/%.+)3 "/ ( ) 0 -) 1 + ) 1 ' + 1 . 4 + 5 .) 0 )1' !

" # $ % & ' ( ) * ) + ) " " & $ - )/ - & 1 + - 1 $

!"#$%&'()*)+,+"&$-&'()*)+,+"&$-&*./(#+,+(&0.+/()-1-12

6 & ) ( ' + & 7 + . 8 ) * - 1 . ( "

/ ( ) - 1 - 1 2 + ) 1 ' " /) 1 ' ) ( ' " + * ) 1 3 ) 0

9 ) 1 3 ) ( # + : ; < <

First Edition Second Edition (Revised) Third Edition (Revised) Fourth Edition (Revised) Fifth Edition (Revised) Sixth Edition (Revised) Seventh Edition (Revised) Eighth Edition (Revised)

1978 1983 April 1989 August 1993 January 2002 January 2004 January 2008 January 2011

COPYRIGHT 2011 The Australian and New Zealand Psychodrama Association, Inc. All rights reserved.

PLEASE DO NOT PHOTOCOPY Copies may be purchased from Training Institutes, Regional Psychodrama Associations, and the Board of Examiners.

TABLE OF CONTENTS

A B

PURPOSES OF THE MANUAL .................................................................................. 1 OVERVIEW................................................................................................................. 2 1 VISION...................................................................................................................2 2 PSYCHODRAMATIC METHOD .............................................................................2 3 CONCEPT OF TRAINING......................................................................................2 4 KNOWLEDGE REQUIRED ....................................................................................2 5 FOUR SPECIALTIES .............................................................................................3 Role Trainer ...........................................................................................................3 Sociometrist ...........................................................................................................3 Sociodramatist .......................................................................................................4 Psychodramatist.....................................................................................................4 PRACTITIONER STANDARDS AND PROCEDURES FOR CERTIFICATION ........... 5 1 MAP FOR PRACTITIONERS AND TRAINEES ......................................................5 2 CONTENT, ABILITY AND PROFESSIONAL IDENTITY REQUIREMENTS ...........5 History and Philosophy of Psychodrama ................................................................5 Systems Theory .....................................................................................................5 Integration of Sociometry........................................................................................5 Organisations .........................................................................................................6 Role Theory ...........................................................................................................6 Integration of Role Theory ......................................................................................6 Family Theory and Family Therapy ........................................................................6 Integration of Family Theory...................................................................................6 Theory of Group Dynamics and Group Process .....................................................6 Integration of Group Theory ...................................................................................7 Spontaneity Theory ................................................................................................7 Integration of Spontaneity Theory...........................................................................7 Understanding and Application of the Morenian Method ........................................7 Conceptualisation of the Method ............................................................................8 Professional Identity ...............................................................................................8 3 TRAINING IN ANZPA...........................................................................................11 Process of Specialising ........................................................................................11 Supervised Experiential Learning .........................................................................11 Accredited Training ..............................................................................................12 Practice ................................................................................................................12 Writing..................................................................................................................12 Assessment .........................................................................................................13 Other Areas of Knowledge ...................................................................................13 Formal Requirements...........................................................................................13 4 TRAINING ENTITIES AND RELATIONSHIPS .....................................................14 Training Institute...................................................................................................14 Federations of Training Institutes .........................................................................14 Training Group .....................................................................................................14 Primary Trainer ....................................................................................................15 Supervisor ............................................................................................................16 Panel of Examiners ..............................................................................................17 Board of Examiners..............................................................................................17

ii

PURPOSES OF THE MANUAL

The purposes of this publication are: 1 2 3 To highlight the overall concept and goals of training. To create clarity about the means for completing training. To set out the requirements for certification as a Practitioner of psychodrama, sociodrama, sociometry or role training, as an educator and as a TEP. To set out the standards for accredited Training Institutes.

1 Section A

OVERVIEW

VISION
The vision is of able men and women all over the place expressing themselves relevantly in the ordinary here and now situations in which they live and work. This expression may be in silence, in building, in planning, in negotiating, in teaching, or in play, but it will be a responsive and creative expression, an expression that brings joy to the human spirit, that uplifts the soul, that makes us feel part of the universe again.

PSYCHODRAMATIC METHOD
Psychodrama is the drama of the soul; it is the theatre of truth. It is a general term that refers to any approach that expresses the philosophy and methods developed by Dr J.L. Moreno. Thus the term psychodrama includes the concepts of spontaneity, creativity, role creation, role system, social and cultural atom, surplus reality, social atom repair, and the specific psychodramatic techniques of self presentation, mirroring, doubling, role reversal, concretisation, maximisation and future projection. The generic term psychodrama includes classical psychodrama, sociodrama, sociometry, role training and spontaneity training. The psychodramatic method is based on the idea of highly motivated human beings acting the aspirations and deepest concerns of the society or subculture or small group in which they live.

CONCEPT OF TRAINING
A means for achieving the vision is through disciplined training that integrates different aspects of human functioning. The psychodramatic method is one that calls for expression of our inner self through both mind and body. It can be the means to awaken abilities and energies, to bring into our consciousness a greater sense of who we are and of the unique purpose which each of us has in being on this planet, and to assist us to make a working whole. It invites us to leave the conserved and stultified patterns by which we have imprisoned ourselves, and to enter once more into a free situation. We are invited to create through drama the situations that we have always dreamed of, and, through the release of spontaneity in role play, to develop abilities that have a practical application in life itself.

KNOWLEDGE REQUIRED
There is a body of knowledge that must be acquired and integrated into the everyday living and professional functioning of all Practitioners and trainees who espouse the psychodramatic method.

2 Section B

The knowledge required by all trainees is set out in the section headed Content, Ability, and Professional Identity Requirements. The purpose of this section is to highlight the fact that there is one basic psychodramatic method, which draws us together in professional meetings, in discussions, in training seminars, and in working together to apply the method in our own particular fields of endeavour. There are guiding principles that are the same irrespective of which particular specialty expresses your own personality and interests. Sociometry, for example, undergirds all our work and must therefore be carefully studied and mastered by all trainees. The focus in this Training Manual on those standards that apply to all trainees continues the emphasis in previous Training Manuals. This creates a common ground amongst all Practitioners. The differences between one specialty and another are also outlined. At the beginning of training we aim for an integration of the principles and methodology of the whole psychodramatic method based on experience. Later there is a focus on special applications of the method. Further experiences are generated with respect to specialised applications of the method and reflection on the experiences leads to the identification of differences between the different applications.

FOUR SPECIALTIES Role Trainer

A Role Trainer applies principles of role theory and specific techniques to bring about the development of a specific aspect of human functioning such that goals for work or one's personal life are achieved more fully. The Role Trainer has a capacity to delineate a specific aspect of functioning that a person wishes to improve and a specific situation in which this functioning occurs. A Role Trainer produces a crisp enactment, makes a role assessment, plans further interventions, introduces a role test, and re-establishes connections with a group within which the role training may have taken place. A Role Trainer is skilled in mobilising the spontaneity of a group to assist an individual to develop adequate functioning.

Sociometrist
A Sociometrist intervenes in social systems and organisations from a basis of research data provided by informal or formal sociometric surveys of groups. The interventions are usually directly related to organisational structure. The Sociometrist makes use of abilities in research, negotiation, consultation and strategic planning, to relate to group structures in clinical, educational, community, industrial, commercial, political, economic, religious and international affairs. The purpose is to facilitate group task effectiveness and membership satisfaction.

3 Section B

Sociodramatist
A Sociodramatist applies principles of sociometry, role theory, and psychodramatic techniques to bring about effective group and inter-group functioning. The Sociodramatist has the capacity to develop interaction in groups of different sizes and configurations, to identify the social concern of the group and formulate a sociodramatic question, develop a drama that sets out the social system, make an analysis, develop the drama so that new perceptions and adequate approaches are opened up, and conduct the integrative phase of the group session. The Sociodramatist has developed knowledge of organisations, institutions, politics, cultural and social practices, and family systems.

Psychodramatist
A Psychodramatist applies principles of sociometry, role theory, and psychodramatic techniques to assist individuals to develop more satisfaction in their living. The Psychodramatist has the capacity to warm up an individual or group to their concerns, bring about dramatic portrayals of life situations, make appropriate analyses, develop explorations of the many dimensions of a situation leading to the expression, refinement and integration of new forms of functioning, and to create the integrative phase of a session. The new forms of functioning reflect the change and development evolving in the inner being of the individual involved. The Psychodramatist has a capacity for working with a wide range of people.

4 Section B

PRACTITIONER STANDARDS AND PROCEDURES FOR CERTIFICATION

MAP FOR PRACTITIONERS AND TRAINEES

This major section is a map for all Practitioners and trainees. It is for careful study and reflection and when approached in this way, will assist in the clarification of what has already been learned and mastered, what areas call for improvement, and which areas have not been covered at all.

CONTENT, ABILITY AND PROFESSIONAL IDENTITY REQUIREMENTS

History and Philosophy of Psychodrama a) Knowledge and understanding of the history and philosophical tenets of sociometry, group psychotherapy, and the psychodramatic method. Systems Theory a) Ability to understand systems theory as applied to the social sciences. b) Understanding of the nature and functions of a variety of social systems. c) Integration of systems theory with respect to: sociometry organisations role theory family therapy group work d) Understanding of sociometry as a way of viewing the structure of a system. e) Understanding of sociometric theory as developed by J. L. Moreno and others. This includes the ability to define and discuss the basic elements of sociometry including sociometric networks, sociometric star, sociometric leader, sociometric isolate, sociometric rejectee, sociometric dyad, sociometric triangle, sociometric measure, sociogram. f) Understanding of the conduct of different kinds of sociometric measures in a group and setting out the results of sociometric measures. Integration of Sociometry a) Ability to identify your sociometric position in different groups. b) Ability to identify the sociometric position of individuals within a group. c) Ability to conduct sociometric measures. d) Ability to describe a system from a sociometric point of view. e) Can describe how your knowledge of sociometry is utilised to influence a system and enter a system. f) As part of your work in a training group write up the use of a sociometric measure in a group, setting out the nature of the group, how the sociometric measure was introduced and administered in the group, the criteria, the sociogram, the use made of the measure in the group, and the interventions made as a result of the sociometric investigation.

5 Section C

Organisations a) Knowledge of a different means for making a systemic analysis of an organisation, such as those developed by Homans, Argyris, or Senge. b) Understanding of organisations that are to a large degree characterised by openness and those in which closed elements predominate. c) Ability to function within an organisation. Role Theory a) Understanding of role theory as a means of conceptualising the dynamic development and change of a system over time. b) Understanding of the concept of role, including the construct, feeling and action components of a role, and of the three types of role, psychosomatic, psychodramatic, and social. c) Understanding of personality as a system of roles. d) Role Analysis progressive, coping and fragmenting. e) Understanding of interactive systems of roles, concept of social and cultural atom. f) Understanding of the concept of warm-up to a role, and levels of warm-up in a role. g) Understanding of role conflict and resolution of role conflicts in a social system. h) Understanding of the concepts of spontaneity, creativity, cultural conserve. Integration of Role Theory a) Ability to identify roles. b) Ability to describe accurately the elements of roles observed - the construct, the action and the feeling. c) Ability to identify deficits or excesses in elements of a role, or imbalance between elements. d) Ability to identify blocks in the warm-up to a role, and levels of warm-up in a role. e) Ability to set out descriptively and diagrammatically an interactive role system. f) Written description of the roles operative in a social and cultural atom you have investigated, using diagrams, discussing what changes are called for in the roles, and what interventions you recommend, together with a rationale for the interventions. Family Theory and Family Therapy a) Understanding of the family as a system. b) Understanding of different kinds of family systems. c) Understanding of the family system in an interactive context in which other systems and sub-systems operate. d) Understanding of various approaches to family therapy. Integration of Family Theory a) As part of supervision, trainees are able to describe a family system they have investigated, discuss changes called for in the system, and what interventions they would make, together with a rationale for the interventions. Theory of Group Dynamics and Group Process a) Ability to conceptualise a group as a dynamic system consisting of diverse but related elements. b) Ability to conceptualise group process in terms of central concerns, which change from time to time. 6 Section C

c) d) e)

Knowledge of theories of group process and group development such as those of Bion, Whitaker and Lieberman, and Bennis and Shepherd. Understanding of different schools of thought concerning the behaviour of individuals in groups. Knowledge of research.

Integration of Group Theory a) Ability to identify and assess the central concern of a group. b) Ability to warm-up a group to relevant aspects of living and to dramatic enactment. c) Ability to identify the stage of development of a group. d) Ability to develop techniques and methods appropriate to the central concern of a group, the stage of group life and the level of sophistication in the group and to modify the techniques as necessary. e) Ability to establish and maintain cohesion and trust in a group and to develop a climate conducive to new learning. Spontaneity Theory a) Knowledge of spontaneity theory. Integration of Spontaneity Theory a) In supervision trainees describe a person they have observed and discuss that person's interactions with others referring to Moreno's analysis of the forms of spontaneity and indicating possible interventions. Understanding and Application of the Morenian Method a) Ability to accurately enact auxiliary roles. This means the individual can assume a role as defined by the person asking for role training and can assume a role not ordinarily assumed in daily life. The individual can assume a role that is an expression of a different culture. The individual can expand the role and enhance the spontaneity of the protagonist by: i) drawing upon their own life experiences and feelings. ii) sustaining the other person(s) involvement in the enactment. iii) functioning as a social investigator by asking questions and developing interaction pertaining to the social content, relationships and circumstances. b) The individual adjusts their activity according to the progression of the drama and tunes in to the emotions of the protagonist's warming up process. c) The individual in the auxiliary- ego role demonstrates that they are an extension of the director by: i) using action words when making statements. ii) assisting in the identification of the theme. iii) restating content that they see is important. iv) supporting a director's intervention by weaving it into the enactment in role. d) Can define the functions of the auxiliary ego at different stages of dramatic enactment or of group or social life. e) Ability to analyse the system in which the dramatic enactment is to take place. f) Ability to specify the goal of an intervention in the system. g) Ability to conduct a director directed warm-up or a group-centred warm-up that adequately furthers the goal of the session. h) Ability to provide the necessary structure and concretisations to assist in the development of the theme(s).

