
kellogg
gR
the most out of it
to
Kello
personnel journal 1954 XXXIU
XXXIT 179
183
179183
practical suggestions for using role playing in foreman training especially techniques for getting such individuals to accept
accent
a
as
legitimate and worthwhile method of learning
procedure
this
are given
J
cor
i bining
combining
L
r
F
E
A
Role playing case
roleplaying
how
1
111
genip
C
gratton perspective
process
group
on the
houghton mifflin
company boston 1964
an excellent collection of articles on the group its process
A
process
vunctioning
functioning and the role of the individual in that
must for the beginner in group dynamics
&
S
112
geisteskranken
rung
Besse
verbrecherischen
besserung eines
kielholz
gesonde
gesunde
psychology
a
psychotic
becater
criminal
improvement in
IV
434
1952
430
430434
Lebens
lebensgestalt
gestalt
who
was
A case astory
an
iii
hhistory
presented
of
individual
institudividual
istory is
who
improved
dramatically
and
criminally
as
insane
tionalized
gessler
wilhelm
play
in
of
the
playing
the
role
tell
after
von der
A
.0
0
a
was
subof
nature
the
in
criminality
previous
the patients
limated exhibitionism from which the role playing afforded
release
113
vow
now
vew
new
sow
york
P
group
practice
cac
psychotherapy theory and rac tice
klapman J
grune 5 stratton second revised
pages
305
1959
edition
dition
aition
cevis
A didactic approach to group psychotherapy
11
revis
143
Role
kolep
roleplaying
layipg in leadership training and group problem
laying
rolep
roie playing
press
now york
new
1956
associated
A text for employing group procedures involving
A
role playing
suited for people interested in becoming conference leaders
it is oriented to practical use
114
klein alan
solving
115
kline
F
psychodrama for mental
S
N
hsopitals
1
journal of Cclinical
anical
inical
Psycho
1947
825
817
pszc
psychopathology
VIII
817825
opatholo&z
pathology
purpore
1
tse
the purpose of psychodrama is
to raise selected problems
2
some of which the patient will have to face after discharge
to suggest various solutions to these problems 3 to provide
the patient with an opportunity to work out his own solution 4
to permit a frank and unbiased criticism of his success or failure
psycho dramatic situations are
eight psychodramatic
in a safe environment
outlined in detail to illustrate the fundamental principles of
conducting psychodrama
116
S
aspects
and
psychiatric
elbinger
of the
cultural
kreitler
group
XIV
1961
psychodrama
grott Ps
apy
psychotherapy
chothe
opposition to
19610
chithe
Y
if
11
II
&
220
215
215220
subjects
the most frequent objections to psychodrama are
who participate in psychodrama know all the time that they are
only role playing and are not really influenced by the scenes
2
psycho dramatic scene
enacted
the strong dynamics of the psychodramatic
cause sudden eruption of anxiety producing material without the
as
he
be
would
possibeing
Vie
the
to
handle
able
therapist
situations
rapist
tie
tle
3
encourages
psychodrama
group
an
or
setting
in
individual
ble
the patient to translate his dangerous impulses into action and
thus to act at the most primitive regressive level the authors
they conclude that modern man affected
respond to these questions
by the bewildering abundance of divergent information is bound
to single theories and it is impossible to decide whether spolays of more
ntaneity is today greater or smaller than in the days
primitive culture
1
117
r
an
drama
drana
evaluation 0of irama
frana
kurland
299
210299
supplements 1952 XXVI 210
A
A
group therapy with schizophrenic
therapy
quarter
psychiatric quarterly
Ju arter
juarter
patients through the
mechanism
group dynamics
of dramatization is a potent force in stimulating
predominantly
with
affective
patients
of
true
especially
is
this
reactions this method of therapy increases the therapeutic
who
rejected individual treatment the
patients
potential of
and
drama
technique
a
concludes
using
study
the
author reports
method
by
were
patients
alone
no
cured
while
patients
this
that
were helped to stabilize themselves as social beings
118
Lass
ners
lassner
nert
R
91
77
7791
psychodrama in prison
group psychotherapy
psahother
1950 111
19501
III
144
in a diagnostic center for male felons thirty five men
all free of manifest mental illness or mental deficiency voluntarily participated in psychodrama the groups varying in size
at various times from four to ten prisoners who had for some
time participated in the group volunteered as auxiliary egos
upon completion of the program each participant received a
an
program
requesting
of
evaluation
the
of the twenty
letter
nine reached nineteen replies were received statements were
1
groups
were
they
classified into nine
started to think
2
saw oneself as others see one
gained
insight
learned
4
3 parallelism with others problems
faced reality
bensuggest
suggestions
eficial effect of advice
lons
ions
constructive criticism
5
by others
opportunity to talk freely about ones problems
7 other group
6 restoration of self confidence and optimism
8
psychodrama
members not caring enough could not be helped
should also deal with present problems as well as past experiences
9 it should be applied to a wider population and more frequently
119
lawlor I
G
120
lawshea
lawshe
C
1
1
51
55
1947
I
try
sociatry
sochat
5155
sociat
Sociasza
sz0
two
composed
parts
of
is
role therapy
11
9
it
a central core
lawlor postulates man
the
the ego and a periphery composed of overlapping roles
ego contains behavioral release mechanisms basic behavioral direcego
and
world
perception
perception
ideal roles
tions
self
are patterns exhibited when the person is in a social situation
from
when
a
person
gaining
not
satisfaction
is
conflict arises
the principal roles he plays and when there is dissonance between
1
suggests
education about
the various roles played lawlor
As
2
playing
in
of
the
training
roles
the nature of roles
a means of training individuals to play their roles helping them
to gain personal satisfaction and to become socially effective
may
nay
be used
techniques
playing
role
H
J
brune
Role playing
about roleplaying
R
say
what supervisors
bolda
journal of the american society 0off tra
ining
training
L
ii
R
&
f
A
3
8
1958
XII
directors
borty
lorty
groups
where role
management
n
1
five
in
three
ive
lve
trainees I
iorty f
playing was used were asked on the fifth session to indicate
fort7
forta
1I
foreidea
the
procedure
to
that
to
test
this
attitudes
their
men are naturally resistant to this method
results were uniformly favorable to the idea that role playing is acceptable to
no
75
to the question
example
said
such individuals
for
you
do
you
a
on
question
to
spot
the
does role playing put
95
good
a
job
do
playing
an
of role
actor to
have to be born
yes
does
question
the
to
fightyt
no
percent
said
rightyiine
nine
said
one
ninety
a
make
understand
problem
to
easier
role playing
more
playing
is
percent disagreed with the contention that role
they
more
and
people
a
game
stated
technique
a
than training
of
employee
55
the
than
protagonist
foreman
be
would rather
the
0
145
while only 9 said they would
role player antagonist 32
prefer merely to be onlookers the writers conclude that role
playing does not automatically encounter resistance
121
lifton
liftont walter
11
working
workin g with groups
john wiley and sons
1966
inc
of issues involved in the group process definition of terms descriptions of group educational situations
and evaluation techniques make this a valuable handbook for the
beginner in group dynamics
A
121
122
lippitt
summary
rosemary
148
165
148165
psychodrama in the home
of
Socia
try
sociatry
1947 11
19470
II
J
verbatim accounts are given of role playing sessions conducted
by a mother in daily living with her two children a five year
old boy and a two year old girl approximately thirty minutes
daily were spent in role
roie playing for about six weeks topics
came through daily experiences of the children
typical situa1
2
were
a
deep
overcoming
dealing
with
set
tions
fear
3
an emotional block of long duration
improving social behavior 4 achieving understanding and acceptance of the physical abnormalities in other children because of the childs
limited ability to communicate in words the director must draw
problems from the child
children seem to have quicker insight
concerning relationships between role playing and everyday reality
new
do
up
patterns of social
than
setting
adults
situations
relationships rather than re educating ineffective established
patterns is more profitable parental role playing seems to
make it easy to transfer a warm emotional relationship to other
adult child relationships such as the teacher child relationships outside the home
123
rosemary
the psychodrama in leadership training sociolippitt
292
metry 1943 VI 286
286292
role playing has these advantages in industrial training it
gives the trainer an opportunity to observe the trainee in action
and to diagnose his real life leadership style enables him to
focus on the leadership problems of the trainee makes it possisame
time creates
a
the
number
to
at
of trainees
profit
ble for
an atmosphere of objectivity makes it possible to practice new
leadership styles and perfect their execution and show
new
and
handle
to
situations
anticipate
possible
is
124
lippitt
rosemary
the auxiliary chair technique
how
it
group
groe Ps
hopsycho-
26
therapy
826
ther
yre
am
1m e auxiliary chair technique substitutes chairs for the
rhe
and
egos
analysis
objective
to
clariauxiliary
or
subject
attain
1
stepping
a
as
natural
technique
useful
is
fication
fi cation this
1958
19580 XI
UP
8
146
stone from lectures to role playing 2 to avoid over or under
playing a role when using it as a teaching technique with novices
3 for research purposes
4 to enable the director to portray
an episode and then step back ito
to become a co observer along with
the patient 5 to reduce the cost of several trained auxiliary
6 to add magnification of a specific role
egos
7 to allow
the subject to project 8 to control depth 9 to prevent
undesirable role identification 10 to prevent embarrassment
embarassment to
the client when his behavior is mirrored 11 to reassure overanxious depressed or suspicious patients when an auxiliary ego
might prove too much for the patient to face at the moment
125
rosemary
anne
Role playing for personnel and
hubbell
roleplaying
lippitt
guidance workers review of the literature with suggestions for
group
IX 89
114
psychotherapy 1956 IXO
application
89114
the uses of role playing inn personnel and guidance include
1
2
improving interpersonal and intercultural relations
changing attitudes and behavior 3 stimulating group participation involvement in training and interest in training and
5
4
academic
subjects
developing
in
spontaneity
interest
serving as a technique for personnel selections and situational
diagnosis 6 helping the individual with inner conflicts and
7 aiding research explorations
problems
126
liveright
127
personnel
journal
training
leadership
liveright
skits in
XXX
64
xxxv
66
1951
6466
19510
a
group
with
played
before
are
structured
situations
skits
a purpose of illustrating a problem and obtaining discussion
they are not used primarily for the purpose of personal develop-
Role
playing in leadership training personnel
roleplaying
journal 1951 XXIX 412
416
412416
feole
noie
nole
role playing has been in use in unions for training union
delegates how to handle grievance procedures it is valuable
to demonstrate how a problem can be handled six steps are
1
3
2
on
a
choosing
agreeing
problem
described
details
defining the roles of the players 4 defining the roles of the
5
postsesaion
spectator
the role playing itself and 6 postmsession
discussion
A
A
A
A
ment
128
group psy-
Role playing in an industrial conflict
roleplaying
lonergan
X
105
110
1957
cho
105110
chotherapy
therapy
communwas
used to effect
lonergan reports how role playing
change
management
was
to
unable
a
ication in
strike situation
moving
with
foremen
certain mateto
reference
the attitudes of
would
employees
striking
foremen
the
rials because the
felt that
regard the move as hostile when management role played a board
11
G
147
meeting to show their position the observing foremen finally
understood the import of the various points of view and changed
their
129
130
own
opinions
journal
training evaluate Rolo
playing
roloplaying
rolcplaying
roio
roic
1958
of the american society of training6 dir
ector 195 XII auid
1u
directors
2ti 0 25
wr
paper
reports the reactions of 25 management trainees to
this
role playing seventy eight percent of the comments to ten
groups of questions were judged to be favor
ablo
abio to role
favorable
roie playing
marg
A
psychodrama explores a private world
mcdonald marz
margherita
herita
1
97
otiatry
1947
119
I
sociatry
Socia
atry
oci
ociatry
ocl
97119
try I
lir
a
mcdonald
psycho dramatic didactic session in
miss
psychodramatic
cDonald
discusses
niss
hiss
fiss
tiss
n
a subject in
which she participated having previously served is
rogers
a di
using
sano problem
sane
with
usin the same
didactic
tactic session
lactic
carl
situation in comparing the two approaches she feels that the
non
nor directive nithodf
nahod
nthod which gives the individual an opportunity
to express whatever he feels without receiving approval or disapproval is unrealistic the client is limited by the structure
of the situation which permits him to do nothing but just sit
and talk about his problem
psychodrama enables the
tile subject to
tiie
move within his own framework as he normally does being
beino
beina
belna creative
lonergan
management
G
W
I1
and
131
realistic
in
playing1
nole
noie
playing
role
role
fisher
leaders
the
6
16
journal of industrial training 1953 VIT
VII
616
vil
role playing not only is of value to direct participants but
nac
Mac
machavor
iachaverf
havor
haver
1I 11
W
ll
V
F
&
S
E
also to onlookers the leader of a session has executive decisions to make with regard to controlling scenes the leader must
be careful not to use role playing to put across a prepared
message but should permit members to be spontaneous
recorders
and playback are advisable in industrial use
132
maier
133
maier
dramatized case material as a springboard for role
group
grou psychos
VI 30
erapy
crapy 1953 UP
42
psychot
psychotherapy
playing
3042
1
persons
S
V
a
bie
to feeling
sensitizing
iila
lila
playing
valuable
ble
for
is
role
howempathy
of others and for developing listening and en
pathy
rathy skillsA new
ever there is frequently resistance to this procedure
method of dramatized skits to be read by participants is suggested
as a procedure for reducing tensions and as leading to more
spontaneous dramatizations of problems
N
TZ
F
N
R
F
1
method in
179294
79 294
279
279294
.79294
79294
&
solem
human
A
R
audience role playing
relations training
human
A
relations
new
1951
IV
