1

EU Programme Lifelong Learning 2007-2013

Sub-Programme L. DAVINCI - TOI

Project: PaTiE: Psychodrama as a Tool in Education

Research on use of Psychodrama in Adult Education

Project No: 2013-1-GR1-LEO05-14123

This project has been funded with support from the European Commission. This publication reflects the views only of the

author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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This book is a result of the surveys realised within the project PaTiE, Psychodrama as Tool in

Education, promoted by KEKAPER – Region of Rethymno – Crete, Greece in the framework of

EU Programme Lifelong Learning – Sub-programme L. DA VINCI, Action Transfer of Innovation.

Research and analysis has been conducted by KEKAPER and Centro Machiavelli Firenze – Italy,

partner of the project and responsible for analysing and summarising the data collected by all the

members of the consortium.

Researchers:

Mario Paiano

Cristiano Sanna

Kalli Rodopoulou

Thanks to all people who gave a precious contribution to the realisation of this research, especially

to all partners and all people involved for filling in the questionnaires and the stakeholders involved

for the realisation of the interviews.

Thanks also to Mariagiovanna Riccciarelli, who translated all the materials in English

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TABLE OF CONTENTS

Foreword……………………………………………………………..…………… pag. 5

CHAPTER 1 – Methodology pag. 7

1. Qualitative research methodology...………………………..…………….. pag. 8

1.1 Timetable and procedures: questionnaires, interviews and analysis….. pag. 9

1.2 Triangulation of the data...…………………………………..……….... pag. 10

CHAPTER 2 - Results of Survey and Analysis pag. 11

2. Analysis of the Questionnaires for Educators - Data Analysis.................... pag. 12

2.1 A1 Age….………………………............................................................. pag. 12

2.2 A2 Professional Profile……………………………………………........ pag. 13

2.3 A2.1 Subject Taught…………………………………..……................... pag. 13

2.4 A3 Teaching Experience…………………….………………………...... pag. 14

2.5 A4 – Level of Education………………..……………………..……….. pag. 14

2.6 B1 – Essential Abilities for Adult Educators …………………………... pag. 15

2.7 B2 – Recurrent Problems in Adult Classes…………………………….. pag. 18

2.8 C1 – Use of Experiential Methods in Adult Classes……….…………... pag. 20

2.9 C1.2 – Kind of Experiential Methods………………………………….. pag. 20

2.10 C2 Contribution of Experiential Methods in Adult Classes …………… pag. 22

2.11 C3 Application of Experiential Methods in Adult Classes…………..… pag. 24

2.12 C3.1 Criticism of the Experiential Methods……………………..…..… pag. 24

2.13 D1 Knowledge of Psychodrama ………………………………….…… pag. 24

2.14 D1.1 Knowledge of Psychodrama as Educational Tool……………..… pag. 25

2.15 D1.2.1 Potential applications of Psychodrama in Adult Classes…….… pag. 25

2.16 D.2 Psychodrama Seminars related to Education ……………..…….… pag. 26

CHAPTER 3 - Analysis Of Questionnaires For Psychodramatists pag. 28

3. Analysis of Questionnaires for Psychodramatists………….…................... pag. 29

3.1 A1 Professional Profile …………........................................................... pag. 29

3.2 A2 Certification as Psychodrammatists................................................... pag. 29

3.3 A3 Professional Experience……………………………………............. pag. 29

3.4 A4 Current activity as Psychodramatists…………................................. pag. 29

3.5 B1 Application of Psychodrama in Educational Processes….................. pag. 30

3.6 B2 Psychodrama Seminars...................................................................... pag. 31

3.7 B3 Psychodrama contribution in Adult Training……………................. pag. 31

3.8 C1 Characteristics and Qualifications of Adult Educators…………...... pag. 33

3.9 C2 Skills improved by Psychodrama………........................................... pag. 34

3.10 C3 Useful Psychodrama Techniques in Teaching.................................... pag. 34

CHAPTER 4 - Concluding remarks and 'food for thought' pag. 37

4. Concluding remarks and 'food for thought'……………………………….. pag. 38

CHAPTER 5 - Typology of core competences pag. 42

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REFERENCES pag. 55

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Foreword

The research action described in this volume is a substantial part of the project "PaTiE,

Psychodrama as Tool in Education", funded by the National Agency LLP Grecia within the context

of the L. DA VINCI, action Transfer of Innovation, EU Programming 2007-2013. The project, which

was approved in 2013 for an overall duration of 24 months, terminating on 30 September 2015,

involves 4 EU countries and 6 partners: Region of Crete/Lifelong Learning Department/Vocational

Training Centre Regional Unit of Rethymno, ECTE, European Centre in Training for Employment

Rethymno (EL), EST Lifelong Learning Centre, Bielskie Stowarzyszenie Artystyczne Teatr Grodzki

(PL), Centro Machiavelli Firenze (IT), and ALECOP, S.COOP. (ES).

The main aim of this survey is to investigate the status quo regarding the training structures in

various UE countries in order to develop highly innovative modularized training curriculum in

experiential learning and psychodrama. The overall aim of the project is to improve the efficiency

of existing training practices and to promote training for adult in psychodrama through the

development of a training program based on their actual educational needs.

The aims of this report is to specify which experiential training techniques are used in the

implementation of VET training programmes in cosortium countries and it also aim to qualify the

actual needs of adults educators in order to apply in their educational seminars psychodramatic

tecniques. The collected data will also provide reliable information to develope a proficent

curriculum.

The Experts in adult education and certified psychodramatists in each participating country have

been interviewed in order to enrich the existing data for qualifications and skills required for the

succesful application of psychodrama in adult training programs.

As envisaged during the design phase, the survey and analysis activity was carried out by the

Centro Machiavelli Firenze, leader of the WP2 – Research on use of Psychodrama in Adult

Education – in collaboration with all the partners in the project. The scope of this activity was to

meet the partnership need to carry out an analysis and mapping of the level of dissemination in all

partner countries of the use of Psychodrama and other Experiential Learning methods in the

educational-training field, with special focus on learning at an adult age.

More specifically, through the collection of information by privileged witnesses working in the

Psychodrama sector and professionals working in the adult-age learning sector, the work sought to

detect the level of knowledge and dissemination of the Experiential methods in general, and

Psychodrama in particular, in an attempt to focus on the possible trends and future applications

while taking the inevitable and ongoing evolution processes in the field of education and social

dynamics into account.

In order to adequately support the performing of all the activities foreseen by the project, within the

context of this WP2, integrated survey and analysis actions have therefore been implemented,

primarily by availing of a Participating Research-Action method and consequently carrying out 'on

desk' and 'on field' analysis activities via the administration of questionnaires and semi-structured

interviews to privileged witnesses, supported by ongoing narrative and statistical press reports of

the data collected.

The use of dual-channel detection: ON DESK survey, via which material and publications were

collected pertaining to topics dealt with in this action, and ON FIELD survey, via the

administration of questionnaires in all the partner countries, has made it possible to compare and

integrate the testimonies of the psychodramatists with the answers to the questionnaires given by

the educators and trainers, thereby generating the ongoing updating of the data and thus ensuring

greater compliance of the same.

The ON DESK survey, aimed at identifying publications, research already carried out, statistical

data and data relating to the general characteristics of the sector, has made it possible to

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contextualise everything collected on field. The material pertaining to the POTENS project has been

particularly useful,, that is, Psychodrama on the Educational Stage, funded under the EU LLP

GRUNDTVIG programme, which forms the basis of the contents of the PaTiE and the innovation

transferral action that is currently underway.

The ON FIELD survey has enabled the participatory involvement hoped for by the entire

partnership. The exploratory activity has therefore been directed towards making areas emerge

where there are criticalities and professional and training needs as reported and perceived by the

people in charge and the operators interviewed in relation to the target pinpointed and the

respective needs/requirements expressed.

The aim of the survey was therefore to detect both qualitative and quantitative data, and thanks to

the use of various technical devices, it has also allowed for detecting the subjective experiences

and the thoughts that the professionals structure throughout the course of their educational and

training activities.

