Sociodrama and Role-Play: Theories and Interventions

Abstract

This article presents the sociodramatic method developed by Jacob Levy Moreno (origin, definitions, unfolding, characteristics, modalities, objectives), differentiating it from psychodrama, as well as presents the role-play, in sociopsychodramatic practice, especially for socioeducational purpose. It illustrates the application of these modalities with brief accounts of the author’s experience with groups in sociodramatic acts and processes. It reports an institutional experience with retired elderly citizens, held for six months, using as initiators, tales for adults that bring archetype themes common to this age group; another experience with several thematic workshops, focused on the development of female roles, using the technique of the living museum; finally, an experience of supervision with graduation students, held during two university terms.

Effects of a Sociodrama-based Communication Enhancement Program on Mothers of Children with Neurodevelopmental Disorders: A Pilot Study

“…The SCEP was found to be effective in improving the parenting competence of parents of children with neurodevelopmental disorders. This was because the SCEP was based on sociodrama, which is known to alleviate parenting burden by facilitating the learning of roles and behaviors [25]. This is consistent with the results of a previous study that reported a significant increase in parenting self-efficacy after a sociodrama intervention for the mothers of adolescents receiving special needs education [28].…”

“…Alongside research on sociodrama interventions for families in vulnerable situations [22], this method is used as an intervention in other scenarios, for example, as a teaching method to enhance the communication skills of healthcare personnel, including oncologists [23], those caring for terminal patients and intensive care unit doctors [24]. Sociodrama can facilitate the learning of roles, ideas, concepts, and behaviors through socioeducational experiences [25]. In the field of nursing, sociodrama has been applied in two ways.…”

“…In addition, it has been implemented as a therapeutic method [28,29]. These methods are in line with two types of sociodrama: one for educational purposes in a learning group and one for therapeutic purposes in a client group [25]. The sociodramatist should understand the psychological and pedagogical context when working with individuals [25]; in this regard, a nurse can be the right person to conduct sociodrama as a psycho-pedagogical method in nursing education or as a therapeutic method in clinical settings.…”

“…Comprehensively examining the results of previous studies, parentechild communication can affect the parenting burden and parent-training program's effectiveness [19,21]. In addition, sociodrama is known to alleviate the parenting burden and improve parentechild communication as well as parenting competence by facilitating the learning of roles and behaviors [25,28]. Thus, to mitigate the parenting burden and enhance communication skills and parenting competence among parents of children with neurodevelopmental disorders, there is a need to develop and implement sociodrama-based intervention programs that are tailored to the difficulties experienced by this group, including elements of their personal situations.…”

Proyek Film Sejarah Smansara: Praktik Sosiodrama Untuk Mengembangkan Karakter Profil Pelajar Pancasila Peserta Didik Sma Negeri 1 Jepara

“…Sosiodrama merupakan metode pembelajaran yang mengajak peserta didik agar menerapkan perilaku dalam kondisi sosial budaya masyarakat tertentu (Nengtias dkk, 2022). Pembelajaran yang menerapkan metode sosiodrama bertujuan untuk menumbuhkan rasa ingin tahu, berpikir kritis, kemampuan memecahkan masalah, serta menghargai perasaan orang lain berdasarkan peran yang dihayati (Ramalho, 2020). Dalam hal ini, metode sosiodrama merupakan salah satu alternatif pembelajaran sejarah karena peserta didik dapat memeragakan suatu peristiwa sejarah dan memaknainya secara utuh.…”