t-
148
the audience is asked to react to an attitude questionnaire then given a lecture designed to change attitudes then
another attitude sampling is made then role playing is done
on a related issue and a further recheck of attitudes is made
generally role playing seems to be much more effective in
changing attitudes than are
arc lectures
in
ARP
supervisory and executive
maier
development new york john wiley and sons 1957
booi
a
use
case
dook
book
of
contains
to
the
short
introduction
ins
his
material in role playing and 20 structured situations of the
single and multiple type referring to individual and group
problems
prob lens
134
maier
135
maier
136
mann
psychological
Role playing
cai
cal
experimental evaluation of roleplaying
pszchol2li
234
227
1956
LIM
227234
LIII
bulletin
lin
A role playing situation occurs when an individual formally
assumes a role not normally his own or if his own in a setting
not normal for the enactment of the role there is evidence
assessment
and
playing
personality
tests
valid
role
that reliable
can be developed
there is as yet little supportive evidence
change
an
method
personality
playing
for
effective
is
that role
137
mann
on
experience
Role
playing
roleplaying
J
self ratings
the effect of
XI
group
1958
XIO
psychotherapy
psycho
psxcho therapy
thera2y
of interpersonal adjustment
R
N
F
P
solem
A
R
A
A
technique for training
zerfoss
groups
use
Po
potention
in
of supervisors and its potencion
large
social
tention
V
177
178
1952
human
177178
research
relations
on
MRP is a comb
combination
of the phillips 66 buzz group procein t i 77ihe
be
designed
large
with
used
to
dure and role playing
is
it
groups which are broken into smaller groups who will then role
A
a
typical problem with
simultaneously
described situation
play
the roles of the individual members is given in illustration
R
N
J
F
5
L
F
MRP
IMP
A
11
II
H
27
32
2732
playing
hypothesis
investigated
study
role
that
the
this
a
in
subjects
adjustment
interpersonal
experience increases
groups
assigned
were
randomly
to
education
course
graduate
in
a
week
a
over
period
one
met
times
and
hour
four
for
of eight
engaged
groups
in role
experiemental
weeks
the
of three
group
a
discusmet
groups
in
leaderless
playing while control
sion the difference between groups with respect to self
among
change
greater
role
ratings indicated significantly
hypamong
supporting
the
thus
subjects
control
than
players
othesis
138
J
XX
91
82
8291
US
marrow
A
group meetings pay
off
business
week
neek
eek
1950
may
f-
149
marrow
an
a psychologist and
with
interview
doctor
this is
11
narwood
president of harwood
arwood manufacturing company with reference to
his ideas of dealing with employees he advocates democratic
group centered methods and uses role playing for illustrating
and training
139
131
setting the training stage for better conferences
qiarch
Anic
Qi
adie
adle
14
XIX
15
1949
march
diarch
american
business
rican
1415
harch
arch
rge
rhe case history method of training indicates the what but
the
massell
11
M
not the
matters may be of great
importance in human relations and role playing can point them
out
role playing is a good procedure for initiating discussions
the author indicates how role playing can be used for demonstration and how the leader can then make comments and lead discussion
why
140
mayer
fayer
layer
J
&
nor the
prutchick
plutchick
Plu tchick
in human relations
training
Train ing
inc directors
some minor
how
group coaching as an adjunct to roleplaying
Role playing
journal of the american society of
training
R
1957
XI
5
44
45
4445
three major principles should be used in human relations training give participants as much involvement as possible maintain interest and relate material to real life situations
the writers describe a procedure stated to be superior to multiple role playing which has the following steps
1
written roles are prepared for typical problems
2
role players discussproblem
discuss problem in teams of two several sets
of role players may be used
3
what
and
look
group
to
and
the
discuss
situation
director
for
4
teams are called in and interviewed by group resolutions
group coaches the role players
5
6
after demonstrations there is discussion
141
countermeiers
J
eiers
elers
group
R
S
psychonote
preliminary
statement to
Slav
sons
slavsons
slavson
slavsos
X
349
352
1957
therapy
349352
219
which
see
a
klavsons
slavsons
Slav
to
sons
slavson
meiers offers rebuttal
article
claimed psychodrama was originated by karl joergensen meiers
on
the basis of five
conclusions
at
his
contends slavson arrived
scandinavian myth about
Nl
sos
the psychodrama
A
which
by
harms
an
ernest
stated that
written
of
lines
article
joergensen used dramatic diagnosis and therapy later imported
meiers
psycho dramatics
to the unfed states and trade marked as psychodramatics
presents statements by karl joergensen through personal correspsycho
being
originator
of
pon
which
the
joergensen
denies
pondence
dence in
11
harms
sound
E
arce
group therapy
nervous child
1945
child1945
IV
fashion or sociologically
195
186
186195
150
joergensen felt the misunderstanding by harms may have
occurred because he related to harms various dramatic situations
which occurred among the patients in the clinic at hornback
where joergensen was head physician
drama
142
meyer
143
miller
144
miller
administrators
IV
ISO
sociometry
167
150
150167
spontaneity
sociometi4v
A concentrated disc
61
oi
aspects
the
of
discussion
theoretical
in
spontaneity as applied to role playing
A
introductory demonstrations and applications of three
government
major uses of Role
and
playing for business
roleplaying
administrasociometry
68
58 67
1951 XIV 45
tors
6768
4558
A det
outline
SUMM etry
a
and summary
ELry
atry of an intensive one day workdetailed
lied
shop in industrial role playing directed at administrator problems is given with a discussion of research implications of
role playing
0
C
A
C
D
1953
Role playing workshop
roleplaying
50
62
5062
VI
government
and
business
for
its research implications
group Ppsychotherapy
detailed outline and summary of an intensive one day workshop in industrial role playing directed at administrator problems
a
given
with
discussion of research implications of role
is
A
playing
145
group
sociodrama session at the mansfield theater
105
102
psychotherapy 1950 111
102105
III
psycho dramatic session in which the
this is an account of a psychodramatic
tf177s
author served as subject the scene involved his impending
lie
he
fie
fle felt he might encounter
he
marriage and the difficulties hie
found the audience served as a warm receptive group which had
some
him
insight
with
provided
problems
playing
role
similar
some
as
as
well
practical solutions the
into his difficulties
who
were
entourage
members
on
seven
hospital
the
of
the
effect
moldowsky
adt
alt
S
1
many
was
of them
baring
himself
that
present at the session of
the
in
conversations
give
need
themselves
of
to
the
felt
some
seemed
have
to
barriers in the relationship
session
lifted
between the author and these seven members which precipitated
new social experiences
the author feels his ability to direct
groups
part
to
due
large
in
psychodrama
people
is
in
other
himself having been a protagonist
146
J
meissner
versity of notre
11
IV
S
gro
group dynamics in the religious
rei gious
rel
bious
life
uni-
press
dame cess
ress 1965
A correlative attempt to apply the principles of group formgroup
and
community
both
discusses
ulation to the religious
religious aspects
151
147
first
mirielle
monod
1
I 400
1948
403
400403
19480 IS
french experience with psychodrama
sociatry
tryu
socia
psychodrama program was inaugurated by the french child
guidance clinic of paris the subjects consisted of forty one
A
children referred for various difficulties eleven subjects
withdrew for various reasons reducing the final sample to thirty
weekly sessions were held with a half hour warmup
warm up period subjects were divided into three groups according to age the age
range being nine to seventeen years the sexes were equally diswere
improvement
buted
of
the
tributed
the staffs imprescriteria
tri
sions during the sessions the appraisal of the parents which
the staff procured by interviews and letters and finally the
impression of the school teacher to whom the staff sent a letter
at the end of the school term monard concludes the staff
attained seventy three percent success
1
148
moody
Role
playing as a
roleplaying
A
K
training technique
journal of
3
5
VIT
1953
VII
training
industrialI
vil 35
rote
role playing
cahl
pi ay ing can serve as a mirror in which participants can
cah
makes
empathy
and
see themselves
insight
infosters
it
it
tangible concepts concrete observing behavior is much more
impressive than listening
10
1
149
moreno
florence
1948
19
1I
is
psychodrama in the neighborhood
B
178
168
168178
soc
Socia
sociatry
try
i atr
setting for neighborhood groups of children and parents to
psychodramatic
dramatic
act out their problems was established at the Psycho
problems
11tri4d
which
have
beacon
participants
at
tried
institute
to solve themselves but have failed are brought to the attenmoreno
comments
following
the
of
the
offers
director
tion
audience reactions
concerning psychodrama in theneighborhood
the
neighborhood
are studied by casual remarks gestures and facial expressions
A
be followed through in actual life
Psycho
psychodramatic
dramatic learning must bo
situations to become meaningful children involved in role
playing have an opportunity to work out their conflicts without
imposed
solutions
an experiment with sociodrama and
borgatta
J
XIV
104
71
1951
sociometry
71104
industry
sociometry in
moreno
by
a
se
a
doctor
protocol
slon directed
sion
of
session
erected
this is
rected one them
of
acted
in chich industrial problems are elicited and
analyzed
stage
then
on
psychodrama
session
the
is
out
the
sociometrically
socio metrically
150
moreno
L
&
151
moreno
morenos J
L
who
E
F
shall survive
disease publishing
company
washington
1934
435pp
nervous and mental
152
moreno summarizes some experimental work concerning the
analysis and reconstruction of community and group life the
1
main
book
are
four
sections of this
evolution of groups
2 the sociometry of groups
3 the construction and recon4
groups
oometric
of
the soci
sociometric
st
ruction
struction
boci ometric planning of society
assumption that many individual
the analysis is based on the assumptionthat
maladjustments reflect group maladjustments and should be dealt
with by adjusting the group relations of the individuals tests
developed to determine group attitudes on the basis of spontaneity
are discussed moreno also includes preludes of the sociometric movement in which he discusses the genesis of psychodrama group psychotherapy sociometry and related topics
152
A
Psycho
psychodramatic
shock
dramatic
J
therapy
sociometric approach
1
problem
11
30
1939
sociometry
netry
socionetry
to the
of mental disorders socione
II
130
r
Socio
lla
lia
payce
a
immediately
during lucid intervals of the psyce
or
mediately
tack
ir
psychotic
attack
t
otic
a
by
psycho
can
use
bo
of
be
the
patient
the
stimulated
after it
dramatic warming up process to throw himself back into the psychpsychodramatic
otic world
dramatic
this upsetting experience is called psycho
it
r
psystudy
eor
cor
which offers a research method for
of
the
shock
the
lor
Psycho
psychodramatic
dramatic
choses and has a cathartic effect upon patients
shock enhances spontaneity and creates barriers against psychotic
recurrence this approach is illustrated by three
throe case studies
of a schizophrenic a manic depressive and a psychoneurotic
moreno
morenos
L
10
153
moreno J L
Psycho
psychodramatic
dramatic
11
132
1940 UP
114132
19409
II 114
treatment of psychoses
sociometry
obj
psycho dramatic principle provides for objectification
oba edification of
the psychodramatic
neans of the establishment of an imaginary reality
experiences by means
the application of this principle to psychotic patients involves
an investigation of the extent to which the patient is able to
when this has been determined the
form an imaginary reality
psychodramatic
dramatic techniques that can be utilized with
appropriate psycho
2
1
projective
technique
are
mirror
psychotic patients
5
4
3
double
symbolic
distance
technique
role reversal
reports of
6 auxiliary world technique
ego techniques
psycho
by
psychodramatic
dramatic
these
psychotic
patients
treated
thirty three
techniques are given
154
moreno
J
the
L
js
st 0of
psychodrama
Ps
cn
cho drama
chodrama
drana
new york
beacon house
1946
1I
429
psycho
technique
of
concerning
three
the
volumes
first 7
development
of
outlining
the
and
documents
dramatic protocols
1
of
cradle
the
include
psychodrama
sections
nine
the
3
2
creative revolupsychodrama
the therapeutic theatre
5
and
theory
4
role
spontaneity
role
of
principles
tions
8
7
sociodrama
psychomusic
music
psycho
6
psychodrama
practice
9 therapeutic motion pictures
153
155
moreno
J
1
11
II
L
pre marital couple
psychodrama of a premarital
P
103
120
103120
moreno
presents
Socia
sociatry
try
sociatrz
1947
protocol of a session involving an engaged
couple illustrating the self directed form of psychodrama in
which subjects initiate practically all ideas and actions
the
1
a
as
diagnostic test
effect of the session was three
fold
threefold
2
3 as a didactic procedure
as a prophylactic measure
teaching prematrimonial and matrimonial behavior to university
students who were spectators
156
moreno
111
III
J
L
10
110
a
llypnodrama
hypnodrama and psychodrama
group psychotherapy
psychotherar
1950
1
divides psychiatry into three categories confessional
psychoanalysis shakespearian psychodrama and machiavellian
psychodrama brings
electric shock insulin shock and lobotomy
hypnodrama is a synthesis
the three efforts into a synthesis iiypnodrama
of psychodrama and hypnosis
157
moreno
group
groua
a
psychodrama
fragments
from the
J
of dream grou2
psyc
psych
344
1951 111
365
psychotherapy
344.365
er oj 19518
344365
hother
III
ycf
kcf
psycho
psychodramatic
c 0 dramatic
ps
in
ramatic dream therapy subjects with recurring dreams
reproduce the dream on the stage and are then urged to extend
a
and
they
understanding
learn
for
control
limits
better
its
to apply this technique to other dreams on a deep action level
thus becoming their own dream therapist
moreno
L
0
sociodramatic approach to minority problems
group
grou
J
V
7
19
1952
psycho
psychotherapy
Y
thera
719
A protocol in which the sociodramatic approach was used to
an
problems
minority
with
presented
deal
historical account
is
of sociodrama is provided as well as differentiating it from
and
group
a
categories
psychodrama
of
structures
role
role
some role playing techniques such as role reversal are stressed
an important reason for determining role relations through
sociodrama
socio