The adopting of an integrated work method has been crucial in achieving the preset goals. In fact,

far from wanting it to appear merely as an activity of information and technical survey and analysis

of Psychodrama, the scope of the research in this report was to offer a key to the interpretation of

the experiences lived by the different contexts examined, describing their greatest criticalities and

above all, the main suggestions regarding how to best enhance the professionalism linked to the

experiential learning under examination, with special focus on the possibility of applying

Psychodrama as a learning tool in educational and training activities.

Therefore, by adopting the operating strategies described above, this work has made it possible to

detect a large amount of useful data for the purposes established during the design stage.

The following pages are filled with contents and indications for the future realisation of design

activities that represent a good source for those who, even in the future, wish to learn more about

Psychodrama as a method to be experimented and subsequently applied in the field of education.

Mario Paiano - Cristiano Sanna

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Chapter I

Methodology

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1. Qualitative research methodology

Qualitative research has been used in social sciences for some time now. Nevertheless,

reserves have been advanced regarding its use, summarised by a tendency to "generate a large

amount of detailed information, but a limited number of useful conclusions”1.

Compared to the objective reality of the survey, researchers must therefore put themselves in

the privileged position of choosing an exploration perspective that is characterised by a global

compliance among the various research aspects. The methodological compliance must cover

the entire cycle of the steps for conducting the research which should be viewed as a unitary

process, rather like a «research design»2.

One of the most relevant issues entails the need to bear in mind that the construction of the

knowledge of social research takes place through the interaction between the researchers and

the social subjects involved. During this interaction there is a gradual building up of

explanations edited by the researcher and “translated” on the basis of the information

collected.

As a result, the researcher's interpretation is always personal, partial and dynamic. For this

reason the work with narrative material [in our case, questionnaires with one part containing

questions with open answers and the other, semi-structured interviews] requires an analysis

that takes into examination at least three items: the narrator's voice represented by the text, the

theoretical frame that provides the instruments for interpreting said text, and an in-depth

analysis by the researcher that gives rise to the most correct interpretation possible of the

available information.

The questionnaires with open questions and the semi-structured interviews enter under the

qualitative-type methods3 and allow for identifying elements of the context, and personal,

cultural and social implications that have guided the subject in his/her professional activities,

thus enabling access to the structure of professional experience.

Bearing in mind that the interviewees' “inner world" can never be explained in full, the semi-

structured interviews in particular, allow the individual to present his/her "visions" and

representations pertaining to certain essential aspects of his/her life and educational

experiences, availing of the expressive mode found to be most appropriate. Considered as a

fundamental component of the learning processes of adults, the reflection on one's own

experience connected to the sector of interest - activated by the semi-structured interviews -

“is intimately linked to self-awareness and helps [the privileged witnesses interviewed] to

analyse his/her beliefs and values, enter into contact with his/her emotions, and deal with

interpersonal conflicts” 4

.

We believe in fact, that semi-structured interviews have been valid in restoring a framework

of the representations and subjective experiences that are built up around the topics that are

generally relating to experiential learning, and more specifically, the application of

Psychodramma in the educational and training fields.

Therefore, by availing of the semi-structured interviews, the research has revealed the needs

and expectations of the operators, and in particular it has served to make the areas emerge

where there are criticalities and professional and learning requirements just as they are

perceived by the persons in charge and the interviewed operators.

1 Pope C., Mays N., “Qualitative Research: Reaching the parts other method cannot reach: an introduction to

qualitative methods in health services research”, BMJ, 311, 1995, pp. 42-45. 2 Palombo M., Garbarino E., Strumenti and strategie della ricerca sociale, Franco Angeli, Milano, 2004, p. 61.

3 National and international literature on qualitative research methods has been enhanced with valuable contributions

over recent years. In this regard see: Lucisano P., Salerni A., Metodologia della ricerca in educazione and

formazione, Carocci, Roma, 2002; Mantovani S. (a cura di), La ricerca sul campo in educazione. I metodi

qualitativi; Sorzio P., La ricerca qualitativa in educazione. Problemi and metodi, Carocci, Roma, 2007. 4 Schön D. A., Formare il professionista riflessivo. Per una nuova prospettiva della formazione and

dell’apprendimento nelle professioni, trad. it., Franco Angeli, Milano, 2006.

9

As demonstrated by the results of the research, the attempt to integrate the qualitative data

with the quantitative analysis of this survey has helped reveal the subjective experiences that

professionals build up during the course of performing educational-training activities in their

specific areas of competence.

In this way we have tried to make the work tie in as much as possible with the initial research

hypotheses and objectives, in the knowledge that “to make a choice always means to give up

something”5. The scientific compliance of research is therefore achieved not so much by a

sort of “stress” in having to analyse all the aspects of the issue we are investigating, as by the

capacity to know how to choose the aspect - in compliance with the research design - that we

want to analyse and by the awareness that inevitably some aspects of the research will emerge

in a more prominent manner than others.

1.1 Timetable and procedures: questionnaires, interviews and data analysis

In all 4 partner countries the research was structured in three phases:

The first phase which was of an exploratory nature, aimed at building up a databank and was

based on the following initial objectives:

1. Mapping of the public and private bodies (local entities, associations, training agencies)

that already operate by applying the Experiential method and/or even Psychodramma in

the educational-training sector or which could potentially be interested as end-users in the

method to be transferred.

2. Identification of potential users among teachers-trainers and learning operators to whom

the questionnaire could be administered.

3. Identification of privileged witnesses operating in the sector in which to carry out semi-

structured interviews among the psychodramatists.

The second phase concerns the preparation of the questionnaire to be administered to teachers-

trainers and the grid for constructing the semi-structured interviews to be administered to the

psychodramatists, as privileged witnesses in the sector.

In structuring the questionnaire, focus was placed on the following objectives:

1. The collection of personal data, qualifications and professional experience of the teachers-

trainers to whom the questionnaire was administered;

2. Verification with the subjects to whom it was administered as to whether they were aware

or not of experiential learning as an educational tool for learning, and at the same time

trying to understand which issues they encountered during the course of their working

life;

3. Determining whether the teachers-trainers had any knowledge or previous experiences

connected to the themes of experiential learning and Psychodrama applied to the

educational-training processes;

4. Encoding of any knowledge and basic technical, professional or transversal skills

necessary for forming/integrating the training of the reference professional figures for

applying the Psychodrama method to the educational-training sector;

While always bearing in mind that “the quality of the answers depends on the quality of the

questions”6, we consequently proceeded to prepare the grid of the semi-structured interviews,

for the drafting of which focus was placed on the following objectives:

5 Blumberg B. S., premio Nobel per la Medicina nel 1976.

6 Cfr. Krueger R. A., A Practical Guide for Applied Research, Thousand Oaks, CA: Sage Publications, 1994.

10

• documentation of the contents and purpose of the project and the survey in favour of the

potential interviewees;

• the drafting of the semi-structured interviews in such a way as to allow for exploring not

only the professional issues of the sector (knowledge, skills), but also the individual

cognitive and behavioural components in the application of experiential learning pathways

via use of the Psychodrama method;

• awareness of the problem of the “validity” of the interview grid, including the possibility

of confirmation and disconfirmation during the administration phase;

• configuration of the style of the questions as open, non-directive, non-judgemental, or

non-intrusive, but simply “explorative” and “cognitive”.

The third phase coincided with the quantitative and qualitative analysis of the data collected

and with the drafting of the research report and the results obtained from the survey

conducted.

After the quantitative analysis of the data contained in the questionnaires, fully reproduced in

graphs with relative comments to the tables in the following chapter, a qualitative analysis was

conducted with a description of everything emerging in a narrative form from both the

answers to the open questions contained in the questionnaires, and the ample responses to the

questions administered to the psychodramatists in the interviews. It was finally possible to

draft a conclusive chapter containing summarised information, comments on the results

obtained from the research, and points raised, in order to continue with the subsequent

activities foreseen by the PaTiE project.

1.2 Triangulation of the data

The global interpretation of everything collected in a narrative manner was carried out using a

process known as “triangulation of the data”. The term triangulation is a metaphor and does

not literally mean that three or more sources are required. This method makes it possible to

interpret the data detected via the use of various sources of information.