7 Section C

i) j) k) l) m) n) o) p) q)

Ability to supply specific psychodramatic techniques including interviewing for a role, soliloquy, asides, role reversal, doubling and mirroring. Ability to provide the structure and interventions that will assist the protagonist in the integration of the drama. Ability to develop a dramatic enactment so that group spontaneity is maximised and new perceptions and solutions emerge. Ability to direct sessions with a wide range of people including a person from a different culture, and possesses knowledge of the use of Morenian methods with special groups of people. Ability to role-train in order to strengthen the new solutions or to produce new solutions. Ability to conduct a variety of dramas using a range of production methods. Ability to terminate a session so that there is sufficient integration and closure in the group. Ability to direct a session in the time allotted. Ability to direct a session in a variety of spaces, e.g. stage, living room, school room, small space.

Conceptualisation of the Method a) Ability to accurately report on sessions both verbally and in writing b) Ability to give a rationale for the techniques used and ability to identify choice points for making interventions. c) Write a report of a session. Ability to initiate new programmes in organisations or institutions by applying the principles of systems theory, sociometry and role theory. d) An original thesis suitable for publication as a formal article. e) Ability to teach other people the method and associated techniques. f) Conduct a session before an examining panel and discuss the session, giving a rationale for what was done and identifying strengths and weaknesses in leadership. Professional Identity a) During the playing of an auxiliary role, maintains the functioning of an auxiliary to a psychodrama director without taking over the directorial function. b) Develops and integrates a sufficient range of roles into their functioning as a director so that personal growth and learning is encouraged and enhanced in the individual or group. c) Maintains an adequate warm up to producing a drama under a wide variety of conditions, including conditions of stress. d) A well developed ability to create and sustain mutual relationships within which differing values, unusual emotional expression or actions, and breadth of experience are encompassed. e) Creates a comprehensible dramatic plan. f) Develops a realistic drama that arrives at a conclusion such that it sustains the interest of group members, enables them to identify with the theme, learn from the efforts to develop new or adequate responses, and apply the dramatic conclusion in their own lives. g) The production of a drama displays the following characteristics: i) The artistry of the director is directed toward making the drama aesthetically pleasing for the protagonist and group members, connecting all elements of the drama with their experience, and bringing about a dramatic climax and conclusion that is integrative. ii) The director is spontaneous enough to do whatever is necessary to further the opening out of the drama and the work of the group.

8 Section C

h)

i)

iii) The director demonstrates a breadth of outlook that assists the protagonist and group to develop additional perspectives, appreciate the meaning and value of the enactment, and generate points of view that integrate the different expressions that had previously been disconnected. iv) The director appreciates each new moment and the responses to protagonist and group are spiced with warmth, freshness and surprise. This brings about delight and a certain magical quality. The conduct of social investigation displays the following characteristics: i) Exploration of the social systems that have been portrayed in action is crisp, clear, and sustains the involvement of the protagonist and group. ii) The director's ongoing life interest in social interaction within and between groups is reflected in their demeanour and in their experience while relating to people with different views about life. The qualities of naive openness and enjoyment are observable during the process of discovery. The presence of these qualities is evidenced by the protagonist and group members expanding their perceptions and by an absence of projection on the part of the director. iii) The director sustains the work of objectively observing and assessing the social systems portrayed and perceiving their evolution even when there is a lively enactment, intense emotional expression, or expression of fun and laughter. iv) The director has a consistent pattern of noticing elements of the roles and role relations and looking for the central aspects of a role or system of roles. There is an ongoing formulation of hypotheses and tentative conclusions as to the values or images of life pertinent to the emergent theme of the work. There is an ability to integrate sociometry, role theory and other relevant clinical or sociological theory or experience. v) A sociometric awareness is integrated into the total functioning of the director. Thus the nature of the tele relations informs an emerging analysis of the systemic structure involved and the planning and execution of interventions. The development of integration, often referred to as the therapeutic phase of the enactment, displays the following characteristics: i) A broad overview of the integrative work reveals a clear identification of the central concern and the making of specific systemic interventions that are directly related to the central concern. The interventions are made while the dramatic enactment is in progress and involve the use of a range of psychodramatic techniques and the giving of therapeutic guidance. ii) The basic foundation on which the integrative work is built is laid from the beginning of a psychodrama session. The director encourages the expression of concerns and interaction between group members, clarifies the nature of the warm up in a group and in an individual, and makes interventions to assist the continuing development and maximisation of the central concern. This is normally done at the beginning of a session and at appropriate times throughout a session. The means for achieving such clarification include group centred, action centred, or director directed warm-up techniques. iii) The director concretises and maximises the experience and expression of the protagonist. Thus the protagonist and group develop perceptions and functioning above and beyond what had previously come to the fore in life itself. iv) The director mobilises enough spontaneity to create a warm-up and expression that is related to the system being portrayed and that assists the protagonist and group to generate attitudes, values, and expression 9 Section C

j)

k) l)

m)

n)

o)

that are appropriate in their situation. The director also warms-up the group to enacting their particular way of dealing with the protagonist's situation. v) The director assists in the resolution of conflict within an individual, within a group and between groups. vi) The director creates a focus on integration of the different systemic elements that have been portrayed in a session or in a series of sessions. vii) The director alerts the protagonist and group to those things that will assist the development of unifying perceptions or solutions. viii) The director coaches the protagonist and group members in the development of new functioning. The coaching is attuned to the nature of another person's experience, their values, the overall direction of their life, and the unique form their outward expression takes. This helps to ensure that the recipient remains congruent as the content and style of their speech expands and they practice new actions. ix) The director is well-versed in role training and therefore is adept in assisting an individual or group to develop a specific aspect of functioning such that goals for work or personal living are achieved more adequately. This involves clear delineation of a specific area of functioning, producing enactment of a situation, role diagnosis, making a plan for further interventions, application of specific techniques, a role test, and reestablishing connections within the group. Such role training is done in the context of whole sessions or as part of a session. x) The director develops within themselves a consciousness of the dynamic force that motivates each person to develop ideals and live them out. In this way they increasingly come to know and appreciate more of the creative genius that lies within everybody. The director carries out educational work concurrently with their other activities so that individuals perceive the relationship of their new learning to a broad social context and become better equipped to deal with the emerging issues facing them in the community. The director has had sufficient involvement with sociometry, psychodrama, sociodrama, role training, and group work that these methodologies are differentiated and interpreted appropriately. The director has developed the different forms of spontaneity so that the spontaneity level of other individuals and groups is raised. These forms of spontaneity include a capacity to make new responses to an old situation and adequate responses in a new situation, to warm up adequately to different situations, to sustain vitality, to express originality, to move between fantasy and reality easily, and to be creative. The director accepts responsibility for their own experience and actions, and manifests increased awareness of their own process and its relationship to other people, to time, place, and outer circumstances. There is acceptance of the outside world in contrast to blaming life circumstances or condemning others. The director fosters relationships with colleagues, supervisors, and friends, and within this context expresses their experience, reflections, work activities or plans. Their points of view are acknowledged, accepted and explored creatively. The director has knowledge of ethical principles and standards of practice in the fields of sociometry, psychodrama, sociodrama, role training, and individual and group psychotherapy. The Code of Ethics of the Australian and New Zealand Psychodrama Association Incorporated is accepted and applied in their work.

10 Section C

p)

q)

The director trusts being with themselves moment by moment and has a sense of adequacy through experiencing their spontaneity and creativity. This is in contrast to feeling powerful as a result of the impact of their knowledge of techniques and theory on a protagonist and group. There is a manifest commitment to an ongoing process of learning.

TRAINING IN ANZPA Process of Specialising

During the first year or two of training most trainees complete a core training programme if they live close to a Training Institute, or participate in several residential training workshops. They begin to function as group leaders, utilise aspects of the psychodramatic method, and produce dramas under supervision. They come to know which aspects of the method they prefer. They observe and experience different approaches and directorial styles and often identify with particular directors or trainers. Many trainees in private conversations with trainers express interest in developing themselves as a Psychodramatist, a Sociodramatist, a Sociometrist or a Role Trainer. This may be the beginning of the work of specialising. It is normally necessary that the training goal is congruent with the trainee's professional status, unless other studies are contemplated. A number of trainees express interest in developing ability in general group work. They wish to do group work as an educator, as a psychotherapist, or as a consultant. Many trainees express an interest in applying specific aspects of the method in their professional work and make a plan to focus on this in seminars or in individual supervision sessions. The particular time when a trainee starts to seriously consider which specific aspect of the method they will focus on in their training varies a great deal. A decision to focus on a specific specialty is worked out through a consultative process.

Supervised Experiential Learning

The psychodramatic method is taught through supervised experiential learning. The aim of this type of learning is for trainees to know the different aspects of the psychodramatic method through their experience. Every member of a training group becomes a group leader, a director of a psychodrama, a sociodrama, a role training session, or a sociometric exploration, or assists by playing a role in someone else's drama, and participates as a group member in group interaction. This means that all those who participate in training sessions experience themselves in a wide range of roles. The ability to interact spontaneously and new creative solutions to problems of living are developed in sessions. The teaching is in response to what the trainee says and does in the training sessions. The purpose of the teaching is to develop a greater flexibility in functioning, a greater perceptiveness, and a wider range of functioning in the here and now situation. Thus an integration of theory and practice occurs. Trainees see and feel development occurring. There is an application of learnings in their work, in their personal lives, and in activities in the training group, and further supervision and teaching leading to refinement of abilities and the opening up of new areas of learning. Some reading, written assignments, and relevant tasks are given from time to time.

11 Section C

Accredited Training
Training toward certification as a Psychodramatist, Sociodramatist, Sociometrist, or Role Trainer is an important activity and the highest possible standards are aimed for. To this end, the Board of Examiners has devoted much attention to the development of Training Institutes. We have been very fortunate that a number of people have been interested in creating curricula, training courses and an administration in several regions. Training institutes develop and maintain a consultative relationship with the Board and with Trainers who work in their region. Likewise it is the responsibility of visiting trainers and educators to take initiative in developing a working relationship within the overall policies and procedures of training centres in the region where they plan to conduct workshops or seminars. The Training Institutes take responsibility for keeping a record of the hours of training of trainees in their region and trainers and organisers involved in conducting work shops and seminars maintain and forward records of all training hours with trainees for inclusion in the trainees' training files.

Practice
Trainees develop and refine their ability through actively creating opportunities to practice the method in their work. This work and any associated supervision are part of the training and a log book recording these activities and the time involved may be presented to the Training Institute.

Writing
It has been said that a person who writes clearly on a particular subject really knows it and is in a position to teach it to somebody else. This has certainly been the case for those completing writing about the psychodramatic method. A look at a person setting about this task reveals an engagement in a number of activities. These include reflection on a piece of work, one's experience, and theory. The reflection provides a foundation for an analysis, for the generating of fresh points of view, and plans for further work. As these activities are combined with discussion with a trainer and with peers integration of theory and practice is strongly promoted and creative work ensues. Writing tasks that describe and discuss the role relationships that emerge in a twoperson interaction or in larger social systems, group process, or psychodramatic production may be commenced in the early period of training. The ability to develop such writing is facilitated by the coaching of a trainer or supervisor. Coaching includes such things as questioning, challenge, teaching, and encouragement. Work is done to recognise attitudes, habits, values or any disabilities that may be hindering the ability to write freely and to bring into being a workable approach that leads to successful completion. Writing is sometimes daunting. This may be due to previous experience or it may be due to a specific learning difficulty. These and other factors have affected the warm up of a number of trainees, and for them the development of a fresh warm up has been complex and arduous. Our intention is that trainees who encounter such difficulties communicate their experience instead of isolating themselves or falling into despair.

12 Section C

Assessment
Ongoing learning for all members is a principle in ANZPA, thus both formative and summative assessment is integral to the method. More or less formal assessment takes place in the ongoing development of trainees, Practitioners and trainers including direction of group sessions, auxiliary functioning, group participation, and writing. Formal assessment standards and procedures are specified with regard to writing and practice required for certification. Trainees seeking certification as a Practitioner undertake a practical assessment conducted after the training standards have been met. Once qualified, Practitioners are to be involved in the ANZPA Currency processes and other activities established in ANZPA. These processes are conducted within ANZPA Inc.'s regions and are a sociometric process for ensuring suitability and efficacy of the practice of each Practitioner. Regional Presidents report annually on the Currency activities to the ANZPA Executive.

Other Areas of Knowledge

There are many other areas of knowledge necessary for Practitioners and trainees that are not spelled out in detail in this section. Dr Moreno regarded the training offered at the Moreno Institute at Beacon in New York as post-graduate training. Thus he presumed the trainees were already proficient in some field of endeavour as a result of their training and life experience. In Australia and New Zealand we adopt a similar stance. We regard this training as complimentary to other training and experience. When it becomes apparent that a trainee is lacking in an area, we invite that person to make up that lack through engaging in certain tasks, such as travelling abroad, engaging in a special work project, or in a course of study. There are many illustrations of the need for other knowledge. Let us look at a Sociometrist at work. A Sociometrist who is working as a consultant will need to be conversant with various organisational theories. Similarly, a Sociodramatist will have knowledge of sociological theory. A Psychodramatist will have knowledge of personality theory, child development and personality development, several other methods of psychotherapy and counselling, methods of diagnosis, and knowledge of other cultures. In the content requirements themselves, there is some reference to the fact that there is a need for possessing an ability to converse intelligently with other professional people. This implies knowledge of other theoretical systems, language systems and an ability to translate the psychodramatic method into other thought forms. For a mental health service provider the ability to translate psychodrama to another method of psychotherapy is essential i.e. psychoanalysis, gestalt, etc. A dramatic arts educator is able to translate psychodrama to other fields within theatre i.e. Peter Brook, Boal, improvisational, Stanislavsky, etc.

