The effects of sociodramatic goal-oriented role play and non-goal-oriented role play on locus of control

Swink, David F.; Buchanan, Dale Richard

doi:10.1002/1097-4679(198409)40:5<1178::aid-jclp2270400509>3.0.co;2-g

Cited by 5 publications

(2 citation statements)

References 26 publications

(17 reference statements)

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“…The findings also suggest indirectly that children's beliefs about the contingency and controllability of their problems might be made a focus of the therapeutic process. Indeed, some researchers are already exploring the modifiability of control beliefs during child therapy (Omizo & Cubberly, 1984; Porter & Omizo, 1984; Swink & Buchanan, 1984). The present research suggests that such modification, if properly targeted, might set the stage for significant therapeutic gains.…”

Section: Discussionmentioning

confidence: 99%

Contingency and control beliefs as predictors of psychotherapy outcomes among children and adolescents.

Weisz¹

1986

Journal of Consulting and Clinical Psychology

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Recent developments in the study of perceived control suggest that control-related beliefs may predict problem-solving behavior in psychotherapy if two conditions are met. First, distinction must be made among beliefs about outcome contingency, personal competence, and control (denned as the capacity to cause intended outcomes). Second, beliefs must be assessed for the specific behavioral domain that is the object of prediction (rather than global locus of control). This notion was tested among 8-17-year-olds referred for outpatient therapy. At the outset, children answered probes assessing contingency, competence, and control beliefs about solving problems at home and at school. At the outset and again 6 months later when therapy had ended, parents reported the children's problems at home and at school, using the Child Behavior Checklist. Perceived contingency and perceived control accounted for 29% of the variance in total problem reduction, indicating that the two beliefs were related to problem solving during therapy. This suggests that the effects of child psychotherapy may be enhanced by targeting children's contingency and control beliefs for intervention. Control-related beliefs can mediate goal-directed action. Several theoretical models suggest that efforts to achieve a goal depend partly on the perceived controllability of that goal (e.g.,

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Section: Discussionmentioning

confidence: 99%

Contingency and control beliefs as predictors of psychotherapy outcomes among children and adolescents.

Weisz¹

1986

Journal of Consulting and Clinical Psychology

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“…Practitioners and theorists alike have suggested that role playing produces numerous benefits. It has been argued, for example, that role-based simulations promote classroom interaction and motivation (e.g., van der Meulen Rodgers, 1996), produce a more internal locus of control and sense of mastery (McClure, Chinsky, & Larcen, 1978; Swink & Buchanan, 1984), allow discovery of the strengths, weaknesses, and consequences of certain behaviors or attitudes (Galbraith & Zelenak, 1991), and provide a means for exploring divergent points of view (Galbraith & Zelenak, 1991). It has also been hypothesized that role playing might increase empathy and altruism (Iannotti, 1978; Staub, 1971), perspective taking (Chalmers & Townsend, 1990), and moral reasoning (Krogh, 1985) and enhance cognitive skills such as pattern recognition, decision making, creative thinking, and problem solving (Ellington, Gordon, & Fowlie, 1998; Randel, Morris, Wetzel, & Whitehill, 1992).…”

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confidence: 99%

All the world’s a stage? Consequences of a role-playing pedagogy on psychological factors and writing and rhetorical skill in college undergraduates.

Stroessner

Beckerman

Whittaker

2009

Journal of Educational Psychology

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Reacting to the Past is a pedagogy involving collaborative role playing in history-based games over a semester. This article presents results from a systematic assessment of this novel pedagogy conducted in 3 phases following student focus group interviews. Interviews indicated that the method was generally popular compared with traditional pedagogies, although several concerns about the course were raised. Quasi-experimental procedures were then used to examine consequences of the pedagogy on psychosocial variables and skill development at both the host (Phase 1) and affiliated (Phase 2) institutions. In both phases, students in Reacting to the Past showed elevated self-esteem and empathy, a more external locus of control, and greater endorsement of the belief that human characteristics are malleable compared with controls. Rhetorical skills were enhanced, but writing skills were unaffected. Phase 3 investigated individual differences in predicting course enjoyment and performance. Although individual differences correlated with enjoyment of the pedagogy, they were generally unrelated to grades received. These findings suggest that this role-playing pedagogy adds diversity to student experience while producing some beneficial psychological consequences and improvement in academic skills.

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The therapeutic stage encounters the virtual world

Imholz¹

2008

Thinking Skills and Creativity

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The effects of sociodramatic goal-oriented role play and non-goal-oriented role play on locus of control

Cited by 5 publications

References 26 publications

Contingency and control beliefs as predictors of psychotherapy outcomes among children and adolescents.

Contingency and control beliefs as predictors of psychotherapy outcomes among children and adolescents.

All the world’s a stage? Consequences of a role-playing pedagogy on psychological factors and writing and rhetorical skill in college undergraduates.

The therapeutic stage encounters the virtual world

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