The appropriate number of sources depends on the importance of the data collected, their

theoretical implications, the expected results, and the investigators' certainty of their validity.

Researchers may come up against different triangulation techniques for validating the data

and their interpretation in the analysis. The triangulation of the investigators requires more

than one investigator to collect and analyse the data so that the results emerge through consent

among the investigators.

The triangulation of the data is a process via which the results emerging can be examined in

relation to those already existing. It appears as an operating procedure that forms part of the

qualitative research process and takes care of responding to the need for validity and

credibility in scientific research. The aim of this procedure is to make the research process

transparent, documenting everything and being prepared to take everything into account,

without attributing to the objectivity a character of "individual product" of the neutral attitude

of those carrying out research, but rather, a social and public character of the research process.

The inter-subjective control of the research and the results by the "peers" and the people

involved in the research (the “subjects”), thus becomes a vital aspect of this type of approach

for the purpose of encouraging the “returning” of what has been analysed7.

7 Si veda, in particolare, il volume di Berg Bruce L., Qualitative research methods for the social science, Allyn &

Bacon, Boston, 2007, pp. 5-8.

11

Chapter 2

Results of Survey and Analysis

12

2. Analysis of the Questionnaires for Educators

Data Analysis

The survey’s results reported in this chapter derive from the analysis of 102 questionnaires

administered in the 4 partner counties of the PaTiE project: Italy, Greece, Poland and Spain.

Out of the 102 questionnaires, 33 were filled out by Italian adult educators, 26 by Spanish

educators, 25 by Polish educators, and 18 by Greek educators.

The data analysis is divided into paragraphs that match the information and the questions

asked to the educators in the questionnaires. The quantitative analyses and graphs were

created in Microsoft Excel.

There are differences between the different countries. In Spain 72% of the interviewed

educators were over 45. In Poland the average age is notable lower: 46% of the interviewees

were under 35 and 69% under 46. Also in Greece the average age seems to be lower than the

overall average age of the 4 Countries with 78% of the educators under 46 and 45% under 35.

In Italy there is no clear trend related to the educators' age.

Even though the cross-section analyzed is too scarce and heterogeneous to draw a reliable

conclusion, we can see how in the Countries where the average age of the interviewee is

lower, the qualification held is higher than the other countries.

In Poland 58% of the educators under 35 hold University master’s degree and, generally

speaking, the level of their education is higher than the other countries. In Greece, although

the age-education ratio is less defined than in Poland, it is still possible to assume that only

25% of the educators over 46 hold a master’s degree, while 59% of the interviewees under 46

hold a educational qualification higher than a degree. In all the countries it is evident that on

average, the younger interviewees have higher educational qualifications. It is also possible

that the access to this profession in the Countries with a lower average age, depends not only

on the collective teaching experiences but also on the educational qualifications acquired.

age-country

86

2 2

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The age of the educators involved in

drafting the questionnaires was divided

into 4 groups: Group 1 included all the

educators 35 years old or less, Group 2

educators between 36 and 45, Group 3

those between 46 and 50 years old,

Group 4 the educators over 50.

The age field was not filled out in two

questionnaires (group 0). By observing

the graph it can be seen how most of

the educators belong to the over-50 age

group although the subdivision into

age groups does not follow a specific

age-related progression.

2.1 A1 Age

13

2.2 A2 Professional Profile

2.3 A2.1 Subject Taught

The courses taught by the educators who filled out the report are of an extremely

heterogeneous nature. They show different characteristics regarding the duration of the

courses, level of education, target of the learners, and motivation of the learners to attend the

courses.

In the research, there are educators for psychological and human research courses that have

target learners with a high educational level, and courses about safety in the workplace that

have target learners who work in the building industry.

The heterogeneity of the kind of courses and learners makes the comments and needs

expressed by the interviewees in the following questions heterogeneous.

Below is a list of subjects taught and in brackets the number of educators teaching them:

• Culture, LLL, informal adult education, youth policy

• Foreign language teacher (11)

• Domestic violence against women and protection programmes (2)

• Health, safety and hygiene in the workplace (7)

• Human resourcing

• Communication area (6)

• School psychology, psychology of handicaps

• Cosmetology

• Nutrition

• Counselling support

• ISO 9001, ISO 19011, ISO 20121, Company structure (self-repair sector), Sailing

• TQM, ISO 9001, ISO 14001, ISO 19011.

• ICT (2)

• Certification of Persons, Systems and Products

• Pedagogy

• Creative writing (2)

• Bibliodrama, sociometric methods for warming up groups,

• The arts

This question concerns the professional

position that the interviewees have in the

adult education field.

In the questionnaire three options were

given: 1) Trainer for adult educators; 2)

adult educator; 3) other. The higher

number of interviewees (63%) belong to

the second category, only 7% are

educator trainers. The third category,

other (30%), is quite heterogeneous.

Several examples of the answers include

headmaster, training agency director,

administrative employee, counselor.

professional profile-country

15

31

17

15

5

14

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40

50

60

70

1 2 3

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• Languages (9)

• Intercultural communication (4)

• Social skills, parental competencies, prevention of problem behaviour (2)

• Pre-departure and on-arrival training for mobility project participants

• Training in job seeking skills (6)

• Promotion and information in tourism (2)

• Literature and/or history (4)

• Language literacy (4)

• Scientific area (5)

• Social area

• Global area

• Computer science (4)

• Social Literacy, Professional Career Consulting

• Business administration / Practical Secretariat (2)

• Environmental literacy

• Numeracy

• Music

• General Accounting - Financial Mathematics

• Environmental education

2.4 A3 Teaching Experience

thand age; however, an in-depth analysis shows that among the Spanish, 57% of the

interviewees with less than 3 years’ experience are over 46 (in Italy only 25%, in Poland and

Question A3 of the questionnaire concerns

the years of experience that the educators

have in teaching adults.

The questionnaire has 4 options: less than 3

years (column 1 of the graph), from 3 to 6

years (column 2), from 6 to 10 years

(column 3), more than 10 years (column 4).

From the graph alongside it is possible to

see how most of the educators belong to

the third and fourth option which means

they have more than 6 years’ experience

and often even 10 years. In general, there is

a direct connection between work

teaching experience-country

4 5 5 4

4 36

20

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1 2 3 4

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Greece none at all).

Possible theories: 1) the access to adult education requires more years of experience, 2) the

Spanish economic and labour crisis forced many people to change their profession and enter

the field of adult education, 3) other.

2.5 A4 Level of Education

In question A4 of the questionnaire, the educators of the partner countries were asked their

educational qualification. The possible replies were: 1) PhD, 2) Master’s degree 3) University

degree, 4) higher technical education, 5) other. Most of the educators hold a university degree

while only two educators have a lower qualification. 7% of the interviewees (6 educators)

hold a PhD, 29% hold a Master’s degree, 50% a degree, and 10% a higher technical education

diploma. Only 2% have a qualification lower than a degree. Two questionnaires were without

an answer to this question (0 column of the graph).

In Italy the results are quite heterogeneous and touch both extremes, with three educators

holding a PhD and one with only a high school qualification. In Greece, perhaps because of

the education system or the method of the researching the interviewees, only 22% of the

interviewees hold a higher technical education diploma. Again we can see how the two

countries with younger educators compared to the overall average, Poland and Greece, are

also the countries where the highest educational qualifications are recorded.

2.6 B1 Essential Abilities for Adult Educators

In question B1 the interviewees were asked to evaluate a list of abilities that an educator

should possess in order to perform his/her profession and, in the case of the list not being

complete, to add others they believed to be important.