Formal Requirements
a) Training will involve a minimum of 800 hours of training in training seminars and workshops organised by an accredited Training Institute. The additional work involved in supervised practice, reading, the preparation of written papers, and allied activities and training seminars that contribute to fulfilment of training requirements, brings the hours of training to a total of 2,400 hours. The trainee has a training agreement with an accredited Training Institute. Training will take place over a minimum of three years. The training includes a period of supervised experience guided by the Training Institute and primary trainer. The trainee conducts sessions for at least 200 13 Section C

b) c) d)

hours accompanied by a minimum of 50 hours of supervision. At least 30 of these supervision hours will be with a TEP. The remainder may be with another appropriate professional agreed upon with the primary trainer.

TRAINING ENTITIES AND RELATIONSHIPS Training Institute

There is at least one accredited Training Institute in every region of the Association. The staff of accredited Training Institutes have the authority to develop and conduct training courses designed in accordance with the guidelines in the Training and Standards Manual and are responsible for the training carried out in a region. Trainees will develop a working relationship with the staff of a Training Institute in their region unless exceptional circumstances prevent this. This relationship involves consultation about the most appropriate courses to engage in, planning the appropriate focus of training, and learning in seminars or individual supervision sessions. Supervisory relationships are developed with individual staff as necessary.

Federations of Training Institutes

All accredited Training Institutes are federated; in Australia through the Australian Federation of Training Institutes (AFTI) and in New Zealand through the Federation of Training Institutes in New Zealand (FTINZ). The Federations hold an annual workshop and AGM that staff of Institutes attend. The Federations co-ordinate psychodrama training, stimulate Training Institutes to achieve the standards of training developed by the Board of Examiners of ANZPA Inc. including the development of curricula, training procedures and training methods, facilitate consultation between Training Institutes, identify relevant trends and educational developments, liaise with the Executive and Board of Examiners of ANZPA Inc., communicate and liaise with individuals and organisations on behalf of the Psychodrama Training Institutes.

Training Group
The training group is a constant stimulus to the development of new perceptions and new functioning. Every member of the training group is an auxiliary for every other member and as an auxiliary engages in a wide range of tasks. From the beginning of the first training group interaction is taking place and each trainee begins to be aware of the impact each trainee is having on them. A fund of experience builds up, and based on the growing experience, each trainee makes interpretations of the functioning of the group as a whole, of the leadership, and of the other trainees. Each trainee generates new functioning based on those interpretations and the value of that functioning is tried and tested in the give and take with their peers. After a time a greater clarity develops as to which functioning is giving an impetus to the creative work of the group and which functioning detracts from the learning. There is great value accruing from trainees continuing their training with many of the same fellow trainees, even in the face of painful and disappointing experiences. The sustaining of a stable group results in each trainee not only coming to recognise the impact they are having on other people, but also developing new approaches to living and interacting with others. Such correction of perceptions and of one's 14 Section C

actions may be termed social atom repair work. When this starts to occur the significance of the training group becomes much greater. There is the satisfaction of knowing that good work has been accomplished. There is the strength that comes from working cooperatively with people who are not going to abandon ship. Trainees in their second year of training have generally found that the experiences in the training group are more intense. Old concepts about the trainer and group members become irrelevant and are replaced by the actual getting down to the business of experimenting with new forms of expression and new approaches to learning. The range of experience in the training groups assists the development of the level of spontaneity, flexibility, and overall competency that is needed in the workplace. Members of training groups keep clarifying their professional goals and complete tasks appropriate to the phase of their training. This applies to all trainees irrespective of whether they have committed themselves to complete the requirements for certification.

Primary Trainer
Those who have developed a working knowledge of the psychodramatic method, have completed a written paper on their work with an individual, a group, an organisation, or a training session, and who then wish to proceed to assessment discuss this with a trainer. The staff of the Training Institute subsequently make a formal decision as to the appropriateness of a trainee selecting a primary trainer and develop means whereby the institute can further a trainee's work toward certification. A contract is then made with a primary trainer who shall be a TEP or a TEP in training. The consultation process established with the primary trainer consists of a review at least once a year of the training process and the training activities including written assignments, and planning for the work in the next period of training. The planning includes such things as the type and number of seminars or workshops in which to engage, the written work to be completed, practical work to be done as a group leader, counsellor, trainer, or consultant, the most appropriate style of supervision, and who will supervise different pieces of work. The task of the primary trainer is the overall planning of training so that the trainee is able to build on their existing abilities and continue progressing until the training standards are fulfilled. The primary trainer may also be actively involved in supervision, or other supervisors will be agreed upon. Normally the primary trainer is a staff member of the institute responsible for the trainee and that maintains their training record and effort is made to sustain this practice. In cases where this is not possible and where the primary trainer is on the staff of an institute in another region, it is the responsibility of the primary trainer to respect and adhere to policies and procedures developed by the institute in the region where the trainee resides, to complement the work of the staff, and to consult with the director and staff from time to time. It is needful that trainees are able to work effectively with a wide range of people. To this end the conduct of sessions for at least 200 hours accompanied by 50 hours of supervision is called for. At least 30 of these hours are with a TEP and the remainder may be with another appropriate person approved by the primary trainer. 15 Section C

In some instances up to twenty hours of peer supervision may be included in the hours of training toward certification. Should a trainee or trainer wish to conclude their primary trainer contract, the trainee and the primary trainer and the staff of the Training Institute discuss this before any new arrangement is made.

Supervisor
Successful supervision is seen in the increased effectiveness displayed by the trainee in their application of the psychodramatic method with clients. In the course of functioning as a group leader, consultant, Psychodramatist, Sociodramatist, Role Trainer, educator, trainer, counsellor, or psychotherapist the trainee develops relationships with clients. These relationships are the primary focus of attention in supervision. Other areas also become the focus of attention. These include development of greater awareness, greater organisation of thinking and action, knowledge of group dynamics, clinical knowledge, expertise in the application of techniques, an effective warm-up to a wider range of roles, professional identity, and an ethical code of behaviour. The method of supervision includes discussion of written or verbal presentation of work done by the trainee, re-enactment of parts of sessions, coaching and teaching, and reading assignments. Supervision is occurring all the time in effective training seminars and workshops, however, from time to time closer individual supervision is required. Close supervision is necessary at the point where the trainee actively applies the psychodramatic method in their work with others. Trainees who work with clients individually or in a group are encouraged to organise regular supervision sessions. In the early stages of training the supervisor may wish to be present during the conduct of sessions. The nature and method of supervision alters as the trainee conducts sessions with increasing levels of competence and independence and a stronger working relationship with peers. During training there is development toward a professional role as a director, leader, or consultant. As trainees bring this about they revise and refine old solutions to situations presented by clients as well as developing adequate solutions to the new situations they encounter. Trainees in supervision face and deal with a range of learning problems and as they focus on their work with others develop their functioning to a great degree. Aspects of the trainees' personality that interfere with their effective functioning with clients become clear during supervision and trainees develop an ability to deal creatively with such interferences. New solutions to old problems are often developed in residential training workshops. They are also developed during group work in which psychodrama is the main method utilised. Developing new solutions in this way is an advantage in that a great deal is learned about the psychodramatic method through personal experience. When a supervisory process has not resulted in effective learning for an extended period of time discussion with a primary trainer, Training Institute staff, or peers may open up a new perspective and effective supervision with the same supervisor may be re-established. If this does not occur a new supervisor may be sought.

16 Section C

Panel of Examiners
The Board of Examiners has developed a panel consisting of qualified people in Australia and New Zealand who function as examiners for theses and practical assessments. The Board works to ensure that members of such an examination panel continue to develop expertise in both the assessment and report writing phases of their work.

Board of Examiners
The work of the Board of Examiners is to enhance the continuing development of adequate standards of training and practice in Australia and New Zealand, and to consult with other appropriate bodies, in other parts of the world. This function is fulfilled through different means: Working to sustain creative communication with members of the Association, Training Institutes, examining boards in other countries or regions of the world, and other professional groups. Developing ideas pertaining to psychodrama, sociodrama, sociometry, role training and group work and stimulating others to do the same. Regulating the on-going development of training through revisions of the Training and Standards Manual, accrediting new institutes, reviews of Training Institutes, contributing to the conduct of trainer workshops, assessments of theses, practical assessments, and consultations with individuals and groups. While engaging in these tasks the Board keeps in mind the need to maintain a view of the whole Association and its history. The Board is appointed by the ANZPA Executive, is accountable to the Executive, and presents reports to the annual meetings of the Association.

17 Section C

PROCEDURES FOR ASSESSMENT

INITIAL PAPERS
A significant piece of writing for a trainee who is working toward certification as a Psychodramatist or Role Trainer is the description of work done with one individual with a view to their bringing about more adequate functioning with others. The equivalent piece of writing for a trainee who plans to be certified as a Sociodramatist or Sociometrist describes the work done with respect to a particular social system. The requirements for these may be found in the Requirements for Certification section for each speciality. The effort made to develop this paper so that it is clear, educative, and aesthetic contributes to a confidence that a standard similar to that called for in the written thesis has been achieved. The reflection and refinement of one's practice that inevitably accompanies the creation of a fine piece of writing results in an increased level of learning. Each Training Institute assesses these papers and from time to time another Institute monitors the institutes assessment.

THESIS
The final piece of writing required for certification as a Practitioner is a paper of a quality and length suitable for publication as a journal article. Copies of this completed paper are frequently to be seen in the libraries of Training Institutes and on the bookshelves of Practitioners and trainees. These are a good read and contribute to the quality of the psychodramatic work. Guidelines for the preparation, structure, and submission of the thesis are included in the Supplementary Documents appended to this manual. The guidelines are also available from the Thesis Registrar and the ANZPA website www.anzpa.org.

Requirements
a) Quality of the Writing The writing is to be well thought through and presented to a standard suitable for publication in a professional journal. Acceptance of the paper by examiners indicates they would wish trainees to read it. The writing displays the following important characteristics: i) Readability ii) A structure giving appropriate signposts to the reader. iii) Description of clinical material is presented so that the reader is able to perceive exactly what the professional worker and client(s) did and said in time sequence. Subsequent evaluative comment and discussion is separated distinctly from description. iv) Clinical soundness such that the reader does not perceive that clients are subjected to incompetence. v) The backing of theory and the particular theoretical base is clearly seen. vi) Reflection and critique of theory and espousal of practice are shown. Selfadvertisement and unreflective comment are absent. vii) An argument or point of view is developed. Different points made are either explanations of an argument or lead to something. 18 Section D

b)

Developing a Topic The thesis topic that is developed by the trainee is an expression of an interest that has developed in the course of training and reflects the field in which they plan to qualify, namely, Psychodramatist, Sociodramatist, Sociometrist, or Role Trainer. The topic is discussed with the primary trainer, the Training Institute, and with fellow-trainees. It is not solely the product of the individual working in isolation. The Supervisory Process A thesis supervisor is selected in consultation with the primary trainer. The supervisor may be the primary trainer or another qualified person. From time to time other advisors in specialised areas may also be involved. The trainee develops the subject of the thesis in consultation with the supervisor. The writing of a succinct statement of the subject of the thesis may need to be refined several times to ensure that the writer has developed a clear, unified warm-up. The creation of an adequate warm-up to the writing will normally involve delineation of the content, length, and style, and identification of the readers for whom the thesis is being written. Other important tasks are role reversal with the reader, refinement of the writing style, development of a consistent method of referencing, and preparing a bibliography. Payment of fees for supervision of the writing is negotiated with the supervisor as with any other supervision.

c)

d)

Ethical Considerations Ethical considerations are to be attended to in the gathering of material. Reference to particular individuals is to be made so that they are accorded respect, protection, and privacy. Reference to the written or reported thinking of authorities other than the writer are to be clearly distinguished from the writer's own thought or position. In making quotations the authorship is acknowledged. Reporting the view of someone else is not sufficient to give credence to the writer's own thought or position; rather, any assertion made by the writer is discussed in a comprehensible form, such as through presenting a reasoned description of an incident, and a rationale given for any reference to the work of others. The influence of others upon the thinking, judgement, and practice of the writer is to be acknowledged. Suitable Form in the Presentation of the Thesis The style of presentation pertaining to headings, quotations, referencing, and bibliography is to be consistent. A recognised process and style for referencing and the bibliography is used such as in the Publication Manual of the American Psychological Association. The method for setting out the bibliography as suggested in the Supplementary Documents appended to this manual, is acceptable. The minimum length of the document is 7,000 words. The maximum length is to be 13,000 words.

e)

f)

Structure and Presentation of the Thesis The paper has the following sections. Considerable further detail of requirements for these sections is to be found in the Supplementary Documents appended to this manual. 19 Section D

i) ii) iii) iv) v) vi) vii) viii) ix) x) xi) g)

The Title Page Publishers Statement Table of Contents and List of Diagrams or Illustrations Abstract Preface Introductory Paragraphs Review of Literature or Other Related Work Description of the Work Implications Conclusion Bibliography

Publication Requirements Here is the text of the required publishers statement for insertion after the thesis title page: "This thesis has been completed in partial fulfilment of the requirements toward certification as a Practitioner by the Board of Examiners of the Australian and New Zealand Psychodrama Association Incorporated. It represents a considerable body of work undertaken with extensive supervision. This knowledge and insight has been gained through hundreds of hours of experience, study and reflection. The author and the Australian and New Zealand Psychodrama Association Incorporated (insert year of publication e.g. 2011). The Australian and New Zealand Psychodrama Association Incorporated has the license to publish. All rights reserved. Except for the quotation of short passages for the purposes of criticism and review, no reproduction, copy of transmission of this publication may be made without written permission from both the author and the Australian and New Zealand Psychodrama Association Incorporated. No paragraph of this publication may be reproduced, copied, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical photocopying, recording or otherwise, save with written permission of Australian and New Zealand Psychodrama Association Incorporated and the author. The development, preparation and publication of this work have been undertaken with great care. However, the publisher is not responsible for any errors contained herein or for consequences that may ensue from use of materials or information contained in this work. Enquiries: PO Box 418, Daw Park, South Australia 5041, Australia, or www.anzpa.org Permission has been sought and granted for the inclusion of all content from other sources that are subject to copyright e.g. photos, diagrams, illustrations, passages of texts, poems, quotes, and other materials.