dramaS is its value as a guide for further investigation
and treatment
158
moreno
L
159
moreno J
1952p
1952
L
V
VS
sociodrama of
20
37
2037
a family
conflict
gmu
groupp psyphothe
psychotherapy
amu
coma
the
illustrating
presented
of session
transcript is
bining of the solution of social problems with personality study
moreno set up the following roles to be portrayed by group me1
mbers in various scenes
the role of authority as the father
2
daughter
son
or
the role of the supported
toward his child
a
when
3
paternal
situation is
lover
the role of the
father
not completely structured the subjects project something of their
own as they warm up to the situation
A
154
group psycho
Psycho dramatic production techniques
psychodramatic
J L
273
therapy 1952 IV 243
243273
nne
nie
tie
tite double techniques the mirror technique and the reversal
tiie
technique can be compared to three stages of development of the
1
2
identy
stage
double
of
the
the stage of the
infant
identa
3 stage of the recognition
recognition of the self mirror
A
of the other reversal
transcript of a psychodrama session
illustrates the three techniques
160
morono
moreno
161
moreno
162
moreno
163
moreno
man
spontaneous
discovery
J
with special
of the
the
group psychotherapy
emphasis upon the technique of role reversal
129
1955 VIIII
VIII 103
103129
1955f
A description of the methodology and technique of role reversal
in its special application to infants and children is offered
in role reversal the subject learns how to function in an unusual role it can be applied to a number of situations such as
1
piousness
way
a
I
a correction for general rebel
ness
lous
ious
iousness
three
rebelliousness
role reversal
between father mother and child and treatment of temper tantrarc given for these situations twenty
are
ums illustrations ace
six hypotheses concerning the use of role reversal with infants
and children are given
L
of psychiatry
sychiatry
1396
york
cedj
1959 S arieti ced
ceda 1357
oed
1371396
137 1396
moreno provides an historical background origins and the
A
oc
0.9
09
09
psychodrama
fundamental rules 0
detailed account of the
psychodramatic
dramatic techniques is offered as well as the
various psycho
many modifications of the psycho
psychodramatic
dramatic methods
J
L
c-an handbook
ameci
amerl
ameri
american
psychodrama
basic books inc
new
P
groug
group
self
J
role
XV
114
117
1962
psychiatry
114117
of
note
koie
noie
ro
emergence
p
of the self roles
ing
to
lay
the
prior
playing
le
is
lep
do not emerge from the self but the self emerges from roles
psychosomatic
emerge
or
physiological
are
the
to
the first roles
we
body
what
the
experience
holp
help the infant
call
roles they heip
and
psycho
psychodramatic
by
dramatic
development
of
roles
followed
the
this is
psyche
experience
the
which
help
to
the
infant
transactions
body
society
produce
develop
to
finally the social roles
psyche and society are then the intermediary parts of the
L
emergence
and
of the
theory
the
IO
10
entire self
164
and the scope
of
psychiatric
revolution
the third
group
171
149
XVII
1964
149171
psychotherapy
psychodrama
sychotherarbrought
irought
ena
by
s
moreno cont
en7
changes
brought
the first
s
about
change
contends that
and
pinel
those
were
institutional
psychiatric revolutions
brought about by the second freud were psychodynamic the
and
group
action
by
of
advent
signaled
the
revolution
third
a
society
a
therapeutic
methods has as its ultimate goal
moreno
J
L
9
w-
155
therapeutic world order
discusses creativity spontaneity
the universe as a frame of re
co
and
reference
sensitivity
telic
forence
unconscious states and the 11inter
lie presents eight
lle
ile
psyche
he
inter psycho
hypotheses concerning his views on the need for mass psychiatry
165
moreno
loreno
1I
moreno J L
group psychotherapy 1965
psychodrama in action
t
87
117
XVIII
87117
xviii9
moreno presents a test abstracted from a televised motion picU
moreno was
made
a
S A
at large mental hospital in the
ture
the director of a group of patients and the scene was communic-
via closed circuit television to several thousand patients
in the various wards of the hospital
the problem concerned
psychodramatic
readiness of patients for discharge the psycho
dramatic exit
test a method to determine the patients readiness for returning to the community was the primary technique used
ated
group psychopsychodrama in a well baby clinic
zerka
a
1951 IV 100
106
therapy
the
100106
ye
the problems of mothers with newborn children can be dealt
psychodramatist
with through role reversal the psycho
dramatist takes the role
of the infant to provide insight into the feelings of a newborn
baby
this stimulates mothers through a triple feeling
how
they
they
are
perceive
kind
mothers
of
their babies
hat
and in what type of milieu they function
166
moreno
167
moreno
survey of Psycho
psychodramatic
dramatic techniques
zerka
therapy 1959
the
A
XII
514
5 14
group
psychogrotapacho
discussion of the following techniques is presented
1
3
2
therapeutic soliloquy
soliloquy
self presentation
5 double
4 hallucinatory psychodrama
6 multiple double
7 mirror
8 dream
10 analytic
9 symbolic realization
a
11 auxili
12
ary
world
treatment
psychodrama
auxiliary
distance
at
aurili
world12
15 mirro
14 spontaneous improvisations
13 warming up
your
b
your
your
a
back
audience
turn
back
behind
behind
back c
black out 16 magic shop
A
168
moreno
1I
zerka
Psycho
psychodramatic
dramatic
and
adjunctive
group psychotherapy 1965 XVTII
86
XVIII 73
7386
prowhich
s
S
io
psychodrama
presented
are
basic
0
of
fifteen rasic rules
rule
ruie
method
vide the methods
rationale as well as sequential guidelines
moreno
more
some
widely
used
the
pr
of
defines
actioner
for the practioner
adjurictive
psychodramatic
psycho dramatic techniques and briefly discusses adjuilctive
methods such as hypnodrama didactic psychodrama and role playing
psychodramatic
psycho dramatic shock improvisation of personality assessment
psychodrama combined with narcosynthesis and family therapy
methods
169
rules techniques
co
a
nurse
as
in
and
therapists
psychiatrist
nichols florence
XV
group
199
197
1962
group
197199
xv0
psyc
psychodrama
xvi
hother uy
psych
psychotherapy
L
156
psychodrama was conducted with a group of eighteen
adults
mostly married couples the therapists alternated as director
ora
orf
direct
some of the couples became more frank
and as auxiliary ego
group
communicating
members communicated
each
with
in
other
between sessions especially giving support to the last sessions
session
protagonist the psychodrama session facilitated the individual
sessions
170
171
Adi erian
adl
erlan psychodrama with schizophrenics journal
adlerian
XIX
76
69
1963
psychal
psychology
of individual psychol
6976
9
psychodramatic
ocon
psychod
ra matic methods were originally based on
bconnellss prychod
dramatic
psycho
morenos views however he now leans toward the adlerian
Adi
adl erlan
erian approach
communease
due
viewpoint
to relatively greater
in
is
this shift in
Adi
icating adlerian
adl erian
erlan premises which make sense in treating schizophrenia
oconnell
council
IV
H
E
growth
yolkfellow
Yolk
handbook
fellow spiritual
osborne cecil
for
leaders
yolkfellow
Yolk fellow
through
handbook
unpublished
tests
distributed
G
209 park road
1965
burlingham california
associates
an extensive attempt to apply the principles of psychology to
religion lengthy illustrations and explanations for the group
therapy leader of a religious group special tests and concepts
Yolk fellow sensitivity
sensativity groups are explained in detail
used in the yolkfellow
and related to religious concepts
172
g&
g5 fine
a
change
psychodrama
as
catalyst
for
social
ossorio
vp
V
progress
131
y
122
1960
Psych
psychotherapy
122131
n
a
19602
hospitals
psychothera
in
othera
iin mental hospital
ended
and
developed
to facilitate
procedures
intended
procedure
rine
fine
ossorio
change in hospital ward of seventy three female patients primarily
Psycho
psychodramatic
dramatic methods were
diagnosed as chronic schizophrenic
A
I1
ga
L
influencing
simultanfor
potentiality
because
of
their
selected
psychodrama
processes
involved
and
growth
individual
eously both
both staff and patients in an emotionally re educative experience
maxiprovide
methods
psychodramatic
psycho
dramatic
in general the authors felt
mum entry into the world of the patient
various techniques were
used including amplification in which the therapist repeats
can
be
so
they
shared
the
or
words
patient
of
that
aloud
actions
ward
the
conclude
overall
that
by all participants
the authors
attitude
became much
more aware
173
less pessimistic
and
the patients became
of themselves and their environment
your
can
prayer
prazer
change
parker william R and elaine st johns
prayer
therapyenglewood
pray
Englewood
od
qr
englew
engleb
L
e
techniques
experiment
therapy
technik
and
s
in
ar
techni
fe
i
life
anc
prentice
tnc
7
270
tersey
jersey
hali
hall
hail
ew
cliffs
prayer
and
procedures
of
the authors discuss their theories
compare
and
leadership
their
skilled
therapy conducted under skilledleadership
groups
two
with
control
other
results
iw
157
174
parrish marguerite the development of a psychodrama program in a
grou
state hospital setting
1958 XTR
group psychotherapy
XI 63
groue
68
psychotherat 19s80
6368
factors to consider when establishing a psychodrama program
1
amount of personnel and space
in a state hospital are
available 2 personality of the director 3 training of
auxiliary egos 4 general orientation to the staff and patients
5
selection and casting of patients 6 goals of the group
psychodrama can be used anywhere the one essential prerequisite
is that the director have sufficient training to handle the proposed level of treatment
J
175
parrish marguerite
the effect of short term psychodrama
chronic
group psychotherapy 1959 XII 15
26
schizophrenic patients
1526
psychodrama was employed
employe with thirty seven women diagnosed as
chronic schizophrenics phychologically
psychologically oriented movies helped
establish group feeling and served as a springboard for dramatization
tiza tion the scenes ranged from portrayals of husband wife
relationships to feelings about the hospital or about leaving
no
the hospital
control group was used to determine what could
be attributed solely to the effects of psychodrama but a majority
showed marked improvement in socialization
psychodrama is useful with this type of patient because role playing facilitates
verbalization and affects the unrealistic thinking of the psyon
ith
chotic patient
176
group techniques with teenage
teen age emotionally
grou
group psychotherapy 1961 XIV 20
25
2025
group procedures were used wwith
vith a group of adolescent girls
whom
individual treatment had either failed or been of limited
for
value in the group sessions underlying problems were uncovered
members were
and were then followed by therapeutic role playing
encouraged to act out personal problems
while the group experience
iid
ild
ded
succee
in drastically altering
succeeded
cure
not
did
girls
these
succeed
lid
it
changing
as
as
toward
authority
well
their self
their attitudes
parrish marguerite
disturbed girls
image and
177
their
ith
image of
their families
pontiac
psychodrama
state
parrish marguerite
in
mitchell J
group
IV
84
1951
80
psychotherapy
8084
19519
hospital
gral
gr2l
as
schizophrenic
diagnosed
seventy ni
ne patients
majority
the
nine
patient
1
were subjects in psychodrama
sessions helped patients
2
by
group
a
accepting
them
friendly
in
by re
resocializing
socializing
3
by
satisfying
relationships
interpersonal
re
reestablishing
establishing
4
by the feeling of
anxiety
diminishing
emotional needs and
success deriving from overcoming imaginary problem situations
&
knowand
acquired
by
knowledge
and
peers
group
of ones
before a
5
by developing self
how from trial and error explorations
awareness through reality testing experiences the results indicate only ten out of the seventy seven patients manifested little
or no evidence of improvement following participation
158
178
peters
G
179
peters
G
gardner S inducing creative productivity in
group
Psych
psychothe
1959
research
psychotherapy
industrial
othe
19592
scientists
178
XII
186
178186
mill
mili
A special limited gual program is indicated for research
personnel in industry to help individuals develop their creative
A creative induction program similar to intensive
powers
industrial role playing is indicated using role playing as
a major technique
this program is not concerned so much with
personality modifications but rather the induction of higher
levels of creativity
A
54
practical group psychotherapy reduces
376
XXXV
personnel
journal
1957
371
378
anxiety
176
376
supervisors
.176371
376378
376371
176371
the authors contend that many indu
industrial
strial supervisors are in
one
need
method of meeting this
0
of
psychotherapeutic
help
dire
need is to use group psychotherapy in the form of intensive
industrial role playing which is effective in changing the attita
mere
they
supervisors
with
claim
familiarity
the
visors
udes of suner
sunervisors
new role an
and experience in handling routine problems associated
with new roles lessens the threatening quality of such new social
A
5
phelan J
F
phelan J
G
adjustments
180
peters
relieving personality conflicts by a
XXXVT
61
personnel
64
journal
1957
Role
playing
kind of roleplaying
6164
playing a form
roleplaying
itle authors describe intensive industrial Role
tlle
ille
the
G
A
&
nsychotherapy based on the notion the knowledge of what
of group psychotherapy
is right does not insure emotional acceptance nor the ability to
put knowledge into action
there are four phases to this method
1
planning including program orientation individual interviews
2
group interaction including the
and mapping out procedures
ego
warm up
and
warmup
analyfeeling
involvement
content
tip
clarification
tin
3
sugthrough
periodic
interview
individual ventilation
sis
group interaction in terms of
gested every six sessions and 4 proun
new sequences of six sessions
the authors comment on the saving
savine
in time for the group leader or lowered costs to industry in
comparison to individual therapy since it
requires only
25 as much time
playinp leader should provide
the role
roie playing
general direction his leadership should not be obvious and
he should never place himself in a teaching position
11
181
peters G A 5 phelan J G practical group psychotherapy and
group
psychotherapy
playing for the industrial supervisor
Role
psxchothe
roleplaying
1959
XII
143
147
143147
fundamental problem in industry is to determine how to
change the basic negative attitudes of industrial supervisors
a
an
problem
because
important
is
direct relationthere
this is
ship between the nature of the interpersonal relationships within
A
productivity and profits intensive industrial
problems