The following 8 abilities were suggested:

• B1.1: Being a communicator, a team player and networker

• B1.2: Being able to deploy different learning methods, styles and techniques in working

with adults

• B1.3: Being a motivator

• B1.4: Being able to deal with heterogeneous groups

• B1.5: Involving the learners in the course to help them participate and share their opinions

and experiences

• B1.6: Conflict solving

• B1.7: Creating an atmosphere of confidence

• B1.8: Promoting solidarity and understanding among learners

By analysing the educational

qualifications held by the educators in

the different countries, it is evident

that the answer percentages differ

considerably: in Poland 66% of the

interviewees hold a master’s degree;

in Spain the educational qualification

of the educators is extremely

homogeneous with 96% of educators

holding a university degree.

level of education-country

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• B1.9: Other abilities

The interviewees evaluated each single ability by choosing a value from 1 to 10 where 1

corresponds to “absolutely important” and 10 to “not really important”. The graphs show the

results for each ability:

1

Being a communicator, a team player and networker-country

11

42 1

3

15

8

2

13

1

17

4

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10

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evaluation

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Being able to deploy different learning methods-country

8 8

23

17

4

3

1 2 1 2

11

11

1

11 1

1

11

12

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10

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35

40

45

50

0 1 2 3 4 5 8 9

evaluation

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Being a motivator-country

11

7

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63 2 1 1

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evaluation

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Being able to deal with heterogeneous groups-country

10

52 1

4

16

5

21 2 2 1

12

9

3

1 1

1

11

13

0

10

20

30

40

50

60

0 1 2 3 4 5 6 8 9 10

evaluation

nu

mb

er

of

an

sw

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Spa

Pol

Ita

Gr

involving the learners in the course-country

106

22

18

6

11 1 1 1 2

13

9

1

11

11

10

9

4

10

10

20

30

40

50

60

0 1 2 3 4 5 6 7 8 9 10

evaluation

nu

mb

er

of

an

sw

ers

Spa

Pol

Ita

Gr

conflict solving-country

8

53

1 12

10

4

5

3 51

12

6

8

7

2

1

11

1

9

7

6

11

0

5

10

15

20

25

30

35

0 1 2 3 4 5 6 7 8 9

evaluation

nu

mb

er

of

an

sw

ers

Spa

Pol

Ita

Gr

creating an atmosphere of confidence-country

13

412

14

7

2 31

31

1

10

10

22 1

2

12

6

3

2

0

10

20

30

40

50

60

0 1 2 3 4 5 8 10

evaluation

nu

mb

er

of

an

sw

ers

Spa

Pol

Ita

Gr

Promoting solidarity and understanding among learners-country

9

2

5

22

13

3

5

4

2 2 1 1

7

8

7

1

2

1

2

7

8

6

2

0

5

10

15

20

25

30

35

40

0 1 2 3 4 5 6 9 10

evaluation

nu

mb

er

of

an

sw

ers

Spa

Pol

Ita

Gr

Other abilities-country

13

5

24

9

11

15

13

12

0

10

20

30

40

50

60

70

0 1

evaluation

nu

mb

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of

an

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Spa

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Ita

Gr

Conteggio di COUNTRY

B1.IX

COUNTRY

16

17

From the results obtained it is possible to assume that all the listed abilities are considered

very important by the interviewees, irrespective of their age, nationality or educational

qualification. Besides the abilities listed in the questionnaire, 41 educators filled out the

“other” field with other abilities they considered relevant.

Even though the suggestions are quite different due to the heterogeneity implicit in adult

education, some abilities were recurrent.

In fact, many educators affirmed that in addition to the teaching abilities, is also necessary to

have a good knowledge of the subject taught as it is important to appear to be authoritative in

the adult education. The questionnaires show that many educators consider it important to

understand the needs of the learners. It is also important to understand the knowledge level of

the class, and be empathetic and know how to listen.

Moreover, the importance of the use a language in line with the students' capabilities was

often stressed and since classes often differ it is necessary to be flexible, change teaching

strategies, and use the most efficient tools for teaching people with different levels of

knowledge and skill. Many educators also consider the ability of understand the atmosphere

of the class and the mood of the learners very important.

Below is a list of the suggested abilities:

1. Proficiency in the subject taught,

2. Ability to involve people on an emotional level,

3. Optimism about the possibility of learning new concepts/knowledge,

4. It is important for a teacher to help students to be aware of diversity and learn how to deal

with differences that exist in all cultures,

5. Authority, as with adults, if the educator fails to express expertise, it may be difficult to

establish an educational relationship,

6. Ability to manage the dynamics of a group, identifying the needs of the individual and the

group as a whole,

7. Real experiences,

8. Use new learning technologies,

9. Ability to understand the individual's learning background and adopt flexible training

methods,

10. Adaptation of vocabulary to the intellectual capacity of participants,

11. Ability to help in decision-making,

12. Promoting of progress and allowing participants to share their experiences, and

experiment while ensuring a secure framework for meetings,

13. Awareness, the ability to listen, to follow the progress in the group, sticking to the rules

14. Stress management,

15. Openness,

16. Distance,

17. Ability to structure and plan educative processes creating an efficient, logical and

enjoyable flow,

18. Ability to speak loudly and clearly,

19. Patience and listening skills, knowing when to keep quiet,

20. Technical skills - ability to deal with technical problems that often arise during the various

presentations,

21. Intercultural skills,

22. Diplomacy,

23. Ability to motivate students to attain lifelong learning,

24. Specifically, in the Secondary third grade, where I teach, it is really important and many

people that have had a school failure need to understand it as useful for work,

25. Reinforcement of the learners’ self-esteem and independence to make them more

confident in their capabilities,

26. Linguistics and communicational abilities,

18

27. To give learners the opportunity to act. Many adult learners want to rely on their own

strengths and pursue autonomous learning,

28. To trigger active participation of learners, making them think and develop their abilities,

29. Promote changing of attitudes and behaviour through the above abilities.

2.7 B2 Recurrent Problems in Adult Classes

A vast number of different replies were given to question B3, concerning the recurrent

problems that educators claim exist in their classes.

Even in this question, the heterogeneity of the replies derives from the heterogeneity of the

taught subjects, the duration of the courses, and the educational level of the learners.

Despite the heterogeneity already mentioned above, in the questionnaires coming from the

partner countries in the project, it was possible to find some common problems.

The main problem arising from the questionnaires was the wide difference in the educational

level, age, abilities and previous knowledge of the classes: “Different levels of initial

competences, different learning styles preferred (some for more frontal methods, others for

more interaction, etc.), different motivation to engage”.

The differences among the learners can be also recorded in the single courses that the

educators taught and it seems to be a constant in the whole adult education sector.

The ability “Being able to deal with heterogeneous groups” is indeed considered extremely

important by 48% of the interviewed educators and really important by 31%.

Another ability, directly linked to this set of problems and considered extremely important by

55% of the educators, is “Being a communicator, a team player and networker”.

In order to achieve good results, it is therefore necessary be able to interact with different

people and create a group that is as homogeneous as possible.

Linked to the problem of the heterogeneity of the students, educators of each country reported

the problem of the heterogeneity of the educational demands and the learners awareness of

their real needs “there is often little awareness of their own needs and frequently the

responsibility of their choices is delegated”.

Another recurrent issue, recorded in each country, is the lack of motivation observed in adult

learners.

The ability of motivate the students is in fact considered essential by 37% of the educators

and really important by 26%.

There are frequent reports that the adult learners do not possess real incentives to learn, are

often passive during the class, and only attend the courses because obliged or for the purpose

of performing the educational duties required for their job.

One more problem, strictly related to the previous one, is the mental closure that many adults

have for new knowledge, often considered not useful for their job: “people say that this new

knowledge won’t be useful for them”.

Although this problem appeared in the questionnaires of each country, it is more recurrent in

the experience of the Polish educators.

Another issue arising in the questionnaires was the lack of respect for the educators and

colleagues of the course “Usually in the group there’s one person trying to dominate, who

even tries to dominate the trainer”.

This issue came to light particularly in the questionnaires filled out by the Polish educators.

The opposite problem, found in the questionnaires of each nationality and in particular in the

Polish and Spanish ones, was the lack of self-confidence and faith in their own learning

abilities.

Strictly linked to the adult age is also the issue, found in each country, regarding the lack of

time for the learners, engaged in training courses as well as occupied by work and family

activities.

The lack of time negatively influences the learning, attendance and fatigue: “The idea that

they are “too old” to learn well, due to being tired at the end of the day.”