PROCEDURES FOR PRACTICAL ASSESSMENT

A practical assessment is conducted after the training standards have been met. It is additional to the ongoing assessments of direction of sessions and auxiliary functioning that have already taken place. It is subsequent to the completion of all required written material.

20 Section D

A trainee who considers that an adequate standard of functioning has been reached discusses their plan to complete the practical assessment with fellow trainees, Training Institute staff, and the primary trainer and obtains their approval. Subsequently the trainee makes an application to the Board of Examiners as per the following procedure: a) Send a written request to the Registrar for Practical Assessments for a practical assessment. Three written statements accompany this: i) A statement written by the applicant, of no more than two typed pages that clearly indicates the nature of the work with the primary trainer, the institute staff, the supervisory relationship, the development of an adequate approach to learning, and a breadth of appropriate experience. ii) A statement written by the trainee's primary trainer endorsing the request for application. iii) A statement from the Training Institute supporting the application. Forward the required fees. These amounts are specified in the Schedule of Fees. The country of the Institute a trainee is training at, determines both the currency of fee and the address to forward monies to the Board of Examiners i.e. payments made by Australian applicants are in AU$ and sent to the Australian Treasurer; New Zealand applicants pay the designated sum in NZ$ to the New Zealand Treasurer. Electronic payments are preferred. Contact the Treasurer for bank details. An application fee is paid to the Board Treasurer in that country. The application fee is paid in full at the time of the written request. c) d) Following the acceptance of the application, the Registrar notifies the applicant who the Examiners will be. The applicant organises a suitable venue and time for the assessment, and contacts the examiners directly to negotiate a workable arrangement. The trainee is responsible for examiners' costs associated with the assessment and makes arrangements suitable to the examiners to pay for or reimburse their expenses. The applicant conducts a session as detailed below under the procedures for the specific speciality, before an Examining Panel for a one and a half hour session. The Examiners guide the following period. The applicant prepares and presents a report on the session giving a rationale for what was done and identifies strengths and weaknesses in leadership and strategy. This is conducted in a professional manner. Following this, the applicant enters into a discussion and review of the report. The Examiners present their conclusions to the applicant and subsequently prepare a written report and forward it to the Registrar for Practical Assessments. The Practical Assessment Registrar sends the final report to the trainee, primary trainer, and Training Institute. After the trainee has passed the assessment, the Board issues a certificate stating that this person is certified in their particular speciality. This certificate is usually presented during the Annual General Meeting of the Association.

b)

e)

f)

g) h)

21 Section D

REQUIREMENTS FOR CERTIFICATION AS A PRACTITIONER

A practical assessment is conducted after the training standards have been met. It is additional to the ongoing assessments of direction of sessions and auxiliary functioning that have already taken place. It is subsequent to the completion of all required written material. The assessment consists of a session conducted in the presence of two examiners proposed by the Training Institute and approved by the Board.

REQUIREMENTS FOR CERTIFICATION AS A ROLE TRAINER

A Role Trainer focuses on the broad field of role theory and the application of the psychodramatic method in individual consultation and group work. There is specific training and supervision in application of the method in role training. Clear understanding of the concept of role training and an ability to warm up an individual or group to learning and developing roles or specific aspects of a role is developed. There are two pieces of written work to be completed in accordance with the previous sections on Writing and The Requirements for Thesis Writing: a) A description and discussion of a role training session that you have conducted with a person in an individual or group session. The discussion includes an outline of your understanding of the group warm-up, your analysis of the role system of the protagonist in the situation enacted, your rationale for focusing on the area in which you choose to work in the session, and a description of the role training session including the techniques used. This is followed by a critique of your leadership in the session. The paper will be 2000 -3000 words in length and is passed by the Training Institute. b) A thesis that develops ideas and practical applications pertaining to role training and in so doing refers to literature related to the topic being presented. The paper grows out of experiences generated while conducting a number of sessions and subsequent reflection, analysis, and study.

After having fulfilled the training requirements, the trainee makes application to the Board of Examiners for a practical assessment as outlined in the procedures for assessment. Conduct a role training session before an Examining Panel for a one and half hour session, and discuss the session in a professional manner giving rationale for what was done and identifying strengths and weaknesses in leadership.

22 Section E

REQUIREMENTS FOR CERTIFICATION AS A SOCIOMETRIST

The trainee in the field of Sociometry focuses on the broad fields of sociometry, organisations, role theory and communication. There are a number of specific areas where the trainee does additional work. a) Integration Of Sociometry i) Ability to conduct sociometric surveys using computerised models of sociometry, e.g. block modelling, networking. ii) Ability to describe a system from a sociometric point of view and the ability to write up the findings as a researcher. iii) Ability to generate multiple intervention strategies based on sociometric analysis of a group. iv) Ability to identify the formal and informal leadership structure of a group. v) Ability to negotiate with power structures based on sociometric information. vi) Ability to describe and analyse his/her own participation in strategic interventions, using the feedback from the system and the final solutions agreed upon. vii) Ability to evaluate outcomes of sociometric intervention in organisational structures and to predict and describe further action which may be required in order to achieve group task effectiveness and membership satisfaction. viii) Ability, in a group using action methods, to conduct an informal sociometric measure that is sensitively tuned to group norms and with thorough consideration to the warm-up, enactment and integration phases of the group process. ix) Ability to describe the use of subtle sociometric techniques used to intervene in a group process justifying the decision making process in selection of these techniques and how you attended to the warm-up, enactment and integration phases for the group and larger system. Organisations i) Knowledge of organisational theory and an understanding of multiple models for analysing organisational systems. ii) Ability to apply leadership theory in organisations. iii) Recognition of the purpose of an organisation and its fulfilment. iv) To appreciate and work with power and influence in organisations. v) Knowledge of methods of communication through media, writing, inservice training and other methods of influence. Role Theory i) Understanding of the relationship between roles and sociometry in the individual, group and system. ii) Understanding of homeostasis of role constellations in the individual and sociostasis of role constellations in groups in society. iii) Broad reading in the area of conflict resolution and problem solving in groups and organisations. iv) Understanding of role conflict as it relates to external expectations of systems and internal expectations of individuals towards themselves. Integration Of Role Theory i) Ability to identify roles in the individual particularly the private and collective aspects of social roles. ii) Ability to carry out a role analysis using socioanalysis. 23 Section E

b)

c)

d)

iii) Ability to identify deficits and excesses in roles, blocks to role warm-up, and role conflict, and to relate these to the private and collective aspects of social roles. iv) Ability, in an action-oriented group, to facilitate warm-up to elements of a social role and to explore the relationship of the role to the total system. v) Ability to facilitate resolution of role conflict in a variety of groups. vi) Ability to facilitate role values clarification. vii) Ability to modify the sociostasis of roles in a system through direct strategic intervention. e) Communication i) Understanding of the principles and techniques used for effective communication and exposure to several models, e.g. Egan, Gordon, Organisational Development Models, Watzlawick, Neurolinguistic programming. ii) Understanding of the application of several communication models to the dyad, small groups and large organisations. iii) Understanding of communication in relation to the media and public relations. iv) Understanding of Morenian encounter, and the concept of role reversal. v) Understanding of methods of conflict resolution as part of a communication model. Integration Of Communication Theory i) The ability to model clear, effective communication. ii) The ability to teach communication using the psychodramatic method. iii) The ability to facilitate and teach conflict resolution in a variety of ways and in a variety of settings. Professional Identity i) Reports or writes up the outcome of the research and consults with the group or organisation on the basis of the findings. ii) Ability to integrate a systems analysis into a range of consulting styles with an organisation or group. iii) Ability to develop appropriate interventions in different situations. iv) Ability to negotiate so that parties with differing views develop a working relationship. v) Ability to clarify the nature of conflict between parties, elucidate complex aspects of the system, use role reversal and mirroring and differentiate conflicts arising from the private and social aspects of roles. vi) Ability to warm up and sustain a stance within an organisation or group and to use communication skills to create a cooperative environment within which a strategic intervention may be carried out. vii) Produces a drama of a group, organisation or culture that is realistic and maintains the interest of the participants. The production of a sociometric investigation displays the following characteristics: Produces new rituals within the group, organisation or society that contribute to the expression of values which are productive and appropriate. Uses creative drama to inspire and direct participants in a group or organisation to maximise their involvement towards group achievement of aims. Displays wisdom through appreciating areas of meaning and values and takes an overview of the sociological situation.

f)

g)

24 Section E

h)

Written Work There are two pieces of written work to be completed in accordance with the previous sections on Writing and Requirements for Thesis Writing: A written analysis of two separate and different organisations or cultural groups indicating changes in the system over time. This paper will be 20003000 words in length and is passed by the Training Institute. A socioanalytic thesis that demonstrates the application of sociometric principles in a group, organisation or society. Application for Practical Assessment After having fulfilled the training requirements, the trainee makes application to the Board of Examiners for a practical assessment. The Nature of the Session Conducted for Practical Assessment as a Sociometrist Conduct a sociometry focused session before an Examining Board for a one and a half hour session and discuss the session in a professional manner, giving a rationale for what was done and identifying strengths and weaknesses in leadership and strategy.

i)

j)

REQUIREMENTS FOR CERTIFICATION AS A SOCIODRAMATIST

The trainee in the field of Sociodrama focuses on the broad fields of systems theory, sociometry, organisations, role theory, and family theory. They have a clear understanding of the sociodramatic method and an ability to warm up an individual or group, so that ability as a member of society is developed. a) Written Work There are three pieces of written work to be completed in accordance with the previous sections on Writing and Requirements for Thesis Writing. i) A description of the roles operative in a social system you have investigated, using diagrams, discussion of what changes are called for in roles and what interventions you would make, together with a rationale for the interventions. This paper will be 2000-3000 words in length and is passed by the Training Institute. ii) Written analysis of one organisation that to a large degree functions as an open system and one that to a large degree functions as a closed system. iii) A sociodrama thesis that demonstrates the application of sociodramatic principles in a, group organisation or society. After having fulfilled the training requirements, the trainee makes application to the Board of Examiners for a practical assessment. b) The Nature of the Session Conducted for Practical Assessment as a Sociodramatist Conduct a sociodrama session before an Examining Panel for a one and a half hour session and discuss the session in a professional manner, giving a rationale for what was done and identifying strengths and weaknesses in leadership.

25 Section E

REQUIREMENTS FOR CERTIFICATION AS A PSYCHODRAMATIST

The trainee in the field of Psychodrama focuses on the broad fields of systems theory sociometry, role theory, family theory, group work and clinical knowledge. Clear understanding of the concept of psychodrama and an ability to warm up an individual or group to developing personal functioning and resolving personality problems is developed. There are a number of specific areas where the trainee does additional work. a) Personality Theory and Development i) Knowledge of different theories of personality and personality development. ii) Knowledge of the spontaneity theory of childhood development. Clinical Knowledge and Application i) Knowledge of psychopathology and traditional diagnostic categories. ii) Ability to make an assessment of a wide range of people, to conceptualise the person and his/ her relations in role theory terms, and to communicate the assessment meaningfully to other professional people who may utilise a different conceptual framework. iii) Ability to formulate a therapeutic programme for a range of people. iv) Ability to deal with a wide range of people including severely disturbed people and people from a different cultural group. v) Ability to apply the concept of social and cultural atom to work done with an individual. Discuss the meaning and significance of the social and cultural atom for the work using a diagram of the social and cultural atom, and describe how you are using the psychodramatic method with that person. Understanding and Application of the Psychodramatic Method i) Ability to conduct an initial therapeutic interview during which an assessment is made of the central theme of the drama and how this relates to the central group theme, a clear contract is made with the protagonist based on the warm-up and an assessment of what is already known of the roles of the protagonist, and a rationale is developed for the dramatic production. ii) Ability to provide the structure and climate so that a catharsis of abreaction and/or integration is experienced. Written Work i) There are two pieces of written work to be completed in accordance with the previous sections Writing and The Guidelines for Thesis Writing. Guidelines for the Thesis are also included in the Supplementary Documents. ii) A written paper in which you present your understanding and integration of the concepts and theory of the Social Cultural Atom and your application of this in your work with a person over a period of time. This includes a description of what took place over several sessions including your use of the psychodramatic method, discussion and analysis of each session including diagrams, and clinical plans based on the analysis are to be included. This paper will be 2000-3000 words in length and is passed by the Training Institute. (See Supplementary Document). 26 Section E

b)

c)

d)

iii) A psychodrama thesis that demonstrates the use of the psychodramatic method in clinical work. iv) After having fulfilled the training requirements, the trainee makes application to the Board of Examiners for a practical assessment. g) The Nature of the Session Conducted for Practical Assessment as a Psychodramatist Conduct a psychodrama session before an Examining Panel for a one and a half hour session and discuss the session in a professional manner, giving a rationale for what was done and identifying strengths and weaknesses in leadership.