improving
remedy
an
economical
for
playing
offers
role
a company and
159
in changing basic attitudes of industrial supervisors
greater responsibility is placed upon the group leader in understanding the personality dynamics assets limitations and
needs of each individual for good group interaction
evolved
volved
182
peters
phelan J
Role
playing techniques in industrial
roleplaying
t
group
143
148
1959 mij
155
Psych
psychotherapy
XII
143155
148155
situations
other
psychother
MIS
mls
productivity
productivit depends more on psychological than on environpsychological factors to be optimal depend
mental factors
greatly on proper communication and perceptions but these
depend basically on attitudes
to change attitudes in industry
a type of group psychotherapy using role playing is recommended
the format is that four role players under the direct supervision of a leader interact while four other members serve as
1
and
commentators
observers
four phases are identified
planning 2 group interaction 3 individual ventilation
A
G
&
S
10
and
183
phelan
pheian J
group
4
G
interaction
an adaptation of roleplaying
Role playing techniques to
sales
journal of retailing 1954 winter 149
method
m
fo
e
hod
forr training
the best t
training in social skills is to watch
others do it yourself discuss and evaluate differences and
then try again conferences do not permit trainees to get the
feel of actually how to proceed when on the spot effective
and
good
on
planning
depends
playing
using
training
role
sales
A
discussion is given of general procedures applidirection
cable in role playing sales training and evaluation interviews
rolo
the use of roio
role reversal is discussed
roie
training
t
184
1961
and
behavior
petrullo luigi et al Leader
interpersonal
leadership
shl
shi
leadershi
designed
A collection of a
on
or
group
dynamics
0
for
ies
les
articles
the leaders of groups in industry
185
phil lips helen
phillips
186
U
group
work
of social
essentials
skills
new york
press
180
1957
associated
1
use
of limits
areas
of
four
skills
author
the
treats
2
agency
use
of
purpose
and
by
the
function
of
andfunction
defined
the
4
member
3
and
relationimmediate
the
feelings
situation
ships
pilkey loraine
goldman
M
&
kleinman
Klel
kleinnan
klei nman
kiei
B
psychodrama and
n
american journal
mentally
retarded
in
the
empathetic
ability
pathetic
LXV
605
595
1961
595605
of mental deficiency
two groups of sixteen eighth grade mentally retarded boys and
em
the
of
empathetic
ability
whether
were
the
used
to
pathetic
test
girls
psycho
through
improved
be
could
mentally retarded adolescent
Em
160
dramatic training as evidenced by greater accuracy in the
ability to predict certain responses of others the experiment lasted four weeks the experimental group receiving two
training sessions each
subjects
made ratings of themselves and predicted the self ratings of
five other children in their class at the beginning and end
of the study as well as six weeks after the training had
ended
the hypothesis was partially supported with improvement in the prediction of some traits in others changing signiwho
psychodramatic
cantly
those
ficantly
for
received psycho
dramatic training
fi
one hour psychodrama
187
planty
188
potts
in planty
1aq
q
W
C
& efferson
managers
S
A
Ma
Rf
ployees
and
mccord
employees
nino
training
emTrai
ferson
nazers
ipg
1948
183
k
production
1
5
96
teamwor
teamwork
for
r ronald
screpancy between apparent understanding
thore
there is sometimes a discrepancy
and acceptance versus actual behavior on jobs
role playing is
a solution because one can project himself in a situation can
new
submit himself for critical evaluation and can practice now
procedures and methods role playing is the method which evokes
the fullest activity in learning the author distinguishes between
a
and
a
one
where
out
spontaneously
playing
acts
situation
role
demonstration in which actors show the observers the right and wrong
ways to handle human relations problems
E
G
R
F
G
Psycho
a
by
psychodramatic
an
dramatic
anxiety
single
state
of
relief
group
332
psychotherapy
sychotheram 1958 XI 331
331332
session
the case of a thirty two year old woman having marital diffiwas
seen
symptoms
she
and
psychosomatic
presented
is
culties
in individual and group therapy with little success at which
time her therapist decided to try psychodrama through which she
was able to express feelings causing her anxiety
at the next
group meeting she reported a reduction of anxiety and of symp
lymp
1
potts
on
the cathartic
concludes remission is based
tons
2 normal rechannelizing of dispower of spontaneity per se
3
and
out
acting
multithrough
emotions
dramatization
turbed
ple roles assumed by the patient which permitted her to intro4
a
help and support given her
as
problems
totality
ject her
by the complex phenomena of tele transference relation to theraF
pist
189
training
employees and managers
week
and
auxiliary egos
group
D
jerome
psychoeds
and
frank
florence
therapy
and
methodology
theran y
therapy studies in
of research
press
VANI
enni
gis
615
g
2
d
W
camb
W
cambridge
university
195
harvard
ri
report of research with clinic hospitalized patients conducted
by an interdisciplinary team of 31 mengers under the supervision
powdermaker
B
by
veterans
was
administrathe
financed
research
of the editors
psychiawashington
school
of
auspices
of
the
and
under the
tion
try
161
190
modified insulin psychodrama and rehabilitation
techniques in the treatment of anxiety and tension states
grou
222
groupE psychotherapy 1951 V 215
215222
Tme
e method 0off ttreatment
eatment involving modified insulin combined
estment
with psychodrama is discussed with the results in a series of
ninety eight cases recurrence of the anxiety and tension was
ad by eighty five percent of those who initially benefited
reported
report
from
fron the above treatment within a relatively short time patients
wero more easily accessible and partook more freely
in tile
tlle group were
the
in the psychodrama sessions than a similar group of patients who
were treated previously by psychodrama without insulin therapy
psychodrama sessions were conducted immediately following the
insulin therapy the different approaches to acting out the
psychodynamics or the experience situations appeared to be benon
some occasions abreactions
a
group
as
whole
eficial to the
were noted in the principal actors but the main benefit of the
experience appeared to be in the sphere of insight and experience
gaining this method did not produce permanent results relapse
occurring in a large percentage of the cases when they returned
to the stresses and strains of everyday life
rackow
L
L
19
191
group
economic
and
Role playing
the lower socio
socioeconomic
roleplaying
group
grou
essman
Ri
riessmant
biessman
Ries
riessman
nies
rles smant
XVII
36
48
1964
3648
psychotherapy
pour
groups
why
income
low
with
reasons
our
playing
roleplaying
valuable
fouc
four
is
role
1
persons
income
low
style
congenial
with
the
are
is
it
2 the professional worker reduces role
physical do vs talk
3
person
and
disadvantaged
between
the
himself
distance
it
changes the setting and tone of what often appears to the low
impersonal foreign procedure
income person as an office ridden
F
made
be
expliplaying
of
psychotherapeutic
functions
role
the
5
be
carefully
playing
uses
elaborated
of
laying
coie
cole
specific
role
P
cit
and exemplified in great detail both didactically and by illusnecessarily
6
made
not
playing
be
is
role
that
clear
tion
tration
tra
it
7
system
reany
or
treatment
to
particular
theoretic
tied
be
supplied
value
playing
of
supporting
the
alue
role
evidence
search
4
192
rogers carl
R
1961
person
on becoming
a
becomin
tecomin
boston
houghton
mifflin
company
non
therapy
of
and
directed
implications
philosophy
the
on
the emotional education of the
material
contains excellent
individual and development of personality
193
rogers carl
houghton mifflin
therapy boston
client centered thera
pany 1951
non directive therapy is explained and illustrated in detail
R
com-
1
164
162
194
berger milton eds group psychotherapy and group
new
york
function
basic books inc 1963 690
selected readings which cover areas such as history theory
techniques and new trends in group psychotherapy
max
rosenbaum
1
&
1.0
10
iv
lv
195
playing in psychiatric training laborainstrumented Role
roleplaying
rothaus
XT
4
psych
XI
1964
400
410
tory archives of general psyc
psychiatry
400410
latry 19640
orp
1
0
g
y
a
p
1n
lc playing
instrumented
following
of
the
CRP
consists
role
roie
instrument rolo
IP
1
role playing exercises are formulated as experiments in which
the role variations of the participants patients constitute the
experimental variable the participants are considered scientists
experimenting with the consequences of their own
olm behavior through
2
playing
role
role variations are determined by a conceptual
3
model
tasks are selected in which role playing interaction
4
can take place
practice training in the roles is given
under optimum conditions all participants learn to play all
5
who
subjects
naive
those
react to the role
variations
role
playing and who are not aware that their task partners are role
playing are needed for the experiment 6 these naive subjects
rate their task partners behavior on various scales these
ratings constitute the response variables in the role playing
7
experiment
feedback of naive subjects reactions is given
to participants 8 participants are to discuss and formulate
an illustrative experia conceptual theory explaining the data
ment using instrumented role playing with twenty four psychiatric patients is provided rothaus concludes that the IRP technique overcomes a great deal of the resistance one often finds
to role playing for instance IRP avoids singling out individuals for specific roles which may make them uncomfortable and
calls for large numbers of subjects to play identical roles simultaneously also with IRP the subject plays several roles
rather than just one specific role thus reducing the threat of
having to make a sweeping change in his behavior pattern and
allowing him to choose what changes in his behavior style seem
most appropriate
finally IRP can make the patient feel as
though he is a scientist or learner when role playing rather
than a sick person demonstrating his ability to change sick
behavior
196
group
groue
gertrude
psychodrama and autogenic relaxation
rothman
XIV
iggi
y
29
1961
26
Psych
a
psychotherapy
19619
2629
other
psychother
was
form
a
c
used in combinautogeny
modified
Aut
training
in
autogenic
autogeni
ogeni
ation with psychodrama not to lead to deep trance hypnosis or
sleep but as a relaxant facilitating the utilization of the
psychodrama techniques
197
routh
P
T
A
psychodrama and the blind
XI 213
216
XIS
213216
group
groa psxchothe
psychotherapy
1958
163
ng
the content of role
roie playing
sessions provides topics to be
playl
discussed in group lectures and individual therapy psychodrama is a prime tool to employ with blind people
193
statement on the practical application of roleplay
ing as a selection technique by the seattle civil service
62
department1
departments
department sociometry 1951 XIV 59
5962
the seattle civil service is experimenting with role playing
for personnel selection and has already used such tests for
selecting police women purchasing agents and contract agents
these situations called performance demonstrations bring out
qualities not readily discerned by interviews or written examinations As example of a structured problem for police women
is given together with a rating form which includes voice and
speech ability to present ideas comprehensive of problem
judgment emotional stability self confidence diplomacy and
rubin
C
A
G
1
C
operation
co
cooperation
199
B
a
branham
psychodrama
rudhyar
development
of
the
group psxchothe
psychotherapy 1953
department in a mental hospital
eva
VI
&
.00
114
110
110114
the authors present the mechanics of developing a psychodrama
department in a state nientai
mental institute open group sessions
are held for outside visitors various employees and patients
the purpose being to provide the experience of how a democratic
group functions
psychodramatists
the two psycho
dramatists provided individual
therapy to approximately ten members of the regular groups
psycho dramatic interview and action techniques
utilizing the psychodramatic
the two therapists observed each other in action to maintain a
high level of consistency the authors feel that mental hospitals
may eventually become re
communities
in
centers
their
reeducation
education
with an orientation toward group psychotherapy and psychodrama
200
group
psychodrama
sacks J
the judgment technique in
P
72
Sycho therapy 1965 XVIII 69
psychotherapy
6972
sacks described a psychodrama scene in which the protagonist
by
judg
judgmental
encouraged
explore
mental
to
role reversal
situations
is
this is usually done by placing the protagonist in the role of
judgmental
mental figures in his life or by the use of partially
tlle
tile judg
the
hypothetical situations such as courtroom scenes this technique
M
judge
dealing
defendant
with
the
tlle
tile
in
the
therapist
assists
relationship that may exist in therapy
201
group
son
analytic
Salv
salvson
psychotherapy
saleson
press
5
pages
27
275
1950
university
050
S
R
new
york
columbia
a
164
companion volume to the authors earlier book an
we
group
1934
psychotherapy
introduction to
in which
pszchother
dispsycroan
cusses a psychoanalytic
clytic
alytic group therapy approach to the treatment
of children adolescents and adults
A
202
sarbin
1945
lt
T
R
minded
spontaneity training of the Feeble
feebleminded
389
393
389393
VII
try
sociatry
socia
cor
seems
an
be
playing
procedure
foc
to
role
for evaluating
ideal
and training mental defectives
the degree of competence held
at present as well as potential can be estimated by these action
techniques As a method of improvement spontaneity exercises
botli
are bogli
both meaningful and practical not only for the participant
but also for the observers in a group setting in an institution
feeble minded
for the feebleminded
coc
foc
203
handbook of social
lindzey ed
sarbin
role theory in
1
I 1954 223
253
258
Psycho
log
psychology
psycholog
223253
223258
109
ory attempts to conceptualize human
hunan conduct at a retheory
role ttneory
latively
lat ively complex level its variables are drawn from studies of
cosi ety and personality the broad conceptual units
culture cosiety
1
2
are
theory
of
position
of the
role the unit
culture
persons
3
the unit of society
self the unit of personality
positions
occupy positions or status in interactional situations
are cognitive systems of role expectations products of learning
koie
kole
sole
role expectations are bidimensional for every role expectation
of others there is a reciprocal role expectation of self the