19

Some educators have pointed out that adults find it difficult to accept a challenge and often

make a stand against teaching methodologies based on experiential or recreational methods:

“they can be embarrassed if they are not able to do something and prefer to give up. They

sometimes don't like games or innovative methods, they think they are for children and not for

adults”.

In the questionnaires of each country there were frequent reports of coexistence difficulties in

the classes of people coming from different cultures and with different mother tongues

“Coexistence between Spanish people and foreigners. Discrimination and racism”.

Below is the complete list of the replies to the question:

1. Difficulty in getting involved as an active learner. Communication problems,

2. Great diversity in the starting knowledge of the learners,

3. Difficulty in managing competition among learners,

4. They can be embraced if they are not able to do something and prefer to give up,

5. They sometimes don't like games or innovative methods, they think they are for children

and not for adults,

6. Lack of time for an in-depth analysis of the topic and no time for a debate,

7. Lack of a suitable space for good education,

8. Lack of investments in the human resources,

9. Difficulties in identifying the sustainability of the educational activity,

10. "The inability of the workers and employers to culturally grow in order to consider “how a

job is done” more relevant than “which job has to be done”,

11. Presumption, believing they know the answer without fully understanding the problem,

12. Ability to solve unfriendly behaviour,

13. Non-homogeneous language skills,

14. Attendance, overall view, sharing, planning,

15. Often there is little awareness of their needs and frequently the responsibility of their

choices is delegated,

16. The adult in education need to understand the advantages that the education provides,

17. Keeping the attention of the class,

18. Completing the program,

19. "Difficulty in accepting young teachers’ authority,

20. Difficulty in using ICT’s,

21. Trainers do not represent the organization they are working for but only their own

interests,

22. Training organizations do not have a clear mission and vision or the clear objectives that

the trainer must transmit to participants,

23. The source of a learner’s motivation is a major factor for adults,

24. I teach socially challenged people. Self-esteem is low in the groups, people are comparing

themselves with others which makes it difficult to create a pleasant and motivating

atmosphere,

25. Fears, the initial reluctance to take part in active methods (drama), and the initial lack of

confidence,

26. Negativism, lack of commitment and motivation to change,

27. Staying on a superficial level,

28. Cultural diversity,

29. Difficulty in adapting to the regular rhythm of the classes,

30. Teachers low motivation levels. Teachers should not only teach, but they also have to

20

entertain,

31. Learners sometimes bring problems to the classroom that, in my opinion, can only be

solved by a specialist (psychiatrist, psychologist),

32. Some students want to obtain the certificate without any effort,

33. Lack of silence when the teacher is explaining,

34. Learners’ nervousness and worry about exams,

35. Understanding difficulties,

36. Lack of motivation among young learners,

37. Tiredness due to too many activities of adult learners.

2.8 C1 Use of Experiential Methods in Adult Classes

age of the educators: 40% of the educators over 50 do not use these methods compared to

20% of the educators under 45.

Although the data are not sufficient for giving a final verdict, due to the fact that the lack of

use of these methods may depend on the type of subjects taught, this could imply that the

experiential methods are used less by older teachers who are perhaps linked to the more

traditional teaching methods.

2.9 C1.2 Kind of Experiential Methods

In question C1.2 the educators were asked which experiential methods they used and how

often. A total of 8 experiential methods were proposed some of which were associated to 5

values corresponding to the use of this methods. The values were: 1) not at all, 2) very little,

3) sometimes, 4) often, 5 ) very often. The value 0 corresponds to no response.

The experiential methods listed were: C2.1 brainstorming, C2.2 role playing, C2.3 simulation,

C2.4 teamwork, C2.5 case studies, C2.6 project development, C2.7 problem solving activities,

and C2.8 show situations.

They were also asked whether they were using other experiential methods and if so, which

ones. The results are summarised in the graphs below:

Most of the interviewees (90%) replied

that they are using experiential methods in

their classes for adults (column 1 of the

graph). Out of 100 questionnaires collected

in four different countries, only 10 people

(column 2) replied they did not want, or

cannot use these methods during their

lessons. Among the 10 educators that gave

negative replies to the question, 8 of these

are Spanish. Analyzing only the Spanish

data, is possible to notice that 34 % do not

use experiential methods in their classes

and that the reason is partially linked to the

Use of Experiential Methods in Adult Classes-country

18

31

2

26

17

8

0

10

20

30

40

50

60

70

80

90

100

1 2

Use of Experiential Methods in Adult Classes

nu

mb

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of

an

sw

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Spa

Pol

Ita

Gr

21

Use of Experiential Methods in Adult Classes: C1.2/1

0

7%

1

8%

2

16%

3

21%

4

35%

5

13%

0

1

2

3

4

5

Use of Experiential Methods in Adult Classes: C1.2/2

0

6%

1

9%

2

19%

3

25%

4

29%

5

12%

0

1

2

3

4

5

Use of Experiential Methods in Adult Classes: C1.2/3

0

5% 1

6%

2

15%

3

27%

4

36%

5

11%

0

1

2

3

4

5

Use of Experiential Methods in Adult Classes: C1.2/4

0

3%1

5%

2

8%

3

15%

4

36%

5

33%

0

1

2

3

4

5

Use of Experiential Methods in Adult Classes: C1.2/5

0

8%

1

12%

2

16%

3

26%

4

29%

5

9%

0

1

2

3

4

5

Use of Experiential Methods in Adult Classes: C1.2/6

0

5%

1

15%

2

21%

3

30%

4

17%

5

12%

0

1

2

3

4

5

Use of Experiential Methods in Adult Classes: C1.2/7

0

5% 1

7%

2

10%

3

27%

4

36%

5

15%

0

1

2

3

4

5

Use of Experiential Methods in Adult Classes: C1.2/7

0

5%1

7%

2

10%

3

27%

4

36%

5

15%

0

1

2

3

4

5

Use of Experiential Methods in Adult Classes: C1.2/8

0

7%

1

16%

2

17%

3

26%

4

26%

5

8%

0

1

2

3

4

5

Use of Experiential Methods in Adult Classes: C1.2/8

93

9

0

10

20

30

40

50

60

70

80

90

100

0 1

Use of Experiential Methods in Adult Classes

num

ber

of answ

ers

0

1

22

C1.1 brainstorming: 48% replied that they use it often or very often

C2.2 role playing: 41% use it often or very often

C2.3 simulation: 47% use it often or very often

C2.4 teamwork: 69% use it often or very often

C2.5 case studies: 38% use it often or very often

C2.6 project development: 29% use it often or very often

C2.7 problem solving activities: 51% use it often or very often

C2.8 show situations: 34% use it often or very often

All the listed experiential methods prove to have been used by the educators, even if in

different percentages. The application of single methods seems to be determined by the kind

of course that the educators teach, the subjects and the course duration.

Although most of the educators know the experiential methods and use them in their classes,

it is possible to note the absence of some responses (code 0) probably caused by the lack of

knowledge of the specific methods listed. The experiential method “Teamwork” appears to be

the most widely used and appreciated by the educators of each country. This result is in line

with the ability considered as most important (being a communicator, a team player and

networker).

Moreover, the list appeared to be comprehensive. Among the 96 interviewees, only 9 added

other methods, as listed below:

• Cooperative learning

• Outdoor activities

• Pre-course assignment to understand participants' knowledge and skills

• Ongoing assessment: participants are continuously observed and examined during the

course with written tests and evaluated by trainers on the basis of a standardized indicator

list.

• Work with photos, graphs etc.

• Very sociometric

• Projection of films, videoing

• Mini-lectures, presentations.

2.10 C2 Contribution of Experiential Methods in Adult Classes

Comparing this results with those of question C.2, it can be noted that, although 10 people

replied that they do not use this teaching method, only 3 (or 7 if we assume that missing

replies correspond to negative replies) claim they are not useful.

In this question the interviewees were also asked to justify their reply if positive.

The responses given were heterogeneous, however it is possible to see several recurrent

motivations. Many educators appreciate the ability of the experiential method to motivate and

involve students, at the same time encouraging their learning autonomy: “It promotes the

person's autonomy and problem-solving, involving them both emotionally and directly”.