27 Section E

REQUIREMENTS AND CERTIFICATION PROCEDURES FOR EDUCATORS AND TRAINER, EDUCATOR, PRACTITIONERS

EDUCATOR
There are a number of people who have been certified in a particular area who possess an ability to teach. These people may not have the time or the interest to be involved to a great degree in the work of Training Institute or in the detailed and complex process of supervising trainees over a lengthy period of time. Such people who are engaged in presenting knowledge of their area of practice in the community at large, to the psychodrama community, and also present the psychodramatic method to their colleagues and peers in their professional community may be recognised as Educators. They may be able to fulfil a very important function in the development of our training courses and thereby develop in themselves a great sense of satisfaction and fulfilment.

PROCEDURE FOR CERTIFICATION AS AN EDUCATOR

The Board of Examiners may certify practitioners who have demonstrated that they possess the ability and professional identity relevant to teaching in particular areas pertinent to the training of Role Trainers, Sociometrists, Sociodramatists or Psychodramatists, or in the general field of group work, as Educator. A regional association or a Training Institute initiate consultations with the Board with a view to certification of individuals and the Board itself may also initiate such consultations.

TRAINER, EDUCATOR, PRACTITIONER (TEP)

The function of the TEP is to train in the context of the Australian and New Zealand Association and in accordance with the principles and standards developed by the Association and the Board. The major qualification is an inner process, which we term, at present, a psychodramatic process which supports the role of trainer. A TEP is a Practitioner or Educator who has also demonstrated that they possess the identity of a supervisor-teacher, a commitment to assisting trainees in the wide range of areas involved in their development as certified directors, and a satisfactory working relationship with groups and individuals within the Psychodrama Association and with an accredited Training Institute. Thus a person who becomes a TEP, has continued on in a supervisory process since certification as a director, and has been involved with writing, teaching, supervision and administration. A TEP in training (TEPit) continues to sustain their involvement in the process of experiential learning as already outlined in the Training and Standards Manual. In doing so a high degree of commitment and involvement is shown. This is demonstrated by taking initiative to meet with their primary trainer or supervisor and by sustaining their warm-up to completing assignments, including written papers. They also show ability to role reverse with trainees, colleagues, and a trainer or supervisor is shown in work done to develop clear communication, clear concepts, and respectful collegial relationships. 28 Section F

REQUIREMENTS FOR CERTIFICATION AS A TEP

a) b) c) Trainee must have prior certification at a Practitioner level. A graduate degree in a field relevant to the trainee's area of practice from an accredited university or an acceptable equivalent to the graduate degree. Three years of progressively responsible, supervised training and education experience in psychodrama, sociodrama, sociometry, role training and group psychotherapy after receiving Practitioner certification. During the period the trainee shall have achieved: i) Excellence as a Practitioner with all roles well developed. ii) Discipline in maintaining ethical standards and personal integrity under stress as demonstrated by maintaining a focus on the work of the group under conditions of stress, maintaining confidentiality, following through with agreements, and development of a love for the work. iii) Experience working with a wide range of value systems and role configurations. iv) Wisdom as demonstrated in the giving of well-timed, appropriate guidance. v) Flexibility as demonstrated in the avoidance of doctrinaire solutions in ambiguous situations. vi) Development of a broad background in group psychotherapy, child development, and development through the life cycle. An accredited Training Institute accepts this person as a TEPit and they are attached to this Institute. A written contract with a primary trainer is developed. The trainee notifies the Secretary of the Board of Examiners that this has been done, that their Training Institute accepts them as a TEPit and requests the Board to formally recognise them as a TEPit. The primary trainer is not necessarily the person who was primary trainer in connection with certification as a Practitioner. Supervised training in curriculum development and the development of curricula. Supervised training in individual supervision and the development of a set of guiding principles of supervision. The TEPit will design, implement and evaluate training programmes, initially under close supervision from their primary trainer and then working with an increasing degree of independence, in consultation with their primary trainer. i) The programmes will involve individual and group teaching and supervision. The initial training seminar will involve a time of 140 hours with an additional 30 hours of supervision. ii) The independent training programme will involve time of 60 hours with an additional 10 hours of consultation, such consultation involving in vivo observation from time to time. Development of a set of lecture-demonstrations. The development of a set of guiding principles of training. Extensive teaching experience in different settings.

d) e)

f) g) h)

i) j) k)

29 Section F

l) m)

Extensive experience in a variety of community settings and implementation of psychodramatic interventions in these settings. Development of responsible attitudes toward trainees including: i) Ability to develop individualised training goals and contracts. ii) Ability to assist students with learning problems. iii) Ability to maintain a professional relationship with trainees until the completion of training and a real interest and commitment to this. Ability to relate to a wide range of professional people and to a wide range of professional students without allowing personal biases and values to interfere with a training task. Ability to develop an adequate administrative structure and record system and a commitment to these. Computer literacy is required. Development of relationships with other trainers and trainers-in-training in which peer-group supervision occurs easily and effectively.

n)

o) p)

PROCEDURE FOR CERTIFICATION AS A TEP

a) b) c) A written request for an oral certification interview with the Board of Examiners. A letter from the primary trainer supporting the request for certification. Two unbound copies in 11/2 spacing format of the following material typewritten and in acceptable form prepared in consultation with the primary trainer. i) A written summary of experience that fulfils the training standards, which includes a description of the process of development during training. ii) A paper of 3000-5000 words on the guiding principles of training illustrated by the applicants own work as a trainer. iii) A paper of 3000-5000 words on the guiding principles of supervision illustrated by the applicants own work as a supervisor. Forward the required fee as detailed in the Supplementary Documents appended to this manual.

d)

OVERSEAS CERTIFICATION AND TRAINING

Policies, procedures and guidelines in relation to these and related matters are available. These include: a) Certification and Recognition of Credentials of Overseas Trainers and Practitioners. Application is made to the Membership Secretary of ANZPA. b) Accreditation of Training Conducted by Overseas Trainers. Institutes apply to the Board of Examiners for recognition of up to 200 hours training conducted by overseas certificated trainers. c) Recognition of Training Undertaken with Australian and New Zealand Trainers Conducting Training Overseas. Contact the Secretary of the Board of Examiners on this matter. d) Those seeking certification and recognition of training undertaken outside ANZPA accredited Training Institutes initially approach the Membership Secretary of ANZPA and subsequently the Board of Examiners.

30 Section F

STANDARDS FOR TRAINING INSTITUTES

TRAINING STANDARDS
Accredited Training Institutes are to have a demonstrated commitment to the standards of training as set out in the Training and Standards Manual of the Australian and New Zealand Psychodrama Association Inc.

PROVISIONAL AND FULL ACCREDITATION

Accreditation of any new Training Institute is on a provisional basis for at least one year during its establishment, and subsequent to further satisfactory consultation, the provisionally accredited institute is granted full accreditation.

PERIODIC REVIEW
The Training Institute will engage in periodic review and consultation through a review process. This may take the form of an internal review, review by other institutes, or professional meetings or processes instituted by the Board.

FAILURE TO MAINTAIN STANDARDS

When an accredited Training Institute is no longer deemed to be maintaining adequate standards, the Board may after discussion with relevant persons recommend remedial action. A Training Institute that is unable to maintain adequate standards after a reasonable time period may be given provisional status or have its accreditation revoked.

PROCEDURE FOR ACCREDITATION AS A TRAINING INSTITUTE

Application for accreditation as a Training Institute is made to the Board of Examiners in writing and demonstrates that the standards for Training Institutes have been fulfilled. A fee as specified in the schedule is to be submitted along with application for accreditation. In addition the Board may organise an on-site visit to the proposed institute. This may involve negotiation of a fee to meet the costs of the on-site visit. The Board usually grants provisional accreditation for a limited time period, and subsequently full accreditation.

STAFFING OF TRAINING INSTITUTES

The aim is that all accredited Training Institutes have at least one certified TEP on the staff. Other members of staff will normally be TEPs, TEPits or possess such other qualifications that they may be appointed to the staff after the Board has granted approval. In granting such approval the following factors are taken into account: the recommendation of the Director of Training, the demonstrated ability of the individual to supervise and teach the psychodramatic method, their overall professional development and aims, and their demonstrated commitment and ability to qualify as a TEP within a reasonable period of time. The number of staff in an institute is to be adequate to ensure that the institute programme can run, that there 31 Section G

is continuity of teaching in case of illness or absence, and that trainees are exposed to a range of teaching styles, methods and personnel.

DIRECTOR OF TRAINING
Every Training Institute is to have a Director of Training or a Training Consultant who is a certified TEP, unless this is waived for special reasons. Such a person has overall oversight of all the activities of the Training Institute and assists in the development of adequate policies and procedures with respect to the development of curricula, supervision and development of trainees, development and maintenance of professional standards including standards of ethics, and the development of adequate library facilities, system of management and administration and record system. In the case of the formation of a new Training Institute which may have no local person who is a TEP, the Board of Examiners will appoint the Director of Training or Training Consultant in consultation with the proposed staff and management committee. Such a temporary appointment is terminated when a staff member of the institute is certified as a TEP and is suitable to be the Director of Training.

TEACHING STAFF
In the case of a new Training Institute the Board ratifies the appointment of teaching staff after consultation between a member of the Board and the proposed staff in the region.

MANAGEMENT
Each Training Institute has a management structure reference to which is normally made in major brochures published by the institute. The management structure deals with such things as staff appointments and duties, establishment of record systems, and financial and legal structures. The Board ratifies the management structure of a new Training Institute. Teaching staff sometimes take the management function. An administrator who is not on the teaching staff may be appointed to carry out management functions and may attend staff meetings. All official publications of an institute should indicate the relationship between the Training Institute and ANZPA Inc. and its Board of Examiners that accredits it.

10

CONTINUING STUDY
Training institutes are involved in ongoing study with respect to training activities and this is to be demonstrated by the publication by individual staff members of reports and professional papers. Ongoing professional development of all levels of staff and, in particular, both peer and hierarchical supervision is encouraged. Staff do work to keep abreast of the social and cultural changes that are taking place throughout the world and in their particular area. Staff work to equip themselves to conduct training so that trainees develop the appropriate abilities to work in a society in which systemic change is constantly proceeding. This includes changes in the values and practices of different societal groups, such as those that pertain to health, the economy or politics. Training staff are alert to the ramifications

32 Section G

of these changes for the practice of teaching, counselling, psychotherapy, role training, organisational development and other related fields.

11

REPORTING
Training institutes will furnish an annual report presenting an outline of major training activities, number of trainees, staff changes, an assessment of organisational effectiveness, and an informative account of an outstanding characteristic of the year's work which would be of interest to the general membership. This report is to be no more that one to two pages in length.

12

HOURS OF TRAINING
Hours of training are normally recorded by the Training Institute in the region in which the trainee resides.

13

INCORPORATION
The Training Institute may be incorporated in the state or region in which it exists. An institute can come under the incorporation of the Association provided that there is good reason for this and that there is close adherence to the standards of Australian and New Zealand Psychodrama Association Inc. When an institute comes under the incorporation of the Association financial statements are submitted annually at the conclusion of the financial year on the 30th June. In addition all official publications of the Training Institute indicate the relationship between the institute and ANZPA Inc. and the Board of Examiners and all statements about ANZPA refer to it as ANZPA Inc. in compliance with legal requirements for incorporation.

33 Section G

HISTORICAL DEVELOPMENT OF TRAINING STANDARDS

Training in psychodrama in Australia was commenced in Perth, Western Australia, in 1972 and in New Zealand in 1974, by Dr Max Clayton and Mrs. Lynette Clayton. The Psychodrama Institute of Western Australia, which they established at the end of 1971, adopted the training standards developed by Dr J.L. Moreno at the Moreno Institute in Beacon, New York, which was at that time the world centre for sociometry psychodrama and group psychotherapy. There were four developmental levels: Auxiliary Ego, Assistant Director, Associate Director, and Director and a person received a certificate when they completed each level. As trainees developed more ability, they worked with increasing levels of independence. This system of training was adopted in all training throughout Australia and New Zealand in the seventies. A different system of training began to be developed in the late 1970s. This was associated with the development of registration procedures for psychologists laid down by Acts of Parliament in Western Australia and other states. It was seen that in some states only those registered as psychologists would be able to conduct psychodrama groups with members of the public. Yet there were many people qualified to conduct sociodrama and role training sessions. Thus in January 1978, Max Clayton and Lynette Clayton rewrote the training standards and created a system in which there would be certification for Role Trainers, Sociodramatists, and Psychodramatists. These were adopted as the training standards of the Australian and New Zealand Association of Psychodramatists, Sociodramatists, Sociometrists and Role Trainers when it was inaugurated in Canberra in February 1980. The Training and Standards Manual published in June 1983 included standards for the training of a Sociometrist, Role Trainer, Psychodramatist and Sociodramatist, TEP, as well as including standards for the accreditation of training centres. The standards for a Sociometrist were prepared by Teena Lee and Lynette Clayton. The third revised edition of the Manual published in April 1989 placed emphasis on the fact that the same basic philosophy and methodology is applicable in all applications of the psychodramatic method. The requirements for a Role Trainer were extended and thus it was recognised that a Role Trainer fulfils an extremely important function in increasing the ability of human beings to relate to others. Because of the importance of what a Role Trainer does the need to develop expertise in making accurate assessments was included. The acquisition of a good deal of experience and knowledge of the overall culture was also highlighted. The 1989 Manual added a new category of Educator. Thus substance was given to the fact that there are certified Practitioners who possess an ability to teach and educate in specific areas such as diagnosis, sociology, research, drama, spontaneity training. This Manual also spelled out more fully the requirements for a TEP. 34 Section H