organized actions of the person directed toward fulfilling
these role expectations comprise the role variation in role
1
a
enactment is
the
function of at least three variables
validity of role perception this implies the concurrent or just
tlle
the position of other and
prior perception and locating of tile
2
of
reciprocally
self
skill in role enactment related to
3
use
as
behavior
of
the current
practice in the
if
cognitive structure that exercises
organization of the self
a selective and directive effect on role perception and role
ed
emer
emerged
some
which
hava
have
experiments
reviews
enactment
sarbin
from role theory as well as empirical methods available for
assessing the self
T
R
G
1
11
204
the function of an audience analyst in psychodrama
r
grou
20j
IV
197
205
1951
IVO
197205
psychotherapy
group
sestherapeutic
c
interprets
analyst
critically
audience
the
audience point of view the problems
sions to introduce the audiences
of the spectator can be dealt with in group psychodrama while
ii
methods
non
and
short
psychoanalytic
directive
fall
directive
many
lany
many
needs
patients
meeting
the
of
eting
in ie etina
schauer
i
G
C
i
A
165
US
205
two disruptions of the communication zone
A
scher J
group
playing techniques
discussion of action and Role
roleplaying
133
psychotherapy
psychotherap 1959 XII 127
127133
two types of organizational aberrations which result in a
disruption of the communicative process within a hierarchical
communication retarda
structure are discussed communicatio
recarda is a process
which lacks goal intendedness and results in a situation where
no action is achieved
communication
communicatio multiplex refers to a
situation in which too much competing or unorganized information
is being handled and is characterized by a lack of leadership
and ordered interaction
both concepts are demonstrated by
examples
nole
noie
rolo
role playing is useful in that it keeps the communication
ni cation zone open and ordered tt
it clarifies the situation
and leads to meaningful decision making
206
journal of the
too can Role
schmidhauser
play
roleplay
8
2
3
11
11
195
XII
american society of traini
training directors19590
19590
211
Directors
directors195
xit
ll
siness situations depend on these
platings value in business
role playings
1
2
can
seven
observe
particiothers
situations
sevell features
pants learn by doing 3 all quickly grasp essential conflicts
M
you
B
11
be arrived at
decisions and solutions can he
6
and
techniques
motivation
participation fosters int
crest
erest
interest
7
co
and
induced
cooperation
is
beneficial
attitudes
operation
elicit
some
pleven terms
reports
terns found in role playing are defined
of successful use of this procedure are given
conclusions
4
S
5
207
george
shaftel
story
5
shaftel fannie
R
problem
playing
the
role
ann excellent handbook of principles explanations and
how
on
examples
elementary
school
teacher
for the
practical
to use role playing and case study problem story
203
208
shaw
209
shaw
playing
roleplaying
special application of Role
role reversal
1955
today
supervisory development
develo2ment
change
having
players
their
role
of
role reversal consists
a
as
producing
insights
used
or
parts
for
positions
it is
warm
up device for developing the situation and for producing
warmup
how
among
are
to
to
indicate
applications
various
action
its
examples
training
job
and
grievances
for
instruction
handle
the
procedure
a
for
generalized
with
given
together
use
are
of
use of role reversal
journal
M
procedural
of the
E
approach
Role playing
roleplaying
ape
11
10
1956
march
api
april
american society of training directors
M
TT
E
A
ng depends
playi
playing
effective roie
role plani
166
procedural frame of
reference which helps the leader meet ever changing needs of
people in human relations training three phases are suggested
1
2
warm
warmup
up
the
the enactment and 3 postsession
post session analysis
successful guidance of learning experience require that the
leader accept that people are capable of solving the majority
of their own problems and that a groups experience and understanding are superior to that of any other individuals
ls
individual
including the leaders
210
shaw
E
M
training executives in action
63
68
6368
in view of some
1956 IX
1956p
on a
group psychotherapy
opinions that role playing might not be
acceptable in industrial training shaw gives evidence that
79 percent of 73 executives who enrolled in a communication
course through the american management association accepted
A
comment
number of specific
role playing without especial
comments about this technique are cited in the article
211
shaw
playing applicaorganizational considerations in Role
roleplaying
E
M
grou psychotherapy
group
160
1959 XII 156
156160
tion
nole
noie
role playing in industry thus far has not yet been utilized
to its potential
in most cases it has been used for fairly
sterile didactic purposes concerning itself with methods
using canned situations and in general not taking advantage
of the enormous possibilities inherent in spontaneity role
playing as employed in psychodrama shaw suggests that industry
can can use role playing in its more sensitive and powerful
sense especially in the treatment of existing organizational
groups
training
groups in
to
incontrast
contrast transient artificial
212
group
group
psychotherapy
Psycho dramatic and
psychodramatic
shellow
XI
228
y
227
1958
Psych
227228
psychotherapy
19580
psychothera
othera
nintrospective
nonintrospective
inmates of a juvenile institution tend to be nowhen properly utilized
and usually act out problem solutions
an
advantage
therapeutic
can
be
to
turned
acting
out
this
group
problems
eruption
spontaneous
of latent
example of the
R
into dramatic form is described
213
american
individual psychology and psychodrama
52
4652
journal of individual psychology 1956 XII 46
ady
Adi
can
adlerian
adierian
n
eclan
Frien
erian
erlan
arien
arlen
an
winerip
ples
lne
mn
utilize
rIp
orientation
with
tation
inerip
PLIs
eria
erla
therapists
ine
psycho
psychodramatic
dramatic techniques without adhering to the philosophy of
shoobs
N
E
L
J
L
moreno
167
214
Role
playing in the individual psychotherapy
roleplaying
hoobs
XX
journal
84
1964
89
sych
psychology
ology
interview1
of
interviews
individual
8489
interview
Sc
schombs
schoobs
N
E
1
T
rep
shoobs reports
s e & role playing with
orts incidents inn whichh he Uused
resisting nonco
bonco operative individuals employing different
variations in individual psychotherapy with a patient having
difficulty making a decision the double technique was used
shoobs used role reversal to overcome a patients inadequacy
feelings to deal with resistance shoobs used role exchange
with the patient
illustrations are provided of the soliloquy
technique and trait personifications
in visiodrama
visio drama shoobs
makes use of cartoons and drawings to warm up resistive patients
with opportunities for practicing social skills for meeting
difficult situations and for taking responsibilities helping
them
thein to gain insight and be more aware of others
thela
theia
then
215
modified psychodrama technique for rehabilitation of
1
I
So
414
1948
sociats
420
414420
try
Socia
military psychoneurotics
sociatry
is
sociatu
draina integrator in a military hospital interviews
psychodrama
the psycho
patients explaining that dramatic activity is part of the treatduring the interview patients are asked to discuss
ment program
post discharge plans with emphasis on situations which patients
gave
upon
might
discharge
cause
integrator
the
difficulty
feel
auxiliary ego information about the patients and the planned
program for the day
each session was concluded with an open
conference between patient and integrator subsequently the
shor J
A
A
ciatu
session was reported to the ward doctor by the integrator
anxiety neurotic patients showed the most complete emotional
involvement and an increase in self insight organically brain
sense
and
of
preoccupations
injured patients simply reiterated pre
occupations
schizophrene
schizophren
impotency failing to respond well to psychodrama
any
acs
accept
warmup
externally
and
to
refused
usually
not
could
ics
suggested fantasy situation
216
Psycho dramatically oriented action technique in
psychodramatically
shulman
group
39
grom psychotherapy 1960 XIII 34
group psychotherapy
groe
3439
group
the
a
discover
to
members
therapeutic
tried
of
the
an
and
in
then
a
behavior
provocative
purpose
members
of
hidden
conveyed
to
way
behavior
responded
the
to
exaggerated
this
coand
forcefully
dramatically
in
intensions
the patient his intentions
tensions
B
11
A
1
playing
others1
goals
role
via
mistaken
of
ones
others
nfrontation
fron
tation
and
tension
an
of
immediate
responses often leads to
release
correction of behavior
217
group
education
creative
new
york
association
slavson
press 1948
group
orientation
from
session
approached
the
education is
A wide variety of creative techniques are explained with
S
R
examples
dramatics is approached from the standpoint of
formal play presentation
168
group
new
york
psychotherapy
the fields of
press
s
s
pi
e
338
pages
1955
ess
inc
international univer
universities
iti
an extension of an earlier volume the practice of gro
group
therapy 1947 the more recent book discusses uuse of group
crapy in various settings such as private practice hospitals
erapy
therapy
and industry plus treatment of special problems
alcoholism
holism
alcholism
alc
delinquents sex and marriage problems etc final chapters
focus on training and research
218
slavson
219
slavson
220
smigel E 0
sociodrama
221
smith marion reed
S
ed
R
preliminary note on the relation of psychodrama
group
journal
and group psychotherapy
of
international
T
V
Ps
1955
366
361
psychotherapy
cho therapy
361366
chotherapy
slavson states that psychodrama was originated by karl
joergensen of sweden who introduced the spontaneity theater or
Ste grief theatre in 1915 which was later transplanted to the
stegrief
L
moreno
by
J
slavson maintains that spontaunited states
neity techniques can be usefully employed as a catharsis
inducer a rehearsal technique and a means of communication
may
psycho
technique
psychodramatic
as
never
dramatic
but
total therapy the
be used with psychotics to activate communication however for
psycho
psychodramatic
and
non
dramatic
playing
nonpsychotic
patients
other
role
psychotic
methods are artificial
slavson concludes that psychodrama must
be used with discrimination with patients for which it is suitable blanket use of psychodrama is not only wasteful but is
definitely injurious and confusing
S
R
A
Role playing in
note on audience involvement and roleplaying
group psychotherapy 1961 1 XIVO
XIV
67
66
6667
xiva
involvement
when
occurs
the
audience
heightened
the
of
add
upon
to
be
to
they
called
audience is told
will
criticize
how
have
own
should
or
the
give
of
roles
version
discuss
their
more
becomes
audience
technique
the
played
with
been
this
tend
to
possible
because
of
criticism
actors
the
attentive
occur
more
and
insights
seriously
parts
additional
take their
to the group
A
ego
technique
in rehabiliauxiliary
the silent
group
1950
psychotherapy
patients
19509
psych
psxch
2therap&
tating deteriorated mental
92
100
111
92100
III
ili
ill seventeen
an
hospitalized
deteriorated psychiatric patients
average of sixteen years were studied in a group habit training
which
ego
in
technique
auxiliary
project the silent
was
used
speech
by
than
gesture
suggested
rather
are
activities
some goals of the project as demonstrated in four case studies
16 9
169
bringing back mental vitality 2 presenting
occupations likely to appeal 3 helping an unco
operative
uncooperative
patient 4 finding projects that suited the patients ability
and whim
results were generally positive ward attendants
interest in helping patients increased by introducing a new
method of approaching the patients
were
22
2222
solomon 0
1
A
P
4
fentress
0
T
L
critical study of analytically
utilizing the technique of
A
group
croup
psychotherapy
oriented
dramatization of the psychodynamics
and
occupational therapy
rehabilitation
ma Fiza
fixation
fization
dra
dramatization
tion of the patients psychodynamics is
1947
XXVI
23
46
2346
method in conjunction with group psychotherapy
for
an
effective
obtaining abreactions 2 increasing insight into unconscious material
and 3 modifying overly rigid strict superegos
super egos or strengthenA study of thirty four patients and fifty
egos
ing weak super
superegos
five dramatizations indicates that it is possible to obtain
strong abreaction in all of the categories studied except for
strong tension during the
compulsive neurotics and schizoids
writingc of an autobiography is associated with weak abreaction
in dramatization the dramatization technique is felt to be
effective as a teaching method in the group therapy of the
patients in the audience by diminishing0 resistance increasing
insight and permitting abreactions by identification
223
speroff
B
harmony
117
120
117120
J
1
role reversal as factors in industrial
XXXVII
journal
1953
psychology
of social
the
empathy and
by
intercommunprovoked
mediated
or
industrial conflict is
empathy serves the role of
ication between disputing groups
mediating good communication when defined as the ability to
to establish
put yourself in the other persons position
Y
X
a
and
disagrees
when
expresses
point
empathy in disputes
Y must present the point himself to Xs satisfaction
this is
X
taking Ys role used to establish
an example of role reversal
em
empathetic
pathetic understanding
224
journal
groups
of
playing
Role
roleplaying
in
J
role
speroff
the
17
20
VII
1953
n
a
1720
training
industrial train i
two
major
good role playing is group centered
has
it
purposes to allow a person to feel the role of another and
A
number
of specific
true
his
to
reveal
permit
player
self
the
to
B
techniques are described
225
develop
executives
used
to
Role
playing
roleplaying
J
speroff
rotational
SO
50
personnel journal 1954 XXXIII 49
4950
and
intercjob
of
rotation
value
the
the author discusses
executives
individual
development
of
hange of roles for fuller
P
B
170
for increasing better understanding of problems of others
and
226
speroff
B
1954
playing
scripts versus Role
roleplaying
J
XXXII
personnel journal
304
306
304306
are structured rules which role players read their
scripts arc
main purpose is to give information to the audience
while for
many situations unstructured spontaneous dramas are superior
ace
aro better in deciding which of
are
for other purposes scripts aco
the two to use a great many factors have to be taken into
consideration
227
speroff
J empathy and role reversal as factors in communication
rf
sperof
journal of social Ppsychology
165
ch ology 1955 XLI 163
163165
cholody
chology
de used to ensure good communication when
role reversal can be
