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Results for “PSYCHODRAMA”

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At least 325 records · Page 18Linked to original sources
PubMed1987

Measuring children's retention of skills to resist stranger abduction: use of the simulation technique.

This paper describes an evaluation which builds upon an earlier project to measure actual behavioral change in the form of reduction of vulnerability to abduction and abuse by strangers; change attributable to participation in a primary prevention program. Simulations, life-like scenarios previously described, were used to address three key questions: Did children who had demonstrated mastery of prevention skills acquired six months earlier retain those skills? Would reteaching the prevention program result in mastery for those children who failed to demonstrate required skills after the first presentation of the prevention program? Could the experimental group results of the first project be repeated with the previous control group? Several findings validated the earlier work and enhanced the understanding of what can be accomplished through prevention programing. Thirty of the original 44 children who participated six months earlier were again available to take part in the final simulation. Of those, all of the previous experimental group children who had performed successfully when participating in the simulation upon completion of the first project were again successful six months later in resisting the invitation of a stranger to leave their school. Each of the previous control group children were successful in the final simulation after participation in the program. But reteaching of the prevention program was successful for just two of the four children who had earlier failed following participation in the program. These findings document the immediate and continued benefits which may accrue from experientially based prevention programing and suggest an important research agenda to facilitate the further evolution of prevention programing and evaluation.

Child↗
PubMed1990

The Moot Court in teaching bioethics.

The first part of this paper describes the nature of a Moot Court (or Mock Trial) and how it has been used in recent years as a teaching method for students in medicine and nursing at the Memorial University of Newfoundland. A whole day is spent in the enactment of an imaginary court case in which issues in bioethics are raised. Civil and criminal cases are used in alternate years. A considerable degree of realism is maintained except for the occasions when the presiding judge needs to make comments to the students in order to explain what is going on. The realism is helped by the fact that the roles of judge and of legal counsel are played by members of the judiciary and lawyers from the Newfoundland bar. In the second part of the paper there is a discussion of the principal issue that arose in the 1988 Moot Court, namely informed consent. In the third part the secondary legal and moral issues that arose are described and in the fourth part there is a discussion of the interface between law and morality that is illustrated by the issues that came up in the Moot Court.

Bioethics↗
PubMed1992

Defining experiential learning: nurse tutors' perceptions.

Experiential learning and experiential learning methods have been widely discussed in the nursing education literature. This paper offers some of the findings from a study into nurse tutors' and student nurses' perceptions of experiential learning. In the part of the study described here, 12 nurse tutors were interviewed in depth about the way that they defined experiential learning and experiential learning methods. In this paper, those definitions are compared and contrasted with definitions in the literature and implications for nurse education are identified.

Humans↗
PubMed1993

Family theatre: an interdisciplinary strategy for teaching family assessment.

RN students in a 2-year post-diploma programme undertake the integration of the concept of family as client, and the relationship between chronic illness and the work of families. The authors present a collaborative, interdisciplinary strategy to teach family assessment, which combines the resources and talents of nurses and drama students.

Education, Nursing, Baccalaureate↗
PubMed1994

Sculpting with people--an educational experience.

This paper explores the technique known as 'sculpting' and examines its application to the education of nurses. It identifies the therapeutic origins of sculpting, the processes and techniques involved and other requirements necessary for its application to nurse education. The experiences of both facilitator and participant are also described. It is argued that experiential learning methods in many cases continue to be met with anxiety and distrust often being carried out by facilitators who lack the skill and expertise to provide for the psychological safety of participants. The neglect or improper use of experiential learning methods denies students a valuable 'educational experience'.

Education, Nursing↗
PubMed1967

The neuroses.

Explore the source record for details and available documents.

Adolescent↗
PubMed2006

Lights, camera, education! The potentials of forum theatre in a learning disability nursing program.

Learning disability nurse education, with a current emphasis on inclusive practice and a history of listening to the person with the disability, is well placed to take advantage of more 'experimental' forms of classroom teaching. In this article we argue for the use of forum theatre as a method of addressing topics from practice within an educational setting. Based on our emergent and exploratory work with students we detail at length the theoretical background that supports such an approach and contextualise the issues with reference to a short piece of drama we have used successfully with different student groups. We feel that the success of this method is due to the involvement of students in directing their own education as well as the inclusion of individuals labelled with learning disability as an integral part of the process.

Communication↗
PubMed1983

"Dropping out" from an adolescent therapeutic group: a study of factors in the patients and their parents which may influence this process.

A significant proportion of all patients offered group therapy "drop out" before any help can be given to them. This process of attrition is likely to be even higher in adolescent groups. This paper considers factors, observable in the initial assessments of adolescents and their families, which might be associated with this process. Two styles of "drop out" were noticed; one appearing to be less destructive than the other to the patient and to the group. A highly significant association was observed between an assessor's feeling that either the adolescent or one of their parental figures had a paranoid personality and a tendency to leave the group in a precipitate and destructive manner. It is suggested that the sort of therapy offered by the group described in this study may not be the treatment of choice for adolescents of this type, and that there are benefits to be gained from assessing the family of an adolescent before he is offered group therapy on his own.

Adolescent↗
PubMed1988

"Don't tell us--show us": the use of role play in the teaching of psychoanalytic theory.

The psychological concepts associated with psychoanalysis are sometimes considered to be precious and somewhat irrelevant by professionals working with disturbed adolescents. Discussions (at a theoretical level) of these ideas may not highlight their usefulness in clinical situations. This paper describes the use of active role play techniques in a staff training group designed to teach about the "Inner World of the Adolescent". The fundamental features of "transference" and "counter-transference" were brought alive during these groups, and several other theoretical contributions of modern psychoanalysis were demonstrated within the setting of a training session. These groups were not intended to train "therapists", but to support and improve existing styles of work with adolescents.

Adolescent↗
PubMed1995

A dramatic experience in mental health nursing education.

This paper examines aspects of a drama project in which a play Syncing Out Loud was produced for Mental Health Week. The project sought to raise community awareness about schizophrenia, as well as to provide an alternative educational experience for students enrolled in a preregistration nursing program. The programs conceptual approach is discussed. Particular referenced is made to the use of drama as a educational tool which can develop experiential sensitivity to the issues and concerns of health service consumers. The experiences of students involved in Syncing Out Loud are examined.

Education, Nursing, Baccalaureate↗