The fourth edition of the Manual published in August 1993 included Guidelines for Thesis Writing and additions to the Standards of Training for Training Institutes. Other changes gave a greater role to Training Institutes, further clarification of the role of a primary trainer, of supervision, and specified action to be taken when the relationship with a primary trainer or supervisor is not working. In the fifth edition of the Manual there were several additions and changes. Significant for the warm up and planning of trainees and institute staff is the fact that more guidance is offered with respect to the quality, style, and timing of writing. There is an emphasis on the integration of theory and practice through reflection, discussion and writing throughout the training process. The written thesis is completed and presented prior to the completion of the final practical assessment. The sixth edition of the Manual was more precise in its use of the term 'role'. The previous Manual included phrases such as the role of the director, the role of social investigator, and the role of therapeutic guide. This was done to assist the reader to relate to significant aspects of the work of the director of a drama. Whilst it achieves this, the downside is that none of these phrases is a true psychodramatic role description. A psychodramatic role description highlights the unique forms of expression of each person. The adoption of this point of view has several implications. One such implication is that descriptions of the work of a particular director during their production of a drama, in the course of social investigation, or while giving therapeutic guidance highlight the surprising way in which their responses to another person emerge. The viewpoint is that each director enacts a set of roles that are peculiar to them as they fulfil each of these functions. In order to be consistent with this perspective this manual no longer refers to the role of a director, or social investigator or therapeutic guide. The rewrite of the important section headed Professional Identity creates an impression of the many characteristics of a director as they complete the three phases of a dramatic enactment without the use of the term 'role'. The motivation for the completely new re-write of the section on professional identity is to present an enlivening picture of a working director and to enhance the unique forms of expression that each of us secretly enjoys. We also wish to contribute to an appreciation of Morenian theory that uses the term 'role' to refer to the particularity of an individual's functioning in an interactive context. With respect to a person who is certified as a Trainer, Educator, and Practitioner, they are now recognised as trainers with respect to the whole gamut of training and are expected to equip themselves to train in the areas of psychodrama, sociodrama, sociometry, and role training. In the sixth edition of the Manual there were very minor changes such as item 11a) in the section on Content Requirements where it now reads Ability to identify and assess the central concern of a group. There were several additions to the bibliography, mainly in the area of organisational theory. It is expected that all applicants will be thoroughly acquainted with the work of J.L. Moreno, (M.D. 1889-1974), founder of Psychodrama and Sociometry and pioneer of Group Psychotherapy. Applicants should be thoroughly versed in knowledge found 35 Section H

in his written works and in articles that have appeared in the Journal - Group Psychotherapy and Psychodrama. His major works, as well as other books and articles, which are relevant to specific content areas, are listed in the Bibliography, which follows. Students are advised that this is not an exhaustive reading list of the materials needed for mastery in the above fields but should be useful as a guide. Some of the material listed is difficult to obtain, although it is well worth reading. Changes in the seventh edition of the Manual were largely editorial in nature using new formatting. Formatting changes include rearrangement into new sections, heading titles, minor alterations to ensure consistency and accuracy of content and language, layout and presentation of the manual. A new area of content was added on assessment to clarify our processes and procedures for assessment. In this eighth edition of the Training and Standards Manual the Supplementary Documents have been appended to the manual. This is to facilitate retrieval of information rather than require people access the documents from the internet independently of the manual. Both the content of the Training and Standards Manual and the Supplementary Documents are available online at www.anzpa.org. The rationale for creating a separate section containing Supplementary Documents is that the content of these documents tends to be updated more frequently than the content relating to standards of training and could be produced more cost effectively. Several changes have been made to reflect what is actually occurring in practice. These include: standards relating to the presentation of the thesis, social and cultural atom paper requirements, the use of training agreements, and maintaining currency. The standard relating to the social and cultural atom paper. In particular there is no longer a requirement for trainees to work with a client who has been given a specific psychiatric diagnosis. This change reflects the actual practice of the majority of our members who tend to work with people who have sustained difficulties and problems in their lives rather than a psychiatric diagnosis. The change aligns ANZPAs standards with requirements of other professional bodies that ANZPA relates to e.g. PACFA and PBANZ.

36 Section H

SUPPLEMENTARY DOCUMENTS

The Board of Examiners has prepared documents to support and guide the practice and practical application of the principles in the Training and Standards Manual. These procedures are updated periodically and therefore published separately as additions to the Manual. Members are advised at the Annual General Meeting of the Association and through the Association bulletin, Socio, available to Members and Associates on the members page in the website. Here is a list of these documents. To obtain these please contact the Secretary of the Board of Examiners, the appropriate Registrar or visit the ANZPA website.

Details and Functions of the ANZPA Board of Examiners Members Structure and Presentation of the Thesis Guidelines for Thesis Assessment Guidelines for Applicants Undertaking The Practical Assessment Toward Certification as a Psychodramatist, Sociodramatist, Sociometrist, or Role Trainer Training Institute Review Guidelines Training Institute Annual Report Guidelines Schedule of Fees Bibliography

Please go to www.anzpa.org/members/boe, Board of Examiners Documents for up to date documents.

37

! ! ! ! ! ! ! ! ! ! ! !

2! " + , ! . " 3 . & 4 + % 5 ' & , ) .

!

) $ 6 6 7 & % & ' ( +, - . !"#$%&'()!

!

* + ' $ + , - . / 0 1 1

!"#$%&'()!
!

* + ' $ + , - . / 0 1 1

CONTENTS

The following documents supplement the information contained in the Training and Standards Manual. These Supplementary Documents are a collation and revision of previous documents describing procedures and related information prepared by the Board of Examiners ANZPA. Periodically these are updated and can be accessed at www.anzpa.org/members/boe

DETAILS AND FUNCTIONS OF THE ANZPA BOARD OF EXAMINERS ................. 2 STRUCTURE AND PRESENTATION OF THE THESIS............................................ 3 GUIDELINES FOR THESIS ASSESSMENT.............................................................. 6 GUIDELINES FOR APPLICANTS UNDERTAKING THE PRACTICAL ASSESSMENT TOWARD CERTIFICATION AS A PSYCHODRAMATIST, SOCIODRAMATIST, SOCIOMETRIST, OR ROLE TRAINER................................... 8 TRAINING INSTITUTE REVIEW GUIDELINES....................................................... 11 TRAINING INSTITUTE ANNUAL REPORT GUIDELINES ...................................... 13 SCHEDULE OF FEES ............................................................................................. 15 BIBLIOGRAPHY ...................................................................................................... 16

AUSTRALIAN AND NEW ZEALAND PSYCHODRAMA ASSOCIATION INCORPORATED DETAILS AND FUNCTIONS OF THE ANZPA BOARD OF EXAMINERS
Secretary Vivienne Thomson PO Box 8750 Symonds Street Auckland 1150 NEW ZEALAND vthomson@xtra.co.nz Tel +64 9 3727273 Practical Assessment Registrar Paul Baakman PO Box 4337 Christchurch 8140 NEW ZEALAND Tel +64 3 3652687 pbaakman@xtra.co.nz Thesis Registrar Kevin Franklin Suite 11 / 795 Beaufort Street Mt Lawley WA 6050 AUSTRALIA kevfrank@it.net.au Tel +61 8 9271 0986 New Zealand Treasurer Paul Baakman Details as above Australian Treasurer Kevin Franklin Details as above Board Member Chris Hosking 3 McGregor Ave Black Rock VIC 3193 AUSTRALIA Tel +61 3 9589 5658 c.hosk@bigpond.net.au receives correspondence general contact and spokesperson for the Board receives applications for Trainer, Educator and Practitioner certification

receives applications from trainees for practical assessment appoints examiners receives final reports on assessment

receives applications for thesis assessment from thesis supervisor appoints examiners receives final reports on thesis from first examiner receives final copy of thesis from trainee receives all New Zealand payments including assessment fees receives all Australian payments including assessment fees

ANZPA Board of Examiners Supplementary Document 2011

AUSTRALIAN AND NEW ZEALAND PSYCHODRAMA ASSOCIATION INCORPORATED STRUCTURE AND PRESENTATION OF THE THESIS
1. Good Form Good form is addressed in the Training and Standards Manual. Additionally: The applicant has checked black and white with colour compatibility so that use of colour in a thesis is compatible with printing the thesis in black and white. For example, that a diagram using coloured sociometric lines also makes sense to the reader when printed in black and white. This also applies to photographs that must be visually sensible in black and white as in colour. Proper copyright requirements have been followed. This includes that the applicant has obtained a copyright waiver from an author/publisher to use any materials (eg. writings, photographs, diagrams) that are not in the public domain. The applicant is responsible for safe-keeping of such consent documents.

2. The Title Page The title page has the title and sub title, if there is one, the name of the author, the date, and at the bottom of the page the words A thesis presented to the Board of Examiners of the Australian and New Zealand Psychodrama Association Incorporated in partial fulfilment of the requirements toward certification as a Psychodramatist (Sociodramatist, Sociometrist, or Role Trainer). 3. Publishers Statement Here is the text of the required publishers statement for insertion after the thesis title page: This thesis has been completed in partial fulfilment of the requirements toward certification as a Practitioner by the Board of Examiners of the Australian and New Zealand Psychodrama Association Incorporated. It represents a considerable body of work undertaken with extensive supervision. This knowledge and insight has been gained through hundreds of hours of experience, study and reflection. The author and the Australian and New Zealand Psychodrama Association Incorporated (insert year of publication e.g. 2011). The Australian and New Zealand Psychodrama Association Incorporated has the license to publish. All rights reserved. Except for the quotation of short passages for the purposes of criticism and review, no reproduction, copy of transmission of this publication may be made without written permission from both the author and the Australian and New Zealand Psychodrama Association Incorporated. No paragraph of this publication may be reproduced, copied, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical photocopying, recording or otherwise, save with written permission of

ANZPA Board of Examiners Supplementary Document 2011

Australian and New Zealand Psychodrama Association Incorporated and the author. The development, preparation and publication of this work have been undertaken with great care. However, the publisher is not responsible for any errors contained herein or for consequences that may ensue from use of materials or information contained in this work. Enquiries: PO Box 418, Daw Park, South Australia 5041, Australia, or www.anzpa.org Permission has been sought and granted for the inclusion of all content from other sources that are subject to copyright e.g. photos, diagrams, illustrations, passages of texts, poems, quotes, and other materials. 4. Table of Contents and List of Diagrams or Illustrations 5. Abstract This summarises the content, purpose, and main findings of the paper, is approximately 100 words in length, and is presented on a separate page. It is succinct, accurate, quickly comprehended, and informative. 6. Preface The preface accents the writer's personal involvement with the subject. Inclusion of some anecdotal material assists readers to be involved with the writer and to warm up to those inner aspects of themselves that awaken an intelligent interest in the writing that is to come. The concluding paragraph of the preface normally includes acknowledgments. 7. Page Numbering All pages up to the end of the preface are to be numbered using lower case Roman numerals. The title page is treated as the first page but does not have a number printed. Arabic numerals are used from the beginning of the introductory paragraphs. 8. Introductory Paragraphs The introductory paragraphs awaken the interest of the reader. Thus the opening paragraph or two frequently link the specific subject of the writing to a broad context of current life and experience. A clear statement of the subject indicates its hoped for value in terms of theory and practice and in what way readers would benefit from study of the writing. These introductory paragraphs are the beginning of the main body of the paper. A heading that alerts the reader to the spirit and content of the beginning of the main part of the writing is desirable. 9. Review of Literature or Other Related Work This can be presented as a section or integrated into the section Description of the Work. This review enables the reader to place the writing in the context of other related work and to this end includes a suitable range of previous writing and work. The review is comparative and critical; it may highlight a gap or conflict that the thesis aims to address. The writer is thoroughly conversant with the work of J. L. Moreno and other writing that builds on his work and makes appropriate references to this body of literature and practice.
ANZPA Board of Examiners Supplementary Document 2011

10. Description of the Work A description of the clinical, educative, or theoretical work that has been done is offered. The appraisal of this work is distinctly separated from the description. In the case of a paper that focuses on theory, such as an aspect of group dynamics or the role system of an individual, there is to be a lucid presentation both of theory and illustrative material that describes what was said and done in several different situations. Thus a clinician or educator who is reading the paper can gain a clear picture of the events described in such a way that they can form a view as to the appropriateness and value of the work. 11. Implications A section near the end of the thesis on implications or recommendations to workers in the field increases the value of the thesis considerably. Different implications draw out outcomes of the work for a practitioner, educator, researcher, or for trainees. Diverse implications may be presented, such as: implications for theory implications for clinical analysis implications for the kinds of interventions that might be made in specific circumstances implications for what psychodramatic, sociodramatic, or sociometric interventions might be made with specific people 12. Conclusion This consists of a concluding integrative paragraph or two in which no new material is introduced. 13. Bibliography The style of presentation pertaining to headings, quotations, referencing, and bibliography is to be consistent. A recognised process and style for referencing and the bibliography is used such as in the Publication Manual of the American Psychological Association. The method for setting out the bibliography as presented in the Supplementary Document is acceptable. References to the writing of others are to the primary source. If the primary source is not at all available quotation from a secondary source is accepted. In making reference to the date of a piece of writing use the original date of publication in the body of the text, and in the bibliography place the original date of publication and the dates of subsequent editions in brackets after the name of the author. Citing the original date of publication enables the reader to immediately place the writing in an historical context.