empathetic
the ordinary em
pathetic procedures do not work
228
speroff
229
in training conference
J the behind the
speroff
XXXV
personnel
journal
jour
412 435
411
1957
411412
nai
nal
leader
speroff suggests the use of the behind the back technique
method
conference
leaders
training
of
the
this
in
industrial
group
and
then retire
with
the
to
the
for
trainee
interact
calls
psychologically by turning his back to the group while they
makes
him
claimed
procedure
easier
discuss
is
this
it
it
aLb
adb
group
sent individual since they
to discuss the absent
for the
arc not inhibited by seeing him and makes it easier for him to
by
upset
emotionally
he
not
what
said
since
is
is
listen to
hearing critical material speroff claims personal insight
em
feelings
and
of
others
the
to
sensitivity
empathetic
ability
pathetic
more
method
by
objective self evaluations
are developed
this
and greater skills in personal relations are fostered by this
B
uses
groups
a
sound
recordings
of
five
of
role
51
playing personnel journal 1956 XXXV 50
5051
sound recordings in industrial role playing
five major uses of SO
are 1 recordings of prior sessions can be the basis for a
present groups discussion 2 a session can serve as a model
3
a
one can replay a session to have
good
of
interaction
solid
participants rehear what was salid
said 4 it is possible in this
sald
manner to compare different performances 5 in this manner one
can analyze evaluate or examine critically any frozen session
B
J
way
wayl
dack
back wayt
B
tdchnique
technique
230
speroff
B
J
conflict
group therapy in industry
group psychotherapy
1957
pszchotheral 1957p
A
case of intragroup
39
X
xa
x9 3 9
group
a
a
study
of industrial
case
of
recounts
the author
employees whose relationships had degenerated progressively
by using a group therapy approach including the use of role
171
playing in seven weeks the relationships were considerably
improved
231
speroff
B
Role
playing versus acting with
roleplaying
J
scripts
nursing
nursi
bursi
377
379
outlook 1958 111
III 377379
rn
in nursing training the use of scripts which are completely
structured interchanges intended to show superior ways of
dealing with hospital problems are inferior to the more dynamic
procedure of role playing to permit nurses to empathize with
other peoples feelings
232
J group psychotherapy as adjunct training in handling
groue psychotherapy
proue
grievances group
174
1959 XII 169
169174
pmchother
scrow
now
A case history is ci
ta
how
kow
how
t3
a labor relation staff
ed
to
cited
t
was given training by means of a group therapy like procedure
aimed at improving their functioning
individual problems were
selected role played and discussed first attention was
paid to problems later to the individuals As a result of a
number of such sessions the effectiveness of the supervisors
many
were
as
and
they
twice
to
handle
almost
increased
able
cases as they had before
speroff
B
1
233
psychotherapy as a system of social roles journal
spiegel J
CXX
nervous
395
1954
and
mental diseases
of
roles have structural and functional aspects the structural
vc
the
aspects can be classified as goal value and allocative
allocati
functional aspects of roles arise out of the degree of goodness
of fit or strain in their structural aspects role reversal is
compliment arity by
complimentarily
defined as an emergency attempt to restore complimentarity
taking a role opposite to that which one has been playing
xplicit and implicit roles are discussed
P
e-
234
stahl
G
R
Role
playing
roleplaying
is ideal for training
nov 10 40
1953
tie used in
be
shows how role playing can bie
sales
management
the training of salesimproving
but
only
men
not
in
procedure
useful
skills
is
this
and
twenty
asked
are
questions
four
changing
attitudes
also in
answered about role playing used for training
135
235
Role
playing
roleplaying
ning
evaluate
training
Trai
directors
stahi
stahl
ninn
stahla
21
29
1953
VII
2129
training
industrial trainin
G
R
journal of
1951
sent
in
questionnaires
of replies to
this
and 1953 by training directors with reference to role playing
are
to
playing
two
purposes
major
of
role
industry
the
in
A
comments
number
of
change
develop skills and to
attitudes
are
by
training
directors
in
sent
and
unfavorable
favorable
summary
s
a
iis
reproduced
236
237
stahl
R
G
A
tndustryls
industrys
strys
statistical report of Indu
172
experience with
202
215
202215
Role
VI
1954
playing group psychotherapy
roleplaying
pszchotherc
07
reports from
107
ns
fron
organiza
organizations
regarding
their reactions to
fro
role playing are given generally its two major purposes are
supervisor training and learning how to deal with specific
A number of specific attitudes are discussed in
problems
of various commentators
detail together with statements ofvarious
G
E
survey
I
stanton
dack
back
Stan
stantorf
stantori
Role
torl
tori
in
playing
litwak
backa
roleplaying
research
4
journal
172
1956
175
LXII
american
sociology
kie
of
rican
172175
19560
lie
lle
survey
S
rv ey da
data
ta obtained
obtaine through role playing may prove better
than information obtained through interview procedures most
subjects can role
rolo
roie play it is not
riot difficult to train administrators to use this technique and it yields information about the
1
it
C
W
1
respondent under stress
238
starr adaline
an
Role
playing
roleplaying
efficient technique at
a
business
168
166
1959
XII
psychotherapy
conference group Ps
166168
hot
hotheraly
heraly
role playing in a business
iness conference can be an efficient
by having independent
technique for putting points across
com
rom
from
organization
ion people act out conflict situations those
fron
i zat lon
f con the organ
on both sides of an issue can get to see the others1
others point of
view
239
group
atom
a
starr adaline psychodrama with childs social
V
2250
225
222
1953
2222250
psychotherapy
222225
psychotherap 19530
who
atom
people his life
includes all
the childs social
As
grows
more
the
roles are added to his
child
situation
.0
0
in psychodrama with children the directors
behavior repertoire
goal is not interpretation dynamics but expression when too
much anxiety is exhibited the acting can be directed by the
day dreams or experiences
child the group may act out dreams daydreams
A problem in doing private practice
as related by the child
forming
in
group psychotherapy with chil
difficulty
the
children
chii
drena
drent is
a group which will afford the child with a maximum of satisfacan
psychodrama
family
affords
relationships
positive
in
tion
opportunity for recreating life situations giving the child
and family a chance to go back to repeat experiences as they
would prefer to have done them or to attempt entirely new
cart
family members can
approaches
cari be trained to be therapeutic
agents to each other not at the intellectual level but in the
action process
240
group
general
nurses
a
hospital
psychodrama
in
for
stein
94
1961 XIV 90
Psych
psychotherapy
psychothe
9094
19610
othe
w
e ek ly psychodrama sessions for student and registered
weekly
nurses helped to resolve emotional tensions connected with
C
IP
173
hospital duties the nurses became more aware of their feelings
and became better equipped to deal with hospital situations as
well as their own personal and family lives an effective way
of replacing a sense of failure with an ego lifting experience
is to reverse roles or to put the nurse into an authoritarian
or therapeutic role so that she can attain a feeling of
accomplishment
241
recordings help foremen improve industrial relations
steinmetz
jan
techniques factomaa
ement and maintenance 1949
factory management
CVII 129
130
129130
A technique of human relations training using recording as a
major method is described
participants handle a structured
case which is recorded later the session is played back the
major participant gets a first chance to list and criticize his
performance then others are permitted to evaluate it
242
steinmetz
C
martha
an experiment in psychodrama
crittenden maternity
home
at the florence
group
grou psychotherapy
1958
XI
218
216
216218
role playing was used with unmarried girls residing in a
1
home
maternity
to help them gain insight into their problems
and to help them work out methods of approaching their family
and friends 2 to evolve adjustment techniques pertinent to a
A
homo
homogeneous
aeneous
and
combination of group
horo
structured environment
homoaeneous
was
most
on
found
helpful
playing
along
with
dis
discussion
role
cussi
viscussi
discussi
I1
243
try
sociatry
stevens elisabeth psychodrama in the speech clinic Socia
1
58
56
1947
19470
5658
to the extent that speech difficulties are not due to somatic
defects they represent symptoms 0off personality maladjustment
progress
on
therapeutic
techniques
place
limitations
usual verbal
the psycho
because of patients difficulty in communicating tlle
deemphasis
dramatic method because of its de
emphasis of verbal communication has advantages in the treatment of speech defective patients
verbal level
nonverbal
because of their ability to show conflicts on a non
244
1952
meetings
to
better
strauss bert frances
handbook
inake
make
ways
ludy
s
a
number
to
of
lude
inc
includes
this delightful
explaying
meaningful
dynamic
more
and
is
role
meetings
a
dynamics
general
group
outline
with
context
of
the
plained
ined
in
pla
pia
ons
app
and
applications
locations
approach
lications
limitations
licati
of the
245
parents
of emotionally disturbed children
treating
strean
review
psychoanalytic
Psycho
psychoanal
psychoanalysis
anal
anai ysis and pszchoanal
Role playing
tic
through roleplaying
Z
way
new ways
&
H
1960
S
XLVII
1
role playing
7
667
76
677
may be
used with the severely disturbed parent
bphl-
174
has strong resistance to change limited ego functions and
whose psychic balance depend on a pathological parent chila
child
relationship through role playing the therapist provides the
parent patient with a new symbolic parent to be introjected as
a corrective emotional experience
the role played by the
who
therapist is influenced by his evaluation of the parents childhood experiences with his own parents
246
group
groys
psychodrama
aspects
groy2
the behavioristic
of
Psych
64
1965 XVIII 50
psychothe
psychotherapy
othe
5064
sturm
stu
sturn
m recognizes the differences in the philosophical basis
and goals between the psychodrama and psycho
psychodramatic
dramatic group
psychotherapy system and the learning theory and behavior therapy
system
in an attempt to combine the methods sturm describes
psychodramatic
dramatic techniques from within the behavior
six basic psycho
therapy framework and six prominent behavior therapy techniques
sturm offers
psycho dramatic emphasis
are reviewed from within a psychodramatic
a synthesis of the two systems which he labels behavioristic
psychodrama and hypothesizes that this synthesis will provide
a useful repertoire of behavioral control techniques
sturm
1I
E
0
247
Role
playing as a diagnostic procedure in the
roleplaying
1
1947
50
I 43
try
4350
sociatry
of leaders sochat
sociat
Socia
symonds
P
selection
.0
0
the author analyzes 111 OSS improvisation situations
1
oss
seven
personal criticism
types
they fall into
2
a
partnerworker
interpersonal
etc
conflict
criticizes
lagiarism etc
ship dissolution etc 3 moral issues
5
4 interviews
rejection situations
iring situations etc
6
proboyalty
interpersonal
blackballing
etc
conflict
blackballin
reporting mutiny these
lems etc 7 authority problems
be
can
used for the evaluation of
playing
situations
role
problems
such
people
handle
since
different
personality
differently
248
journal
knowledge
the
of
increasing
methods
of
J
taylor
13
16
1953
VII
1316
american society of training directors
p
s
knowledge
u
e
s
p
s
increasing
g
ee
purposes
n
n
1
a
1
0
ahr
has
r
three
training
thr
tr
increasing skills and improving attitudes there are four
ways of increasing knowledge
telling showing illustrating
A
dozen ways of increasing knowledge are listed
and doing
ang
including
includ
lng role playing defined simply
reading lectures etc include
learning
the
utilizing
method
brought
to
study
case
as the
life
from
penalty
permits
protected
playing
by doing principle
role
new
understandexperimentation
running
creates
practice pilot
weapons
in
potent
most
one
and
the
of
ing and convincingly
is
the training directors arsenal
11
a
249
175
spontaneity training at the dorra institute
group
egypt
alexandria
1956 IX 164
psychotherapy
167
psychothera
psych othera
164167
tawadros designed an experiment which attempted to explore
marons
dlo
morons
the hypothesis that dio
nio
rons can be stimulated to react
niorons
intelligently to social situations through the use of the
psycho dramatic and spontaneity training methods
psychodramatic
spontaneity
training was initially used for
fol the following purposes
foi
1
analysis of ever day life situations 2 familiarizing
children with the roles of state officials and various trades
and professions in the community 3 generally promoting the
childrens creative abilities the children acted out such
scenes as a street accident between a bicycle and automobile
choosing their roles and eventually exchanging roles tawadros
concludes that the results support Sar
barbins
bins position as to the
sarbins
binded
value of spontaneity training for feebie
iinded children and
feeble minded
the author further suggests the psychodrama would be beneficial
to these children in re enacting family situation scenes
psychodrama also was found to ble
tle a valuable diagnostic tool
tie
be
with feeble minded children
tawadros
S
M
H
i
250
dynamics of groups
at work chicago the
thelen herbert
theien
press
1934
7134 379 ppages
1954
7154
ages
chicago
university of chicago
Ne
human
dynamics
from
above
laboratory
the
of
the
research
scarch
search
university of value to the pastoral group counselor and of
elance of group
revelance
special interest to those concerned with the rev
dynamics for the classroom and social action in tile
tiie
the community
A
0
251
252
try
sociatry
the double situation in psychodrama Socia
socialrl
SociaL
rL
1
1948
446
436446
19480 I 436
A subject is given three dimensional reality when the double
and subject perform the same act thinking and acting in unison
the stimulus comes from the body image of the double and has a
profound effect in producing in the subject the image of a coexisting body and mind when this relationship has been
can
ego
double
playing
the
auxiliary
role
the
established
begin to deviate to stimulate the subject along a different track
zerka
tooman
toeman
W
R
A
&
performance
carp
playing
roleplaying
borg
in Role
tupes
measures
and
personality
situations as related to leadership
XXI
179
165
1958
165179
sociometry
metr
Socio
19580
sociometr
1
are
scores
were
playing
hypothesis
three
role
tested
2
are
to
related
effectiveness