To the question whether the

experiential methods can help in

adult teaching, almost all the

interviewees (93%, column 1) replied

positively. Out of 102 educators, 5

did not reply (column 0) and only 3

claimed that experiential methods are

not useful in adult education (column

2). All the educators belonging to the

last group were Spanish.

Contribution of Experiential Methods in Adult Classes-country

2

16

2

31

26

1

21

30

10

20

30

40

50

60

70

80

90

100

0 1 2

Contribution of Experiential Methods in Adult Classes

num

ber

of answ

ers

Spa

Pol

Ita

Gr

23

Another common response among all the educators of the participating countries was the

ability of these methods to allow for acquiring concepts and the ability to use them in real life.

The educators also share the idea that experiential methods give good results with adults

because they learn better from experience than theory. Experiential methods, according to the

questionnaires, are also helpful in solving problems concerning adult education indicated in

paragraph B2: the difficulty to memorize: “the use of practical experience fixes the concepts

and make them repeatable”. Following is a list of the answers given:

• It promotes the person's autonomy and problem-solving, involving them both emotionally

and directly

• These methods help the students to go through the traditional approach centred on the

separation between theory and practice

• Because I think these methods allowed us to join students in the same activity

• Tools for self-reflection,

• Because they allow for easier assimilation of theoretical knowledge,

• Scarce efficiency of basic traditional lessons

• The help learning and involvement in the different activities.

• In management and human resources it is essential to work in team and problem solving

activities

• The allow for conducting a more integrated program

• The use of practical experience helps fix the concepts and make them repeatable

• These methods help in facing the obvious difficulties adult people usually have as learners

• Adults learn better by doing than by listening or studying

• Training continuously reflects the technological, social and organizational changes and

development. So it has to be highly innovative,

• For many participants sharing experience is more reliable than mere theory, especially

when working on development or educational topics,

• Varying methods help avoid monotonous classes,

• Experience is involvement of the "whole" person, simultaneous entailing multiple

processes and senses that are carriers of many experiences, it also induces activities,

impossible to experience in everyday life. Experiencing is the best way of memorizing,

• Adult learners seek a connection between theory and the “real world”,

• Adults are used to working with methods that they already know and they do not like to

try new things,

• Because they are interested in new technologies which they do not know much about,

• Many of the students have given up conventional studies and experimental methods are a

different way of learning,

• Experience confirms the effectiveness of the methods, applying the theory,

• Adults demand more traditional methods,

• Through the experiential methods trainees know each other and more easily perceive the

group to which they can be assigned for the implementation of various training projects,

• Forces the learner to think,

• Adults have experience and a critical mind; both can be used optimally in an experiential

learning context to enable adult learners to perform better,

• Experiential methods allow a direct and comprehensible approach to the teaching object.

24

2.11 C3 Application of Experiential Methods in Adult Classes

educators gave negative answers, as these

came from 4 Spanish educators (16% of the interviewees in Spain), 3 Greek educators (19%

of the interviewees in Greece), and 1 Italian. The blank replies were of the Italian educators.

2.12 C3.1 Criticism of the Experiential Methods

Question C3.1 was created to understand the reason why it was not possible for the

interviewees to apply. The explanations given were as follows:

1. Not enough time

2. I don't think these methods could be useful for me

3. I don't know any of these methods

A fourth option was added: “Other”, and interviewees were asked to justify this choice.

7 educators answered. 5 interviewees claimed they were not be able to use the experiential

methods because of lack of time, and only 2 replied the methods are not useful. 2 other

educators provided a subjective explanation:

• you have to know how to apply them

• sometimes the composition of the adult training classes (number of trainees, trainee

quality characteristics, etc.) do not allow for conducting certain methods.

2.13 D1 Knowledge of Psychodrama

perfectly balanced, an analysis at a national level

reveals significant differences from country to country.

Italy seems to be in line with the overall average; 45% of the interviewees know about

psychodrama, while 52% replied negatively (only 3% failed to answer).

Poland provided very different results: 81% of the interviewees know about psychodrama,

15% replied negatively and 4% failed to answer. The reason for this diversity in the

percentages is not clear: it could depend on the method implemented to obtain the

questionnaires or on a wider knowledge at a national level of the psychological method of

psychodrama ( Poland is the Country where the Potens project was created).

In Spain, the psychodrama seems to be less well known: only 28% of the interviewees

claimed they knew about it.

In Greece, 33% of the educators have knowledge of this psychological method.

Question C3 asked whether it was possible

for the interviewees to apply the experiential

methods during their lessons. Even in this

case most of the educators replied positively

(90%, column 1), 8 replied that they were not

be able to use the methods (column 2) and 2

left this question blank (column 0). By

analyzing the answers country by country, it

is possible to see that none of the Polish

Educators were asked about their

knowledge of the psychological method

of psychodrama. 48% of the

interviewees (column 1) replied

positively to this question, 50% (column

2) replied negatively, and 2 educators

left it blank (column 0). Although the

global answers of the interviewees are

Application of Experiential Methods in Adult Classes-country

14

42

30

1

26

21

4

0

10

20

30

40

50

60

70

80

90

100

0 1 2

Application of Experiential Methods in Adult Classes

num

ber of answ

ers

Spa

Pol

Ita

Gr

Knowledge of Psychodrama-country

6

12

1

15

17

1

21 4

7

18

0

10

20

30

40

50

60

0 1 2

Knowledge of Psychodrama

num

ber of answ

ers

Spa

Pol

Ita

Gr

25

2.14 D1.1 Knowledge of Psychodrama as Educational Tool

Also in this case, the analysis of the answers given by the individual countries gave different

results compared to the global ones. The country where psychodrama used for educational

purposes is best known is Poland, the place where the Potens project was created and

conducted and the results of which the PaTie intends to disseminate. In Poland, 62% of the

interviewees know the educational use of psychodrama. This knowledge decreases among the

Greeks (32%) and the Italians (24%). Spain seems to be the country where psychodrama as an

educational tool is least known (only 12% knows about it).

2.15 D1.2.1 Potential applications of Psychodrama in Adult Classes

In this question, educators with a knowledge about psychodrama as a useful educational tool,

were asked how it could be helpful in teaching adults.

9 options were provided:

1. Conflict solving (D.2.1A)

2. For building a strong team in the class (D.2.1B)

3. For creating an environment of confidence (D.2.1C)

4. For promoting solidarity and understanding among the learners (D.2.1D)

5. For promoting equality among the learners (D.2.1E)

6. For achieving an emotional entailment with the learners (D.2.1F)

7. For involving the learners in the course to help them participate and share their opinions

and experiences (D.2.1G)

8. For understanding difficult and different situations that learners may be going through

(D.2.1H)

9. Other (please explain) (D.2.1I)

The interviewees could choose the options by marking the corresponding box. Below is a

summary of the results:

3

3

8

2

0

2

4

6

8

10

12

14

16

18

1

nu

mb

er o

f an

swer

s

psychodrama Seminars related to Education

conflict solving-country

Spa

Pol

Ita

Gr

Among the 100 interviewees, 33% know about

psychodrama not just as a psychological

method, but also as an educational tool

(column 1). In this question we can observe

another lack of answers, probably due to the

fact that the ones giving negative answers to

question D1, instead of giving a negative

answer to this question as well (column 2),

they gave no answer at all (column 0).