ANZPA Board of Examiners Supplementary Document 2011

AUSTRALIAN AND NEW ZEALAND PSYCHODRAMA ASSOCIATION INCORPORATED

GUIDELINES FOR THESIS ASSESSMENT

Assessment Procedure The process is initiated by the thesis supervisor writing a letter to the Thesis Registrar supporting the view that the trainee is ready for the assessment of their thesis, that the thesis is materially in good form, and summarising key areas of work focused on with the trainee in supervision of the thesis. The opening date for the Thesis Registrar receiving theses for assessment is 1 February. For a trainee intending to do their practical assessment later in the same calendar year their thesis must be submitted as early as possible. 1. There are two Examiners for theses. The first Examiner takes the responsibility of making an independent assessment of the thesis and forwarding this assessment to the second Examiner who may wish to add to or amend the report. The second Examiner returns the report to the first Examiner approving of it or sending an amended report. The Examiners come to an agreement on whether the thesis is passed without further examination which means the thesis is suitable for publication in its present state, passed subject to the completion of specified minor alterations or additions to be made to the satisfaction of the Examiners before being deemed suitable for publication, deferred meaning that the applicant should be permitted to resubmit the thesis in a revised form for examination, or not passed which means that the applicant should not pursue this subject or resubmit this thesis in any form. In the case of a thesis being passed subject to the completion of specified minor alterations or additions, this means that if there are a large number of grammatical errors or typographical errors, or errors in sentence construction, the thesis should be deferred. If there are sentences or paragraphs requiring more than a few minor changes which do not affect the content or argument of the thesis should be deferred. In other words, minor alterations literally mean minor alterations, only a few grammatical or typographical errors and only very minor changes to words here and there. When a thesis is passed subject to the completion of specified minor alterations or additions these are made within a six-week time frame. If this time frame is exhausted the applicant will be required to resubmit the thesis including payment of the full assessment fee. When a thesis is deferred, the Examiners give guidelines for the applicant to effect the revision. Theses that are deferred and later resubmitted begin the assessment process again including payment of the assessment fee.
ANZPA Board of Examiners Supplementary Document 2011

If the paper is classified as not passed, the Examiners are invited to support this recommendation as fully as possible. 2. Two Examiners, appointed by the Board, assess the thesis with respect to its overall content, style, and format, and in the light of its contribution to the professional work of certified members of the Association, its trainees, and other professional people in the field. 3. After reading the thesis and supporting documentation from the supervisor the two Examiners make independent assessments that may take account of material from the supervisors statement. The Examiners consult and arrive at a preliminary agreement. 4. The first Examiner consults with the supervisor so that the assessment takes account of understandings that have already been developed between the Institute, supervisor and author. The second Examiner may also participate in this consultation. 5. On completion of consultation with the supervisor and after consultation with the second Examiner, the first Examiner finalises the assessment report. The report includes a statement of any recommended or required alterations to the thesis content, style and presentation and may include material presented by the supervisor. 6. The first Examiner sends this initial assessment report to the supervisor who presents it to the author. The author completes any revisions. Editorial work rests with the author and supervisor. The supervisor returns the revised thesis to the Examiners. Should the two Examiners and supervisor be unable to arrive at an agreement after one or at most two attempts, one or more additional Examiners may be invited to make an independent assessment and to make a new report. 7. The Examiner writes a final report when satisfied that all requirements have been met, and forwards the report to the Thesis Registrar of the Board of Examiners with recommendation for passing and publication. 8. The Thesis Registrar of the Board of Examiners sends the final report to the author and copy to the thesis supervisor, Training Institute, and Secretary of the Board of Examiners.

ANZPA Board of Examiners Supplementary Document 2011

AUSTRALIAN AND NEW ZEALAND PSYCHODRAMA ASSOCIATION INCORPORATED

GUIDELINES FOR APPLICANTS UNDERTAKING THE PRACTICAL ASSESSMENT TOWARD CERTIFICATION AS A PSYCHODRAMATIST, SOCIODRAMATIST, SOCIOMETRIST, OR ROLE TRAINER

Assessment Criteria The passing of an applicant for the practical assessment is indicative of a demonstrated ability to conduct a session in accordance with several criteria: o o o o o The session is conducted in a professional manner in a 11/2 hour time period. The session is relevant and effective for the protagonist and the group. The session is presented and discussed in a professional manner. The Examiners have a reasonable expectation that the applicant will be able to conduct effective sessions in the course of their professional work in the future. The applicant is committed to further learning.

THE PREPARATION FOR AND CONDUCT OF THE SESSION It is the responsibility of the applicant to ensure that all necessary arrangements for the conduct of the session are completed. This includes negotiating for the use of an adequate group area, the adequate setting up of the audience and action areas and provision of any props such as additional chairs for auxiliary work. The applicant also arranges for participation of at least 8-10 and no more than 18-20 people and where appropriate negotiates a small fee for participants to cover costs of room hire and supper, where appropriate. Applicants are to make sure that appropriate arrangements have been made for transport from airports, accommodation, and other needs of visiting Examiners. The applicant is responsible for starting and concluding the session on time. The usual time for the experiential group session is one and a half hours. The applicant begins by warming up participants to the work of the session. Applicants are discouraged from highlighting the fact that this is their assessment or formally welcoming the Examiners. Applicants are expected to utilise a dramatic structure involving the three phases of warm up, action, and integration or sharing. In order to successfully complete the session in the one and a half time period, the applicant normally completes the warm up phase in a time ranging from 5 20 minutes. 45 60 minutes are normally needed for the action phase in order that the applicant complete
ANZPA Board of Examiners Supplementary Document 2011

a satisfying piece of work and utilise a range of roles and techniques. At least 10 20 minutes is usually needed for the integrative phase. THE VERBAL PRESENTATION AND DISCUSSION The verbal presentation of the session with the Examiners and members of the group is crisp and clear and completed within a 20 minute period. It covers three areas: The first area is an objective description of what is said and done in the session. This description is not mixed with interpretation, analysis or evaluation. The second area is a discussion of the process of the session and relationship systems using the language and concepts of role theory. On the basis of this role analysis the applicant generates workable ideas as to further work and development that could be done by protagonist(s) and other group members. The third area is a discussion of their directorial functioning showing adequate selfreflection, systemic analysis, and indicating ways in which they would correct and improve their functioning in the future. In the discussion the applicant is able to maintain a working relationship with their peers and other practitioners. THE TASKS OF THE TWO EXAMINERS Beginning The Examiners arrive at the venue at least 15 minutes before the starting time for the assessment session with all necessary materials such as the Training and Standards Manual and writing materials. They introduce themselves to the applicant and await the start of the session. The assumed reality is that the applicant is in charge of the session. The Examiners have a low profile. The Examiners arrange seating for themselves. This should be unobtrusive, usually behind the group and to one side and not necessarily together. They are to each make an independent assessment. The Conclusion of the Experiential Session When the applicant has concluded their session the Examiners take responsibility for the conduct of the group. One Examiner will normally remind the applicant that they now have 30 minutes to make preparations for reporting on the session and invite them to leave the room. The members of the group are then reminded of the three areas of the presentation and of the questions and discussion that will occur. After the conclusion of the Verbal Presentation questions involving straightforward matters of clarification will be asked such as What did you mean when you said?. Such questions are to be answered briefly and there is to be no discussion of the answers. The Examiners have the role of warming up the members of the group to the assessment process. In line with this educative function the Examiners may give the group members some tasks, such as identifying the theme of the group, or identifying the central role in each role system enacted in the drama. The Examiners ensure that this interaction with
ANZPA Board of Examiners Supplementary Document 2011

the group is brief and that there is time for a refreshment break. The Examiners will usually wish to consult with one another during this break. When the applicant returns to the group one of the Examiners invites them to make their Verbal Presentation. When this is concluded the Examiners allow clarifying questions about the meaning of words to be asked. The Examiners then take initiative in commencing discussion with the applicant. This usually involves an invitation to amplify what has been presented in specific areas or to discuss an important area that has been omitted from the presentation. The Examiners invite the members of the group to involve themselves in this discussion. The Examiners give their own assessment during the discussion when this is appropriate. It is expected that the areas of adequacy are presented first, and under-developed or absent areas are discussed later. If the Examiners give coaching this is not to be done with a view to the applicant resolving difficulties and thereby passing. The Examiners present their decision to the applicant and ensure that there is adequate opportunity for this to be absorbed by the applicant and the group.

ANZPA Board of Examiners Supplementary Document 2011

10

AUSTRALIAN AND NEW ZEALAND PSYCHODRAMA ASSOCIATION INCORPORATED

TRAINING INSTITUTE REVIEW GUIDELINES

Through its Board of Examiners ANZPA Inc. authorises accredited Training Institutes to provide training in Australia and New Zealand. These Institutes are: Australia Australian College of Psychodrama (Melbourne) Psychodrama New South Wales (Sydney) Action Method Centre (Adelaide, Canberra) The Moreno Collegium (Brisbane) Western Institute of Psychodrama (Perth) New Zealand Auckland Training Centre for Psychodrama Wellington Psychodrama Training Institute, Branches: Nelson, Palmerston North Christchurch Institute for Training in Psychodrama, Branch: Dunedin Review Process The Board uses a process of regular peer review and development to ensure each Training Institute satisfies requirements for re-accreditation. These requirements are specified in the Associations Training and Standards Manual (2011 Edition). Each Training Institute is reviewed at least once within a seven year cycle. The following guidelines outline the process for these reviews. The Board of Examiners Oversees that each Institute is reviewed and satisfies requirements for re- accreditation Participates in Federation of Institutes planning schedule for reviews in Australia and New Zealand Once decision is made which Institute is to be reviewed, the Secretary of the Board confirms this in writing and provides guidelines to both the Institute being reviewed and the Institute doing the review Secretary of the Board delegates responsibility to Federation Presidents for them to ensure review process is carried out Receives the report from the Institute doing the review which includes a copy of report from the Institute being reviewed Makes decision regarding re- accreditation of the Institute Informs the Institute being reviewed of decision regarding re-accreditation of the Institute and if there are any actions to be taken before re-accreditation is confirmed. In instances where an Institute has not met the requirements for re-accreditation, follow up to ensure process is completed either for re-accreditation or closure of the Institute. Institute being reviewed Chooses an Institute to do the review based on a sociometric analysis Reviews its own functioning identifying an area on which a consultation is desirable
ANZPA Board of Examiners Supplementary Document 2011

11

Prepares a brief (5-10 pages) report summarising pertinent aspects of the Institutes functioning as a training body upholding the standards, policies, and principles of ANZPA Inc. as outlined in the Training and Standards Manual and other relevant documents. Suggested content Training Programme, Teaching Staff qualifications, roles, development, relationships, Financial Position, Legal, Insurance and Tax Status, Collegial Relationships with other Institutes, on committees within and related to ANZPA, Areas for Reflection and Development. Sends the report on the Institute to the Institute doing the review so that it reaches them in good time for the review process. Receives review report from the Institute doing the review and use the content to assist development and progression of the Institute. Receives confirmation from the Board of Examiners regarding re-accreditation. In situations where specific actions are required by the Board of Examiners, these requirements must be met before the Institute is re-accredited. The Institute notifies the Board of Examiners when the actions have been completed and provides sufficient information to verify this.

Institute doing the review Prepares for review clarifying roles and responsibilities, review process and content, schedule of work based on the talent and warm up of staff Engages directly with the Institute being reviewed establishing a positive warm up and mutuality between the two institutes Engages directly with the Institute being reviewed in a way that enables all parties taking a systemic approach to open up areas for exploration and to gather sufficient information to reach a conclusion about the functioning of the Institute being reviewed Prepares a review report presenting sufficient information for the Institute being reviewed to be aware of observations and analysis leading to the review conclusions and which will assist them in subsequent work together. The report includes a statement as to whether the Institute doing the review will be recommending that the Board of Examiners re-accredit the Institute or not Sends the report to the Institute being reviewed and confirmation of arrangements for following up the report with them

ANZPA Board of Examiners Supplementary Document 2011

12

AUSTRALIAN AND NEW ZEALAND PSYCHODRAMA ASSOCIATION INCORPORATED TRAINING INSTITUTE ANNUAL REPORT GUIDELINES
The purposes of these reports The members of the Board of Examiners gain a comprehensive overview of the achievements of the ANZPA training that emerges from the consistent and creative work of its accredited institutes. The annual report required from each institute is a significant source for this picture of training overall in ANZPA. A significant section of the Annual Report of the Board presented to the ANZPA Annual General Meeting usually summarises what you report to the Board. This communicates the achievements and concerns arising in your work during the year to other institutes and to all members of ANZPA. When presented in this way many members become more widely conscious of the great value of what institutes are doing and the contribution to life in New Zealand and Australia. Usually this Report is also published in the ANZPA Bulletin. The detail of each institute's functioning is attended to in the regular institute reviews to ensure accountability. The main matters reported in the annual report to the Board of Examiners, are any changes that affect accreditation as well as highlighting an inspiration or specific success. Your report assists the Board to maintain an accurate view of the life of each institute, as is its responsibility. Much of the development in each institute which used to be communicated largely through these reports is now also displayed at the annual workshops of the Australian Federation of Training Institutes and the Federation of Training Institutes of New Zealand. Confidentiality So that the reports can be real and useful, each report is confidential to the Board and naturally the Board exercises considerable discretion in what is reported to the AGM and what is done within the Board or with one institute. Due Date The due date of these reports which are made each year at this time is November 30. Having it by this date enables the Board to make the best use of your work at the annual conference. This significantly assists Board members' warmup and organising.

ANZPA Board of Examiners Supplementary Document 2011

13

Guidelines for the content and format of the Institutes annual report to the Board of Examiners The report is intended to be a summary of significant matters in the life of an Institute and its branches and is a formal record of the work of the Training Institute. These reports are the historical account of training in ANZPA Inc. and reflect the evolution of the Institutes over many years. The report can usually be made in 1000 words or less and is sent as an attachment to an email to the Secretary of the Board. The following areas are useful in communication and in assisting the Board's work: a short account of a highlight of the year in the life of the institute brief statements of the number of trainees, any staff changes and notable activities brief accounts of innovations or initiatives you are planning or considering or evaluating what has been built on or developed in the Institute from the annual trainers' workshop, especially if the Institute has been reviewed any changes in the financial health, governance or facilities of the institute any matter at all you want to bring to the Board of Examiners attention.

