The four-phase CBN Psychodrama Model: A manualized approach for practice and research

Azoulay, Bracha; Orkibi, Hod

doi:10.1016/j.aip.2014.12.012

Cited by 35 publications

(24 citation statements)

References 19 publications

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“…Also, the fact that therapists had a different status (one experienced and two interns) may have affected the quality of care provided, although our analysis accounted for therapist variance. Finally, future studies could compare the effect of manualized (e.g., Azoulay & Orkibi, ) versus non‐manualized PD group therapy that share the same goals, such as enhancing students' self‐control and social skills.…”

Section: Discussionmentioning

confidence: 99%

“…PD offers adolescents a “fail‐safe” reality of play‐and‐pretend, where they can engage in a playful and spontaneous exploration of different behaviours and ways of coping with problems without risking the real‐life consequences. This may include the expression and exploration of feelings and thoughts, the honing of personal and social skills, practicing adaptive behaviours, rehearsal for upcoming events, and others (e.g., Azoulay & Orkibi, ; Cossa, ). When delivered in a group format, PD meets adolescents' psychosocial need for socialization with peers, which is a key to adolescent identity formation.…”

Section: Introductionmentioning

confidence: 99%

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In‐session behaviours and adolescents' self‐concept and loneliness: A psychodrama process–outcome study

Orkibi

Azoulay

Snir

et al. 2017

Clin Psychology and Psychoth

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As adolescents spend many hours a day in school, it is crucial to examine the ways in which therapeutic practices in schools promote their well-being. This longitudinal pilot study examined the contribution of school-based psychodrama group therapy to the self-concept dimensions and perceived loneliness of 40 Israeli adolescents (aged 13-16, 60% boys) in public middle schools. From a process-outcome perspective, we also examined the understudied trajectory of adolescents' in-session behaviours (process variables) and its associations with changes in their self-concepts and loneliness (outcome variables). Psychodrama participants reported increases in global, social, and behavioural self-concepts and a decrease in loneliness compared to the control group. In-session productive behaviours increased and resistance decreased throughout the therapy, but varied process-outcome relationships were found. The study suggests that conducting further research into the process-outcome relationships in psychodrama group therapy is warranted to pinpoint specific mechanisms of change. Suggestions for future studies are provided.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

In‐session behaviours and adolescents' self‐concept and loneliness: A psychodrama process–outcome study

Orkibi

Azoulay

Snir

et al. 2017

Clin Psychology and Psychoth

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“…Cognitive CA refers to generating personally new and potentially effective ideas, perspectives, and thoughts; behavioral CA refers to executing personally new and potentially effective behaviors and actions; and emotional CA refers to generating personally new and potentially effective emotional reactions. Altogether, as in cognitive–behavioral therapy ( Beck, 2011 ; Azoulay and Orkibi, 2015 ), these three dimensions are theorized to be interrelated and malleable and are therefore pertinent not only to theory and research but also for practice, as suggested in section “General Discussion.”…”

Section: Creative Adaptabilitymentioning

confidence: 99%

Creative Adaptability: Conceptual Framework, Measurement, and Outcomes in Times of Crisis

Orkibi

2021

Front. Psychol.

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This article presents the framework and explores the measurement, correlates, and outcomes of creative adaptability (CA), proposed here as the cognitive–behavioral-emotional ability to respond creatively and adaptively to stressful situations. Data collection was in April 2020, during the peak of the outbreak of the Coronavirus pandemic (COVID-19) in Israel. In Study 1, a sample of 310 adults completed the newly developed CA scale, as well as spontaneity, openness to experience, creative self-efficacy, and well-being measurements. The results of exploratory and confirmatory factor analyses corroborated the 9-item CA scale’s theorized underlying construct. The scale’s validity and reliability were also supported. Exploratory analyses suggested that the association between CA and well-being was mediated by creative self-efficacy and that CA may buffer the impact of individuals’ concern about Coronavirus on their well-being. In Study 2, short-term longitudinal data based on a sample of 71 students suggested that CA may predict lower psychological stress over time. Support for the CA scale’s internal consistency reliability was obtained and its test–retest reliability was established. Overall, the results shed light on this new construct as a potential protective factor. Implications for theory, research, and practice are discussed.

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“…It involves the representation of subjective experiences using dramatic techniques, where the participants are encouraged to develop their spontaneity and creativity in order to solve, in a new way, a situation from which suffering arises (Moreno, 1953 ). In order to improve self-awareness, personal empowerment and positive relationships in young people psychodrama techniques have been used in school settings as well (Azoulay and Orkibi, 2015 ). Managing contemporary issues of death, dying and associated death anxiety is hampered by the lack of adequate dialogue on death and dying between mature grownups and developing adolescents.…”

Section: Introductionmentioning

confidence: 99%

Psychodrama and Moviemaking in a Death Education Course to Work Through a Case of Suicide Among High School Students in Italy

et al. 2018

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This study describes the psychological effects of an experience of death education (DE) used to explore a case of suicide in an Italian high school. DE activities included philosophical and religious perspectives of the relationships between death and the meaning of life, a visit to a local hospice, and psychodrama activities, which culminated in the production of short movies. The intervention involved 268 high school students (138 in the experimental group). Pre-test and post-test measures assessed ontological representations of death, death anxiety, alexithymia, and meaning in life. Results confirmed that, in the experimental group, death anxiety was significantly reduced as much as the representation of death as annihilation and alexithymia, while a sense of spirituality and the meaning of life were more enhanced, compared to the No DE group. These improvements in the positive meaning of life and the reduction of anxiety confirmed that it is possible to manage trauma and grief at school with death education interventions that include religious discussion, psychodrama and movie making activities.

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The four-phase CBN Psychodrama Model: A manualized approach for practice and research

Cited by 35 publications

References 19 publications

In‐session behaviours and adolescents' self‐concept and loneliness: A psychodrama process–outcome study

In‐session behaviours and adolescents' self‐concept and loneliness: A psychodrama process–outcome study

Creative Adaptability: Conceptual Framework, Measurement, and Outcomes in Times of Crisis

Psychodrama and Moviemaking in a Death Education Course to Work Through a Case of Suicide Among High School Students in Italy

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