military
to
officer
related
3
and
are related to personality
performance
predictors
other
USAF
200
on
candidates
over
sources rendered by peers based
the
for
non
f
relationships
chance
arst
exist
first
indicate
results
hypothesis but predictions are not efficient significant
and
signifiperformance
versus
tests
other
relationships exist
peer
and
scores
playing
between
role
cant relations exist
E
C
irst
176
personality ratings the authors believe that check lists of
specific behaviors is a superior method of scoring role playing
for evaluation
253
twitchell allen doris the essence of psychodrama
194
therapy 1960 XIII 188
188194
group psycho-
1
psychodrama is a way of life
always
available for
is
it
psycho
use in any situation in any place with any person
dramatic techniques were employed at childrens
children international
summer village whose program brings individuals of varying
nationalities together for close daily living psychodrama is
especially valuable in situations made more difficult by
differences of cultural values
254
tyler
11
II
A
A
case study of roleplaying
Role playing
142
136
136142
role playing
was
first
used in
per
personnel
bonnel
sonnel
1948
XXV
industrial training at the
a
number
method
has
of
this
company
type
american
founders
advantages over other procedures including learning by doing
learning is put to immediate use there is a competition to do
a
and
are
sound
playbacks
recordings
etc
than
others
better
main training tool
the conference leader who uses role playing
has a very difficult task which calls for tact patience and
understanding
waldfogel S & young R A modified psychodrama and
camp
journal
a
of
therapy in treatment
international
297
291
VI
299
291297
291299
1956
Psych
psychotherapy
psychothera
othera oii
oil
psychodrama pro
produced
uced a genuine catharsis and led to some
a
camp
when
technique
as
for
primary
at
used
the
insight
emotionally disturbed children the authors felt that it was
more effective in the camp setting than conventional group
1
were
psychodrama
psychotherapy the apparent reasons
produced less intensive and complicated transference reactions
2
places
acting
by
was
in
out
other
regressive
followed
less
it
3
make
quality
camp
program
believe
of
because
in the
it
its
protected the actors from the anxiety that revelation of disin
therapeutic
in
emotions
situations
other
creates
tressful
group
reducing
be
seemed
in
helpful
psychodrama
to
general
stemming
froin
from
daily
the
fron
diminishing
and
anxieties
tensions
a
problems
developing
in
camp
encountered
living
crises of
pr ograin at this type of camp are discussed
therapeutic program
255
verven N
group
group
256
iveiner
ivainer
weiner
welner
uelner hannah
1959
XII
A
Role playing Rese
archO
research
note on roleplaying
archa
67
68
6768
1
group
grou psycho
psychotherapy
therapy
requesting
a
were
questionnaire
given
couples
married
fifteen
be
to
playing
eight
situations
role
personal data and presenting
177
solved by writing out answers the couples were separated into
three five couple groups and each couple enacted one of the
situations chosen at random participants1
participants performances were
rated by group members the actors mate and an expert nonparticipating observer ratings were compared to the answers
of the written questionnaire to determine how close the
individual couples could accurately predict their behavior
1
257
group
psychodrama
weiner hannah
with
annah treating the alcoholic
49
psychos
psychot
psychotherapy
ra y 1965 XVIII 27
2749
weiner
neiner presents interpretations of results she has obtained
nelner
in treating 300 alcoholics over a four year period through
psychodrama
psychodrama
draina is successful in the treatshe feels psycho
ment of the alcoholic because this methodology demands immersion
11
of the total persons mind personality and body into contact
with reality in a spontaneous action wherein the individual is
in contact with his unconscious developing skills through
ridding himself of himself in practicalness and concreteness
without thinking
think ing but in terms of self
seif forgetfulness and action
the learning process accrues itself to the individual not by
being shown by an authority but by enabling the alcoholic to
19get
get the feel of the spontaneous way of life through adapting
lie
lle
ile
he develops a new
and developing his individual peculiarities
sense of accurate alertness of all the senses perception and
fie
lle
he
actionbecome
action become one independent of a conscious purpose ile
past
growing
develops a spontaneity close to that of the
child
uses of psychodrama in the treatment and management of alcoholism
are discussed
258
inland
group
method
by
the
iveinland
training interviews
weinland J
of the american society 0off training directors 1957
35
40
3540
IVe
lre
ire
D
journal
XT
XI
27
training situation has some advantages over
sm
occurs
without
individual training for interviewers criticism
critico
critici
mencor
rencor the group has a wide attention span and observes closely
are
and
a
freedom
questioning
individuals
greater
of
there is
the group
I1
in the procedure
helped to learn how to speak before groups
used by the writer students are interviewed in pairs in front
interviewing
demonstration
does
a
also
of class the instructor
when special points are to be taken up planned role playing is
used
259
a
sociometrically
metrically
Socio
in
psychodrama
with
children
wells cecilia
XIV
group
163
160
1961
XIVO
160163
psychotherapy
structured setting grouepsychothera20
involving
workshops
ed
seven fifth graders participate
six
in
participated
participat
participants
psychodrama
with
and
adult
sociodrama
role playing
who were the workshop members
the mutually shared benefits
G
10
178
were exciting and rewarding to the children as well as to the
workshop members
this was a truly human adventure in group
dynamics
where people of all ages could be themselves more
freely could inter
relate gain personal insight and see and
interrelate
feel an
anothers point of view
others
260
psychodrama and creative counseling in the
wells cecilia
XV
244
252
elementary school group psychotherapy 1962 UP
244252
psychos
psycho
dramatic
psychodramatic
wells uses psychou
ramatic techniques in handling problems of
elementary school children illustrations are given of using
psychodrama on the spot
for enactment of future roles and
for dealing with day to day and face to face situations insight
seems to follow action and feeling
Psycho dramatic techniques
psychodramatic
provide a heightened awareness of human roles and their
significance for education
261
wilkinson
G
B
&
S
myers J
nyers
11
II
advanced management
when
1954
what good are Role
playing techniques
roleplaying
XIX
24
23
2324
role playing is not accepted
highly
possible that
is
it
the technique was misunderstood and misused the authors applied
this procedure with success in a location where formerly it had
not worked out well they asked one half of the group to identify
with one and the other half to identify with the other person in
two person actions
llad rehearsed the scene and
the players had
purposely made errors the group then discussed these errors
sixteen questions are asked and answered by the authors
262
you
A
so
want
engerg
people
heipP
help
rudolph
mental hygiene
wittenberg
wittengerg
to liel
Witt
press
primer for group leaders new york ass
1947
Ocia
ocla
tion
association
sociation
A
group
croup
no
174 pages
hygiene
7roup
61
riene
ilene
mental Hyp
discipline
the art of
disc
ociation
approach to leader
teader
ip
le ader sship
124 pages
1
&
14014
new
york
press
va
v3
n
association
associa
assoria
1951
mal
way
who
jalcs
same
nal
nai
cs
by
malcs
books
the
the
author
excellent
dynamic
cs theory
dynami
plain for those new to the field of group dynamics
two
I1
263
playing
roleplaying
wolozin H teaching personnel administration by Role
personnel journal 1948 XXVII 107
109
107109
itie
itle
lie
he finds it much more satisfactory
llie au
author
thor reports that ile
the
to teach personnel administration through role playing Ihe
lias
ilas each group
separates class groups into subgroups of six and has
oblein cases
problem
analyze and act out pr
1
I1
264
wyn
journal
bacie
playing
the significance of role
21
24
jan
1952
feb
2124
19520
of
interpretation
as
physical
the
defined
playing
is
role
there is
beila vior in a given situation
bella
belia
a mental pattern of behavior
reason to doubt that whether this procedure has yet been used
jones
1I
179
to its full advantage several types of role playing are
described dramatization of training based on a rehearsed
script for demonstration purposes information giving
spontaneous role playing where students abilities to handle
problems are tested testing
role playing for insight through
postsession
acting in a semistructured situation training
Post session
analysis arc regarded as important groups no larger than 15
are suggested for industrial role playing success depends in
part on the attitudes of the students and the ability of the
instructor to create an air of reality about the situation
265
avyss
myss
wyss
ivyss
dieter die psychotherapeutische behandlung einer
pa
poy
paranoiden
c ot erapeutic
e
psychotherapeutic
schizophrnie
halluzinatorisch ranolda
r
ranoldn schizo2h
lri
irl
iri
parann
nervenarzt
treatment of a hallucinatory
paranoid
arzt
llucinatory barann schizophrenic Nerven
1958
XXIX
249
255
249255
thirty year old patient
had been psychotic for several
years and had been treated with electroshock and insulin shock
after an attempt at regular psychoanalysis the author began
he and his colleagues enacted
treatment by psychodrama
the delusional and hallucinatory persons and experiences of the
A
ie
ity testing the patients
ceal
reality
his real
he attained a better degree of social
patient gradually improving
symptoms were reduced and
adjustment
266
on
group
parolees
yablonsky
preparing
for essential social roles
P
38
40
1955
sych
psychotherapy
VIII
3840
19550
othera
sychothera
E
6a
and
and
mental patients
anxiety
although
parolees
of
althoug the
fear
tie
tle
may be rooted in more complex psychological dynamics it is
necessary that they be prepared to act effectively in key areas
in social life role playing can often cut through the complexity of personality problems and help prepare individuals for
these situations the authors role playing procedure consisted
2
1
and
key
project
steps
roles
of four
situations
select
subject into the situations using role reversal double and
3
seem
followwhich
indicated
techniques
psychodramatic
psycho
dramatic
other
4
use role
on
up subject
his performance in actual situations
playing procedures to have the subject explore other situations
yablonsky offers the
and to reinforce his positive actions
1
following conclusions
there are certain cultural key roles
and situations which are difficult
this is especially true of
2
playing
who
role
been
have
institutionalized
individuals
community
open
remain
the
in
to
can enable the individual
3 acting these various roles gives the subject an opportunity
normal
from
interaction
therapeutic
benefits
to receive
experience
4
to
allows
individuals
playing
role
conditions
and
key
handling
situations
method
roles
of
the correct
L
aa
180
and
267
yost thad
268
zacher A N the use of psychodrama in pastoral therapy group
168
psychotherapy 1961 XIV 164
164168
Psycho
psychodramatic
dramatic insights and techniques have a broad
application in the church role reversal can be used when a
person has an unrealistic view of the clergy role playing
can be used in helping individuals understand themselves better
become more effective in their relations with others and help
them understand at a deeper level the social issues of our
time
the church is a place where people live together hence
psychodrama is valuable in this setting
269
technique for training a necessarily
zander
1
235
1947
Iis 225
dominating leader Socia
225235
try
sociatry
in some situations the leader must be dominating and should
lead without consideration of the desires of those under his
supervision however there are a variety of ways in which a
cooperation
necessarily dominating leader can secure better co
operation of
A
how
given
of
condensed
protocol
is
this type
subordinates
of situation is handled in a training course which meets for
only a few sessions the use of role playing brings up a number
of problems especially when unsympathetic individuals are in a
group
christensen J kit
hit line of counseling theory
outline
practice brigham young university summer session 1966
wee
wet
att
9tt
A
0
F
5
Role
playing
roleplaying
A
J
181
supplementary bibliography
supplimentary
anderson alan robert an experimental evaluation of roleplaying
Role playing in
group counseling
unpublished doctoral dissertation brigham
young
university
1964
blees robert
role playing theory and dynamics introduction to
pial
piai
pla
pia
playing
manual of role playing situations
actual role plai
ying
i
unpublished mimeographed booklet copywrited
copywriter 1965
A
corsini
raymond J Role
playing in psychotherapy
roleplaying
role2laying
roie
company chicago 1966
davies
A
london
trainingj
Trainin
training
nine
industrial Trai
gj
trainine
tegla
management
dunn
1956
aldine publishing
personnel
of
institute
effectiveness of the latter day
saint institutes of religion unpublished doctoral
dissertation university of southern california 1959
paul
an evaluation of the
H
glenn john james A study of guidance opportunities and practices in
the seminary system of the church of jesus christ of latter
young
brigham
day saints
unpublished masters thesis
university
green john
1956
isociodrama
sociodrama in a church
R
setting
group
gron
Grom psychotherapy
grompsychotherapy
XIV
1961
19619
objectives and functions of the latter day
saints institutes of religion unpublished doctoral
1966
university
southern
of
california
dissertation
higbee joseph marvin
hobbs
monson
group
guidance
experimental study of selected
charles
techniques in the seminary classroom unpublished masters
young
1958
19s8
brigham
university
thesis
R
AN
group
guidance teaching
comparative study of the
method and the traditional teaching method in the seminary
young
brigham
university
system
unpublished masters thesis
garth
P
A
1960
not
available
of
relevant
articles
bibliography
this
at the formulation of the literature review chart included in this thesis
was added because
182
moreno
4orenov
J
postsdam
dam
Thea
1923
greif
das stegreif
keipenhever
Ste
Posts
theatre
reif
tres
stereff
stereif
tref
R
raymond
from
abing in puc
aying
psychotherapy
pyc
J Role
taken
roleplaying
corsini
thera
roie playing
relf
L
op
cit
gardner
murphey
group psychotherapy
svit
group psychotherapy
psychotherap
V
1964
19643
XVIT
XVII
oss
OSS assessment
staff
company
assessment of
men
new york
reinhart
and
1943
194.