Knowledge of Psychodrama as Educational Tool-country

11

6

1

16

8

9

5

16

5

9

3

13

0

5

10

15

20

25

30

35

40

45

0 1 2

Knowledge of Psychodrama as Educational Tool

num

ber of

answ

ers

Spa

Pol

Ita

Gr

achieving an emotional entailment with the learners-country

5

2

13

2

0

5

10

15

20

25

1

achieving an emotional entailment with the learners

num

ber of answ

ers

Spa

Pol

Ita

Gr

promoting equality among the learners-country

3

1

5

4

0

2

4

6

8

10

12

14

1

promoting equality among the learners

num

ber of answ

ers

Spa

Pol

Ita

Gr

promoting solidarity and understanding among the learners-country

5

2

9

4

0

5

10

15

20

25

1

promoting solidarity and understanding among the learners

num

ber of answers

Spa

Pol

Ita

Gr

creating an environment of confidence-country

5

3

9

4

0

5

10

15

20

25

1

creating an environment of confidence

num

ber of answ

ers

Spa

Pol

Ita

Gr

other-country

1

4

3

0

1

2

3

4

5

6

7

8

9

1

other

num

ber of answ

ers

Pol

Ita

Gr

understanding difficult and different situations-country

6

2

12

2

0

5

10

15

20

25

1

understanding difficult and different situations

num

ber

of

answ

ers

Spa

Pol

Ita

Gr

involving the learners in the course-country

9

4

12

4

0

5

10

15

20

25

30

35

1

involving the learners in the course

num

ber of answ

ers

Spa

Pol

Ita

Gr

building a strong team in the class-country

6

2

8

4

0

5

10

15

20

25

1

building a strong team in the class

num

ber

of

an

sw

ers

Spa

Pol

Ita

Gr

1. Conflict

solving

26

Among the interviewees, 8 marked the “other” box. The answers given were as follows:

1. auto-discovering, creating

2. emotional circulation

3. it fosters the knowledge of the “self”, provide security to face different problems in a

productive way

4. it fosters the knowledge of one’s ability to cope with problems in an ongoing manner

5. it helps students reflect on their problems

6. I've heard about it. Our teacher used to mix didactic role playing and real simulations in

order to make the students get into each other's shoes and learn the functional English

2.16 D.2 Psychodrama Seminars related to Education

Following is a list of the seminars on psychodrama

applied to education mentioned by the interviewees:

1. Bibliodrama, 5 days, Peter Varga

2. Drama for T.E.F.L, 3 weeks, University of Edinburgh

3. Le théâtre dans les cours de français, WE, Private French actor and teacher

4. Many times, fragmentary in sessions on mediation, during the psychological and

supervision workshops related to work in psychoprophylaxis and social therapy and

during interpersonal training. It was always something more than just a session about

psychodrama. Among others - Polish Association of Practising Psychologists,

Development Centre at the Ministry of Education, School of Dialogue

5. Psychodrama in women's educational workshops, 3 hours Magnea Björg Jónsdóttir,

pshychologist, Menntasmiðja kvenna Akureyri

6. Psychodrama in working with young people at risk of social exclusion

7.12-09.12 2012

7. Hope - Foundation for the Prevention and Rehabilitation of Addiction

Workshops “Bibliodrama as a way of intercultural education of adults” I-VI 2012,

Grodzki Theatre Association

8. Psychodrama on the educational stage - Grodzki Theatre - "Psychodrama w pracy z

młodzieżą zagrożoną wykluczeniem społecznym” (Psychodrama in work with young

people at risk of social exclusion) 7-9.12.2012, Fundacja Zapobiegania I Resocjalizacji

Uzależnień “Nadzieja” Bielsko-Biała (provider Peter Varga)

9. "Pomoc dziecku i rodzinie dotkniętej uzależnieniem" warsztaty, konferencja

10. ("Help for children and families affected by addiction" workshops, conference)

11. May 2012

Out of 100 interviewees only 13

had attended conferences and

seminars concerning the application

of psychodrama in adult education.

Out of these 13, 9 interviewees

were from Poland and 4 from Italy.

No Greek or Spanish educators said

they had attended any psychodrama

seminars applied to education.

psychodrama Seminars related to Education-country

1

17

3 4

26

2

9

15

6

19

0

10

20

30

40

50

60

70

80

90

0 1 2

psychodrama Seminars related to Education

num

ber of answ

ers

Spa

Pol

Ita

Gr

27

Fundacja Zapobiegania I Resocjalizacji Uzależnień “Nadzieja” Bielsko-Biała (provider

Peter Varga). Szkolenie dla edukatorów w ramach projektu “POTENS Psychodrama na

edukacyjnej scenie” (104 godziny). Training for educators as part of the "POTENS

Psychodrama project on the educational stage" (104 hours) 2012 Bielskie Stowarzyszenie

Artystyczne Teatr Grodzki

12. Tanzimprovisation. unter dem Aspekt der Kommunikation, 1 week

13. Akademie Remscheid für musische Bildung und Medienerziehung (D), Theater, Theater, 2

days, Ministère de l`Education Nationale et de la Formation professionnelle (L)

14. Improtheater, 5 days, Kabarettakademie Heiligenhof Bad Kissingen (D)

15. Teatro dell'oppresso, 5 days Youth Express

28

Chapter 3

Analysis of Questionnaires

for

Psychodramatists

29

3. Analysis of Questionnaires for Psychodramatists

The WP2 of the PaTiE project envisaged the filling out of 12 questionnaires by the qualified

psychodramatists from the 4 partner countries.

Of the 12 questionnaires, 3 were filled out by Greek psychodramatists, 3 by Italians, 3 by

Polish and 3 by Spaniards.

The questionnaires were of a qualitative nature and the aim was to collect information about

the use of psychodrama as an educational tool and its potential benefits in the field of adult

education. The psychodramatists were contacted through non-random searches.

3.1 A1 Professional Profile

All the interviewees were psychodramatists and more than half were either psychologists or

psychotherapists. 4 interviewees were educators in psychodrama courses. Two were also adult

educators.

3.2 A2 Certification as Psychodrammatists

All the interviewees had obtained psychodramatist certificates from qualified international

bodies. All the Greek psychodramatists held a PCPD (Psychodrama Centre of Personality

Development) certificate. Two of the Polish psychodramatists held certifications from the

Polish Institute of Psychodrama and the third from the Uppsala Psykodramainstitut.

The three Spanish psychodramatists held qualifications from the A.E.P (Spanish Association

of Psychodrama).

Two Italians psychodramatists held qualifications from the Studio di Psicodramma of Milan

and from the psychodrama theatre of Brescia, both of which belong to the AIPSIM

(Associazione Italiana Psicodrammatisti Moreniani). The third Italian psychodramatist did not

specify any qualification body but is apparently one of the counsellors of the AIPSIM.

3.3 A3 Professional Experience

All the psychodramatists who accepted to fill out the questionnaires have 5 or more years'

specific work experience in psychodrama.

Two psychodramatists have 5 years’ experience; 5 psychodramatists have 6 to 10 years’

experience, and the other 5 have 20 or more years’ experience.

3.4 A4 Current activity as Psychodramatists

All the interviewees work as psychodramatists, as indicated by the activities carried out:

1. Psychodramatist, practitioner

2. I am professionally active as a psychodramatist, supervisor and trainer assistant.

3. Trainer, Educator and Practitioner (TEP).

4. Educator and trainer. I use elements of psychodrama in workshop activities that I have

been running with different groups of adult learners (mainly theatre and bibliodrama

classes) on a regular basis.

5. My basic profession is as a teacher for secondary schools and gymnasiums. My focus as a

psychodramatist has been on psychodrama as a tool for education, mainly adult education.

6. Psychodramatist, trainer, educator

7. As a psychotherapist and trainer

30

8. Several training courses in psychotherapy

9. Training for companies and public administrations on leadership, teamwork, etc., training

of educators; training of professionals in psychodrama and group dynamics. Applying

Psychodrama in executive coaching. Individual and group therapy. Workshops in

professional congresses in Spain and abroad.

10. Psychotherapist

11. Psychodramatist, trainer, educator

12. Psychodramatist, trainer, educator, practitioner, supervisor.

According to the section A of the psychodramatists' questionnaire (general features) we can

observe a precise homogeneity in the training path of the interviewed people, which is similar

in all the countries. Beside, we notice that the experience and the working fields in which the

interviewed work are quite heterogeneous. This can be a prove that the psychodrama is a

flexible tool that can be used not only for therapeutic purpose but also in less specific contexts

as well as in adult education.

3.5 B1 Application of Psychodrama in Educational Processes

The aim of Section B of the questionnaire, “the use of psychodrama in education” was to

understand whether and how this psychological discipline has been used in the educational

field in the past.