ANZPA Board of Examiners Supplementary Document 2011

14

AUSTRALIAN AND NEW ZEALAND PSYCHODRAMA ASSOCIATION INCORPORATED

SCHEDULE OF FEES Currency and where payments are sent

The country of the Institute the applicant is training at, determines both the currency of fee and the address to forward monies to the Board of Examiners i.e. payments made by Australian applicants are in AU$ and sent to the Australian Treasurer, New Zealand applicants pay the designated sum in NZ$ to the New Zealand Treasurer. N.B. All cheques are made payable to the Board of Examiners of ANZPA Inc. Payment may also be made electronically - contact the local Board of Examiner Treasurer for details.

Assessment of the thesis

The fee for the assessment of the thesis is $350.00 and is payable to the Treasurer when the thesis is sent in for assessment. If the six-week time frame allowed for alterations or additions is exhausted the applicant will be required to pay an additional assessment fee.

Practical assessment
The fee for the practical assessment is $450.00 to be paid to Treasurer of the Board at the time of the written request. The applicant is responsible for Examiners' costs associated with the assessment and makes arrangement suitable to the Examiners to pay for or reimburse their expenses.

TEP Assessment
The fee for assessment is $350 to be paid at the time of the written request for an interview with the Board of Examiners.

Accreditation as a Training Institute

The Board may organise an on-site visit to the proposed Institute. This may involve negotiation of a fee to meet the costs of the on-site visit.

Supervision
Payment of fees for supervision is negotiated with the Training Institute or supervisor. This includes supervision of practice and of writing.

ANZPA Board of Examiners Supplementary Document 2011

15

AUSTRALIAN AND NEW ZEALAND PSYCHODRAMA ASSOCIATION INCORPORATED BIBLIOGRAPHY

It is expected that all Trainees will be thoroughly acquainted with the work of J.L. Moreno, (M. D. 1889 -1974), founder of Psychodrama and Sociometry and pioneer of Group Psychotherapy. Trainees should be thoroughly versed in knowledge found in his written works and in articles that have appeared in the Journal Group Psychotherapy and Psychodrama. His major works, as well as other books and articles which are relevant to specific content areas, are listed in the Bibliography which follows. Trainees are advised that this is not an exhaustive reading list of the materials needed for mastery in the above fields but should be useful as a guide. Some of the material listed is difficult to obtain. Armstrong, D. & Boas, P. (eds.) (1980) Experiential Psychotherapies in Australia. Bundoora, Victoria: PIT Publishing. Back, K. W. (1973) Beyond Words. Baltimore: Penguin Books. Bannister, A. (1997) The Healing Drama. London: Free Association Books Ltd. Bennis, W.R. & Shepard, H.A. (1956) A theory of group development. Human Relations Vol 9 (4) pp.415-466. Berne, E. (1964) Games People Play. Middlesex: Penguin Books Ltd. Berne, E. (1966) Group Treatment. New York: Grove Press. Berne, E. (1966) The Structure and Dynamics of Organisations and Groups. Philadelphia: Grove Press. Biddle, B.J. & Thomas, E. J. (eds.) (1966) Role Theory: Concepts and Research. New York: John Wiley & Sons, Inc. Bion, W.R. (1948) Experiences in groups 1. Human Relations Vol 1 No 2 pp 314-320. Bion, W.R. (1948) Experiences in groups 11. Human Relations Vol 1 No 4 pp 487-496. Bion, W.R. (1961) Experiences in Groups. London and New York: Tavistock and Basic Books. Blatner, A. (1997) Acting-In. London: Free Association Books Ltd., 3rd Edition. Blatner, A.W. & Blatner, A. (1988, 2000) Foundations of Psychodrama. New York: Springer Publishing Co., 4th Edition. Buchanan, D.R. The Central Concern Model, A Framework For Structuring Psychodramatic Production. Group Psychotherapy, Psychodrama and Sociometry 1980, 33 pp 46-62. Burton, A. (Ed). (1970) Encounter: The Theory and Practise of Encounter Groups. San Francisco: Josey- Bass, Inc. Caplan, G. (1970) The Theory and Practice of Mental Health Consultation. New York: Basic Books. Carr, A. (2000) Family Therapy: Concepts, Process and Practice. England: John Wiley and Sons, Ltd. Clayton G.M. (1989) Group Work Training Manual. Victoria: Australian College of Psychodrama.
ANZPA Board of Examiners Supplementary Document 2011

16

Clayton, G.M. Clayton, G.M.

(1991) Directing Psychodrama. Caulfield, Victoria: ICA Press. (1992) Enhancing Life and Relationships: A Role Training Manual. Caulfield, Victoria: ICA Press. Clayton, G.M. (1993) Living Pictures of the Self. Caulfield, Victoria: ICA Press. Clayton, G.M. (1994) Effective Group Leadership Manual. Caulfield, Victoria: ICA Press. Clayton, G.M. & Carter, P.D. (2004) Living spirit of the psychodramatic methods. Auckland: Resource Books. Clayton, L. (1975) Personality theory of JL Moreno. Group Psychotherapy and Psychodrama Vol 28, pp144-151. Clayton, L. (1982) The use of the cultural atom to record personality change in individual psychotherapy. Group Psychotherapy and Psychodrama, Fall pp 111-117. Erickson, E.H. (1959) Identity and the life Cycle. Psychological Issues Monograph. New York: International Universities Press. Farmer, C. (1995) Psychodrama and Systemic Therapy. London: Karnac Books Ltd. Fox, J. (ed.) (1987) The Essential Moreno. New York: Springer Publishing Co. Fox, J. (1994) Acts of Service. New Paltz, NY: Tusitala Publishing. Gazda, G.M. (ed.) (1968) Basic Approaches to Group Psychotherapy and Group Counseling. Springfield, Illinois: Charles C. Thomas. Goldman, E.E. & Morrison, D.S. (1985) Psychodrama: Experience and Process. Dubuque, Iowa: Kendall/Hunt Publishing Co. Golembiewski, R.T. and Blumberg, A. (Eds.). (1970) Sensitivity Training and the Laboratory Approach. Itasca, Illinois: F.E. Peacock. Greenberg, J.A. (ed.) (1974) Psychodrama: Theory and Therapy. New York: Behavioural Publications. Grotjahn, M. (1983) The qualities of the group psychotherapist. Comprehensive Group Psychotherapy. Haas, R.B. (ed.) (1949) Psychodrama and Sociodrama in American Education. Beacon, New York: Beacon House Inc. Hale, A.E. (1981) Conducting Clinical Sociometric Explorations: A Manual for Psychodramatists and Sociometrists. Royal Oak, Virginia: Royal Publishing Company. Hare, A.P. and Rabson Hare, J. (1996) J.L. Moreno. London: Sage Publications Ltd. Hartmann, H. (1939) Ego Psychology and the Problem of Adaptation. New York: International Universities Press (1958) Haskell, M.R. (1975) Socioanalysis: Self Direction via Sociometry and Psychodrama. Long Beach, California: Role Training Associates of California. Hoey, B. (1997) Who calls the tune? London: Routledge. Holmes, P. and Karp, M. and Watson, M. (eds.) (1994) Psychodrama Since Moreno. London: Routledge. Holmes, P. (1992) The Inner World Outside. London: Routledge. Holmes J., (2004) John Bowlby & Attachment Theory. New York: Brunner-Routledge. Homans, G.C. (1950) The Human Group. New York: Harcourt & Brace. Jennings, H.H. (1950) Leadership & Isolation: A Study of Personality in Interpersonal Relations. New York: Longmans. Karp, M., Holmes, P., & Bradshaw Tauvon, K. (eds.) (1998) The Handbook of Psychodrama. London: Routledge. Kellerman, P.F. & Hudgins, M.K. (eds.) (2000) Psychodrama with Trauma Survivors. London: Routledge. Kellermann, P.F. (1992) Focus on Psychodrama. London: Jessica Kingsley Publishers Ltd. Leveton, E. (1992) A Clinician's Guide to Psychodrama. New York: Springer Publishing Company Inc., 2nd Edition.
ANZPA Board of Examiners Supplementary Document 2011

17

Lieberman, M. A., Yalom, I.D., and Miles, M. B. (1973) Encounter Groups: First Facts. New York: Basic Books. Mink, O.G. Mink, B.P. Downs, E.A. Owen, K.Q. (1994) Open Organizations: A model for Effectiveness Renewal and Intelligent Change. San Francisco: Jossey Bass Publishers. Moreno, J.L. (1993) Who Shall Survive Student Edition. Roanoake: Royal Publishing Co. Moreno, J.L. (1934, 1953) Who Shall Survive? Beacon, New York: Beacon House Inc. Moreno, J.L. (1941) The Psychodrama of God: A New Hypothesis of the Self. (Also called The Words of the Father.) Beacon, New York: Beacon House Inc. Moreno, J.L. (1946, 1964, 1972) Psychodrama: Volume One. Beacon, New York: Beacon House, Inc. Moreno, J.L. (1947) Theatre of Spontaneity: An Introduction to Psychodrama. New York: Beacon House Inc. Moreno, J.L. (1951) Sociometry: Experimental Method and the Science of Society. New York: Beacon House Inc. Moreno, J.L. (ed.) (1956) Sociometry and the Science of Man. New York: Beacon House Inc. Moreno, J.L. et al. (1962) Code of ethics for Group Psychotherapy and Psychodrama. Beacon, New York: Beacon House Inc. Moreno, J.L. & Moreno, Z.T. (1959) Psychodrama: Volume One. Beacon, New York: Beacon House Inc. Moreno, J.L. & Moreno, Z.T. (1959) Psychodrama: Volume Two. Beacon, New York: Beacon House Inc. Moreno, J.L. & Moreno, Z.T. (1969) Psychodrama: Volume Three. Beacon, New York: Beacon House Inc. Moreno, Z.T., Blomquist, L.D., & Rutzel, T. (2000) Psychodrama, Surplus Reality and the Art of Healing. London: Routledge. Nichols, M.P. and Schwartz, R.C., (2001) The Essentials of Family Therapy. Boston: Allyn and Bacon. Northway, M.L (1967) A Primer of Sociometry. Toronto: University of Toronto Press. Obholzer A., & Roberts V.Z. Eds (1994) The unconscious at work. New York: Routledge. Oshry, B. (1995) Seeing Systems: Unlocking the Mysteries of Organizational Life. San Francisco: Barrett Koehler Publisher. Pinney, E.L. (1983) Ethical and legal issues in group psychotherapy. In Kaplan, H.K. Sadock, B.J., (Eds). Comprehensive Group Psychotherapy. pp301-304. Baltimore: Williams and Wilkins. Propper, H. (2003) Psychodrama as Experiential Education: Exploring Literature and Enhancing a Co-operative Learning Environment. Psychodrama in the 21st Century by Jacob Gershoni Editor. New York: Springer Publishing Co Inc. Rioch, M. (1970) The work of Wilfred Bion. Group Psychiatry Vol 33 pp 56-66. Roine, E. (1997) Psychodrama: Group Psychotherapy as Experimental Theatre. London: Jessica Kingsley Publishers Ltd. Satir, V. (1972) Peoplemaking. Palo Alto, California: Science and Behavior Books. Schein, E.H. (1985) Organizational Culture and Leadership. San Francisco: Jossey Bass. Schein, E.H. (1988) Process Consultation Vol 1. Reading, Massachusetts: Addison Wesley Publishing Co. Schutzenberger, A.A. (1998) The Ancestor Syndrome. London: Routledge. Senge, P.M. (1990) The Fifth Discipline The Art and Practice of the Learning Organization. Australia: Random House. Shaftel, F.R. & Shaftel, G. (1967) Role Playing for Social Values, Decision-Making in the Social Studies. Englewood Cliffs, New Jersey: Prentice-Hall Inc. Starr, A. (1977) Psychodrama: A Rehearsal for Living. Chicago: Nelson Hall.
ANZPA Board of Examiners Supplementary Document 2011

18

Sternberg, P. and Garcia, A. (2000) Sociodrama: Who's In Your Shoes? Westport: Praeger Publishers, 2nd Edition. Stieczel, L. D. and Hughey, A.R. (1994) Empowerment Through Spontaneity. California: Associates for Community Interaction Press. Stokes, J. (1994) The unconscious at work in groups and teams. In Obholzer A., Roberts V.Z. (Eds): The unconscious at work. New York: Routledge. Taylor, S. (1998) The Warm-up. In The Handbook of Psychodrama, Karp, M., Holmes, P., Bradshaw Tauvon, K. (Eds), London: Routledge. Tribe, R. & Morrissey, J. eds., (2005) Handbook of Professional and Ethical Practice for Psychologists, Counsellors and Psychotherapists. New York: BrunnerRoutledge. Watzlawick, P., J. H. Beavin, et al. (1968). Pragmatics of human communication: A study of interactional patterns, pathologies, and paradoxes. London: Faber. Wheelan S.A., (1994) Group Processes: A Developmental Perspective. USA: Pearson Education Inc. Whitaker, D.S. (1985, 2001) Using Groups to Help People. Hove: Brunner-Routledge. Whitaker, D.S. and Lieberman, M.A. (1964) Psychotherapy Through Group Process. New York: Atherton Press. Whitaker, D. S., Lieberman, M. A. (1964) A focal conflict model in Group Psychotherapy through Group Process. New York: Adeline Publishing Co,. Williams, A. (1989) The Passionate Technique: Strategic Psychodrama with Individuals, Families and Groups. London and New York: Tavistock/Routledge. Yablonsky, L. (1976) Psychodrama: Resolving Emotional Problems Through Role Playing. New York: Basic Books. Yalom, I.D. (1970) The Theory and Practice of Group Psychotherapy. New York: Basic Books. Yalom, I.D. (1998) The Therapeutic Factors: What is it that heals. In The Yalom Reader. New York: Basic Books. Yalom, I.D. (1998) The Therapeutic Factors: The therapist working in the here and now. In The Yalom Reader. New York: Basic Books.

ANZPA Board of Examiners Supplementary Document 2011

19