194
great
pearl
price published by the corporate body of
of
the
the church of jesus christ of latter day saints 1951
1I
I1
simoneit
M
1933
lottenberg
wehr Psych
psycholojgie
charlottenberg
olo ie Char
psycholo
ik
ta
taken from corsini
sini raymond J
Psych
psychothe
psychotherapy
othe
smith joseph
jr
company
Com nany
whitehead
1959
cit
documentary history of the church
lake
la city
salt take
I1
deseret
book
59
1959
journal
XXITI
XXIII
discourses
of
discourse
jolirnal
taylor john
A
op
T
bernard and graefe
Role
roleplaying
nole
noie playing
layl ng in
roi
rol
N
the aims of education
new
york
company
macmillan
XES
APPEND
appendixes
11
APPENDIX
A P P E N D
11
X
A
evaluation
OF
AN
TAKEN FROM PAUL H DUNN
DAY SAINT
THE
OF THE LATTER
LATTERDAY
OF RELIGION p
114
113
113114
effectiveness
institutes
APPENDIX A
personal
skills
included within the personal
were several functions of primary
following
and
C
skills parenthetical
secular emphasis
refer
numbers
16
to
these included the
items in sections
of the questionnaire as exhibited in appendix
1
evaluating reading material
2
artistic
3
clear
4
scholarly research
5
effective communications
6
creative or expressive activity
7
interpersonal activity
8
community
9
wise occupational decisions
and
and
service
personal appreciations
B
A
1
aesthetic activities
logical thinking
skills category
4
9
11
13
14
15
20
34
grouped within the personal appreciation
category were a variety of appreciations which were primarily secular
in emphasis
1
understanding of other languages
2
knowledge of
other
3
knowledge of
social sciences
4
knowledge of physical sciences
5
knowledge of varied occupations and professions
6
knowledgeof
knowledge
of ones cultural heritage
10
7
understanding of the world around us
12
people and
2
cultures
3
5
6
7
basic aspects of world orientation
8
knowledge of
9
knowledge of sound
10
knowledge
courtship behavior
18
of wholesome family requirements
19
16
IX
APPENDIX
APPEND
B
objectives
TAKEN FROM JOSEPH MARVIN HIGBEE
AND FUNCTIONS OF THE LATTERDAY
LATTER DAY SAINTS
OF RELIGION p 184
187
184187
institutes
ca-
APPENDIX
B
the objectives written by the faculty respondent groups were categorized into seven distinct areas table 24 shows the number of times
each of the respondent groups included an objective in their list which
fell into one of the categories the category to receive the greatest
number of objectives is religious education
the one receiving the least
was counseling
the remainder of this section of the chapter is given
to presenting the seven categories and examples of each one
1
religious education
nearly every list of objectives contained at least one objective
that indicated a major purpose of the latter day saint institutes of
religion was to teach religion to college students on a college level
some examples of this concern are as follows
to provide opportunity for acquisition of increased knowledge
and appreciation of the scriptures
ncient and modern and
an
and
present
studen
to
relationship
the
students
life
their vital
challenges
the institutes are primarily a teaching institution of the
church their first objective therefore should be the dis1
mormon
knowledge
semination of
doctrine and history
2
history and
within the context of christian history
3
judeo
fudeo
christian and
christian tradition
doctrine of the
mormon ethics and 4 history and doctrine of non christian
religions
to encourage gospel scholarship
hurch
to give students an opportunity to learn the gospel
history and the scriptures they must study this as academically
no
as they would physics
other place in the church is provided
you
you
know
don
what
love
cannot
study
kind
of
dont
for this
most of the responses in this area were oriented to latter day
two
by
as
these
stateindicated
frame
of
reference
is
saints
ments
to correlate the learning the college student is exposed
to in a latter day saints frame of reference the institute
humanities
a
in
the
broad
education
must
have
liberal
teacher
so that he can recognize the truth and fiction the college
a
frame
of
and
find
help
exposed
the
student
to
student is
h-
reference for that truth in the
we are not afraid of truth
latter
day
saints setting
to broaden and increase the depth of understanding of
each student in the basic principles of the gospel
2
testimony
the category which was second in number of written objectives was
testimony the latter day saints concept of a testimony is very important
to members of the church therefore it plays a significant role in any
A
tp
teaching
or
testimony of
religious
of the aching
institutions of the church
the gospel or any facet thereof is considered to be a sure knowledge
received by revelation from the holy ghost it is certainty of belief
doubt is dismissed
faith becomes the ruling power in light of this
concept it is easily Mider
stood why testimony was preceded only by
understood
ulder
religious education teaching and learning is a prerequisite to receiving
a testimony of the divinity of some part or the total of the gospel of
jesus christ examples of objectives written in this area are as follows
to
instill
or fortify faith in god and christ
among
those present
to help students understand and appreciate the reality of jesus
message
and his mission
christ
is
build sound testimonies based upon the best available information
grow
and
make
academically
consistently
to
possible
will
that
it
towards total integration of all truth
to help each student have a religious experience at this important time in life that will help him realize that jesus is the christ
god
son
and
of
the literal
the savior of the world
0
to convince the student that the church of jesus christ of latter
day saints is the purveyor of the gospel of jesus christ divinely
restored
whom
was
through
prophet
smith
the
joseph
the
to affirm that
was
jesus
and
achieved
gospel
that
of
of
the
christ
restoration
the leadership of the church does and has sustained that divine
god
whom
men
today
speaks
through
agent
to
and
the
calling
is
to assist students to know there is a living prophet today and
to assist students in understanding the role of the living prophet
3
personal living
the category with the third highest number of objectives is in the
area of assisting students to develop guidelines for personal living
to help the student build a framework of reference and conviction
which will keep him steady in times of intellectual spiritual and
social need and give him the necessary foundation upon which hee can
build a full life both here and hereafter
to teach students how to thinka
think reason and then apply the results
thinks
of these processes into their own lives for happiness
to become useful people in the wider sense as good citizens of
the community and nation and to accept responsibilities for its
betterment
help them adjust to the problems of everyday living
need to teach our students how to be more objective
how to free themselves of bias opinions and prejudices
we
ige
ile
lle
it
and
that most of the wirtten
birtten objectives in this cateoriented toward latter day saint living as is illustrated
was found
gory were
in the following
to help them achieve success in live through learning and living the
gospel principles
believe the fundamental objective of the institute program is
to help each individual achieve eternal life
1I
and
help students relate the gospel to their problems needs
desires
interests
interestsR
to help them adjust to the society in which they live without
sacrificing any of their principles
the joy that comes from living the gospel
them desire the latter day saints way of life above any
to excite
and make
other
4
them with
social
an important part of any students college life is the social experupon
build
and
of
faculty
needs
the
he
has
the
institutes
iences which
with
which
specifically
objectives
by
including
dealt
need
several
this
the social aspect of college
life
within the institute environment
some
te-
to help students
in various ways in order that they
might use this new knowledge in rendering effective service
to the church a as a missionary b as a ward le
a u er
leader
d as a student leader
c as a teacher
6
j
grow
family
and
arcla
arcia
courtship marriage
arria se
life
M
4
the latter day saints concept of life has its center in the family
therefore great emphasis is given to proper preparation for marriage
and family life
the latter day saints institutes of religion have become
in part social centers in which latter day saints college youth associate
in light of this faculty members have indicated that one of the institutes
major objectives is to provide proper training association and atmosphere
great emphasis is also placed
which contribute to a successful marriage
upon marriage within a latter day saints temple for it is here that marriage
solemnizer by one having authority for time and for all eternity
is solemnized
some representative examples of the faculty written objectives in this
category are as follows
J
also need to do something to help students to appreciate the
help them
beauties as well as the challenges of marriages
o
understand the
t e purpose of the temple and to prepare themselves as
be
and
day
mates
parents
to
effective
saints
latter
we
to create a desire within them to be married in the temple of
god and give them the knowledge and equip them to be able to live
a celestial marriage
to help students prepare for marriage and prepare to enter the
temple
to provide instruction that will lead to proper courtship temple
marriages and proper family living
to provide a setting in which each student may learn to appreciate
and
family
concept of temple marriage
ei
relationships
ternai
ternal
the conept
ternal
community
are
and
appreciations
family
church
these
in
his role
to come from effective classwork and wholesome social setting and
environment
7
counseling
one of mans fundamental needs is to be able to confide in someone
amajor
a
major
members
najor objective
minds
faculty
amabor
is
of
this
in the
he respects
some
as
are
objectives
examples
faculty
program
of
of the institute
follows
representative examples of the objectives included in this category are
as follows
the institutes should think of themselves as centers of activity
social recreational etc for latter day saints students and their
come
can
where
they
group
together
friends
in
friend
activities under
friendst
st
day
saints sponsorship and standards
latter
to provide a wholesome environment for the interaction of persomay
they
mature in the social graces of life with pronalities
ali ties that
per friends and companions
to provide social experiences which will assist students in gaining
confidence in themselves and which will result in the development
of character
certainly an important objective is the bringing together of latter
day saints youth to associate with one another
this social objective
is very important especially in communities which are essentially
non mormon
to provide a social outlet where college students can meet other
people of their age and interests and where social functions and
relationships can be maintained on a high moral level
5
church service
the church of jesus christ of latter day saints is considered a lay
none of the local leaders are paid for their services
church
rather
they are expected to donate time talents and money inasmuch as those
engaged in church service are not trained specifically for that work
certain of the programs have been given or have assumed the responsibility
to inspire and train the members for effective church service the faculty
members of the institutes of religion feel that one of their objectives
is to assist in training people for church service the following are
examples
to imbue them with christs concept that real joy comes from
serving others and that he that loses his life shall find it
to develop within each latter day saints college student
desire and love for service to the master and his church
to better train and prepare students for
work
missionary
and
service
to prepare young
men
more
a
effective church
as missionaries to the world
p-
provide latter day saints college students with the opportunity
of gaining insight into their personal problems and their possible
solutions by counseling with mature competent instructors
provide a source of position influence in counseling consultation etc that will contribute to the students efforts to solve
his personal problems during his college experiences
ersonal
social religious etc
to provide them with opportunities to discuss their problems with
trained counselors who have the same frame of reference and an latter
day
saint background
to provide a counseling service and to help the individual help
himself to resolve personal problems
to help students understand the true meaning and purpose of life
then regarding their problems in college
by counseling withthem
with them
A STUDY OF
literature
ON ROLE PLAYING
WITH POSSIBLE
THE
applications
LDS institutes
an
OF RELIGION
abstract of
A
thesis
presented to the
department of graduate studies in religious instruction
brigham young
in
university
partial fulfillment
of the requirements for the degree
master of religious education
by
victor
vernon woolf
may
1968
an
A STUDY OF
abstract of
literature
ture available
on
ON ROLE PLAYING
LDS institutes
the purpose of this study
thesis
application
WITH POSSIBLE
THE
a
OF RELIGION
literathe object of illustrating
was
role
tole playing with
toie
to survey the recent
this particular teaching technique might
how
TO
be applied to help
the institute instructors of the church of jesus christ of
bettor reach their stated objectives
saints better
day
lay
on
the effectiveness of the LDS
greater emphasis
studies
several studies
tintes
a
showed
need for
Ins
institutes
action oriented teaching techniques
on
latter
sug
improvements
suggested
gested
surgested
in the areas of
suR
effective
these
com-
muni
munication
cation
creative or expressive activity
activity
was
study
delimited to the role playing technique
this
and
interpersonal
in order that a comprehensive and in depth contribution could be
made
literature
annotated and classified
an extensive survey of
each
article
was
review chart
the
first
read and
the chart
was
on
role playing
on a
was made
literature
constructed with twelve categories
five of these categories classified each article
on
role
playing for the convenience of the religious educator into the
following areas
1
I
religious orientation
a
which
to
playing
in
related
studies
role
most
directly
1
11II
studies which related
2
gave
which
role playing to group teaching theory 111
studies
III
cli
tii
examples of role playing and show
settings
studies
IV
its applications to various
specialized uses of role playing and
of the LDS
US
institutes
2
testimony
5
church service
7
counseling
6
and were
studies which evaluate
classified as follows
personal living
3
4
religious
social living
criteria established
each category was explained and
each writing and a
1
courtship marriage and family life and
these categories were used to classify
for consistent classification
was
V
the last seven categories were the seven objectives
role playing
education
or therapeutically
on more advanced
brief statistical
summary
of weight of literature
included
the history philosophy
discussed from the industrial psychological
point as found in the
were
playing
role
and concepts of
literature
and
some dynamic
religious view-
contributions were
claimed in industry where leadership training courses have adapted
managers
an
training
as
technique
for
effective
role playing
in
had
where
playing
and
psychiatry
psychology
role
of
the fields
its
conception
the developments of sociodrama and psychodrama are
used by every type of
butions
made by
therapist because of the constructive contri-
these techniques to personal adjustment
in the
only
been
applied
has
playing
education role
roie
field of religious edticatlont
recently but has
the literature
shown some
remarkable and promising successes
showed a lack of
valid experimentation or reliable
3
measurements of effectiveness under cent
controlled
rolled conditions
other difficulty indicated in the literature
was
one
the lack of
adequately trained personnel to handle role playing effectively
greater emphasis
A
a
on measurement and
major contribution of
suggested
training are sup
sur gested
was
study
the inclusion of
this
detailed practical chapter showing the applications of the role
setting
playing technique in the religious educational setti
nR
for creativity and spontaneity
was
role playing
saint point of view
discussed from a
was
the need
latter
day
step by
presented in a stenby
step sequence showing the details of the dynamics involved in
successfully structured role playing situations
were presented which
LDS institutes
sample
roles
related directly to each objective of the
recommendations were made for more study in
institutes
developed illustrating the
the development of structured roles for the LDS
it
was
suggested that a handbook be
role playing technique
be
set
up
technique
and
that regular courses of instruction
for institute instructors for training in this specific
4
vernon
a
by
woolf is accepted
of
thesis
this abstract
victor
in
its
present form by the department of graduate studies of re-
ligious instruction
young
brigham
of the
university as satisfying
the thesis requirements for the degree of master of religious
education
date
U
S
COWITTEE
THESIS COMITTEE
aft
lft
rm
lnuirman
sf
M
meiftder
err
vicory
visory
wvisor
2
co
e
committee
w6la
wala
advisory committee
ra
jor
department
chairman major
ior
bior