Question B1 asked the interviewees about their knowledge of psychodrama as an educational

tool. 8 out of 12 psychodramatists knew about it; 5 of them specified the fields of application:

“I have used the pedagogical approach in different projects, for example psychodrama used in

the teaching of Swedish as a second language for immigrants (2002-2003). As a supplement

to theoretical language training, the group was offered a psychodrama workshop for language

practice and reflections on their experiences from on-the-job training”; “I’ve applied it in

training for educators focusing on communication improvement with parents at school. I have

applied it in all training for adults in business: leadership, conflict-solving, teamwork,

communication”; “I use it at school (pedagogical psychodrama) and in the training of

educators and teachers”; “I have experience in adult and adolescent education with

psychodrama and action methods”; “I have used psychodrama essentially in training for life

guards, especially about emergency psychology and as a tool in any educational process to

promote implied learning. I also have used it in training for doctors, dieticians and

nutritionists in their respective professional schools, in the aim in teaching skills to patient

carers”.

According to the interviewed answers, the psychodrama (as often happens with other

experiential methods) can be applied successfully in different fields of education and with

learners of different ages. Nevertheless, even though it is applied in different fields, it is most

of the times applied for the training of learners that carry out a job in which they can

encounter difficult psychological situations (i.e. doctors, life guards, dieticians).

However, psychodrama, as a method of group work, may create suitable conditions for the

course of an educational process by building an atmosphere of trust and safety, and also by

reinforcing the integrity of a group. These are the factors which help the listeners (here adult

learners) to overcome the fears and difficulties connected with the challenges of the

educational program, and also facilitate contact with the teachers and other members of the

group.

Psychodrama offers practical tools of application in the field of education, which is

understood by gaining skills and shaping attitudes. Skill − is the ability to practically

implement possessed knowledge, and Attitude – here the learner's attitude − covers his

emotions, beliefs and prejudices, his values and expectations, which all influence his relations

31

with the educator, the group and the whole educational process.

All psychodrama techniques may be useful in the process of education, but in order to use

them efficiently, the educator has to have enough skill. These skills may be acquired only

through comprehensive training in psychodrama methodology. To sum up the aforementioned

reflections, once again it must be emphasised that the application of psychodrama in

education may enhance and improve the work of the group, but also carries multiple threats in

a situation in which the trainer does not possess sufficient knowledge, skills and experience.

There are not courses (with few exceptions) to train educators to the use of this technique, as

the PaTiE project aims to do.

3.6 B2 Psychodrama Seminars

Question B2 concerned the knowledge of specific applications of psychodrama to educational

methods. The answers given were heterogeneous, psychodrama as a tool appears to be

flexible and adaptable to different kinds of teaching.

Below is a list of the psychodrama courses known by the interviewees:

1. Psychodramatic seminars are offered to educators by psychodramatist colleagues of mine

in PCPD.

2. In supervision training for nurses and other hospital staff

3. In teaching of Swedish as a second language for immigrants (others have done this too)

4. In high schools

5. In gymnasiums as a means of psychological development for students

6. In further training for church workers, for example, deacons, of the Church of Sweden

7. Team conflict-solving

8. Approach to guidance and cooperation with families.

9. Conflict-solving in the classroom.

10. Empowerment of children and teenagers in situations of bullying,

11. Social withdrawal and blockades of various types.

12. "Cooperative Diagnostics" and perspectives of different situations.

13. Development of creativity, self-esteem and responsibility.

14. Working with “tags” and “inheritance”

15. Management of the group and active methodologies

16. Psychodrama techniques

17. Management strategies

18. How to use psychodrama in environments involving education or people support.

19. Workshops addressing educators who work in the social services and private or public

organizations.

3.7 B3 Psychodrama contribution in Adult Training

Question B3 asked the psychodramatists whether and how, in their opinion, psychodrama can

effectively help educational processes. The replies of all the interviewees were positive.

In fact, all the psychodramatists believe that thanks to its ability of foster group cohesion,

psychodrama encourages creativity, spontaneity and interpersonal relations, and can be a

relevant tool in education, as it also plays a positive role in relations among students and

between students and educators.

Below is a complete list of the motivations provided in the questionnaires:

32

1. It helps in forming the personality,

2. To gain better awareness of our functioning and free our expression and our real essence.

To regain our spontaneity and our creativity.

3. To develop our ability to establish genuine relationships.

4. To learn how to live with vivacity, humour, hope, a better sense of internal harmony and

joy.

5. Psychodrama can make adult training more interesting, successful, less theoretical and

more experiential in a group centred on collaboration and co-creating processes.

6. It is very attractive and captures their interest and attention.

7. Psychodrama engages students emotionally, thus enriching the learning process. Not only

intellectual, but also experiential aspects of cognition are available

8. Improvement of skills for communication, dialogue, understanding of psychological

processes, empathy-training etcetera.

9. Psychodrama can help the development of creativity in the educational processes,

enhancing creative educational programmes, the meaning of processes and group

dynamics, and the study of different group methods (sociometrics).

10. It promotes empathy and flexibility

11. It promotes know-how and upgrades the trainers' implied learning.

12. Psychodrama implies creativity development and spontaneity. It is essential for

developing attitudes and personal resources applied to work.

13. Psychodrama fosters creativity and spontaneity, essential elements for effective learning.

The use of play activates everyone's cognitive, corporal and emotional aspects.

From the section B of the questionnaire clearly arises that the psychodrama is definitely a

technique that can be fruitfully used in the VET. In all countries covered in this research

(Greece, Italy, Poland and Spain), there are courses for adult learners based on this discipline.

Thanks to some psychodramatic techniques, these courses aim to develop precise

competences in the learners. Nevertheless, there are just few courses that aiming to train the

educators on the application of psychodramatic techniques in their teaching activities, in spite

of the fact that all the interviewed psychodramatists answered, in the question B3, that

psychodramatic techniques could be useful in a VET environment. In fact, psychodramatic

techniques could improve the relationship among the learners and among learners and

trainers. Furthermore, the psychodrama can also enhance the respect among learners, their

spontaneity and creativity, affecting in a positive way the learning path.

And that because the learning atmosphere created by psychodrama is another basic resource

of psychodrama in favour of education, especially in adults’ education. Being a group method,

psychodrama can produce a proper learning environment through creating group cohesion,

atmosphere of confidence and safety, in which the learner can effectively handle her/his

anxieties related to the learning situation, teacher/educator or group members. Much of the

problems reported by the adult educators they are confronting with in their work (e.g. drop

outs, lack of motivation) can be handled more efficiently if more attention is paid to the

development of group cohesion and creation of an adequate learning environment. Usually

too short time is devoted to creation of group cohesion and security issues. Many times

classes are not treated like a group going through different phases from birth to coming to an

end, but rather like a mass without taking into account basic group dynamic phenomena. The

capacity to handle group dynamic phenomena requires a wider and deeper training, especially

for such major themes of group dynamics like conflict resolution and handling of resistances.

33

3.8 C1 Characteristics and Qualifications of Adult Educators

The aim of Section C of the questionnaire was to explore the abilities and the benefits that

psychodrama can contribute to educators’ skills and educational methods.

Question C1 asked which characteristics and qualifications they believe educators should

have to apply psychodrama to education.

The mental characteristics of the educators, according to the questionnaires, are quite

homogeneous and include open-mindedness, vitality, self-awareness, passion, a good sense

and use of one's body, love of people, interest in people, co-operation, inspiration, positive

motivation, imagination, flexibility, respect for all kinds of life, empathy, good organization

skills, awareness of the role of the group leader, intuition, good listening skills, creativity,

openness, and spontaneity.

In most of the questionnaires it emerged that in order to effectively apply psychodrama to

education, it is necessary for the educators to have good knowledge of psychodrama and, even

more importantly, good training, since psychodrama is a psychological method that could

harm the students if not well used. Some of the answers included “To have completed the full

training in psychodrama”; “Firstly [he/she has to] participate in a psychodrama training

seminar for at least 2 years, where he/she can learn how to use psychodrama techniques and

the importance of the philosophy that psychodrama is based on, and secondly he/she could

start to apply psychodrama in educational process under the supervision of his/her

psychodrama trainers”; “He/she must be trained in psychodrama and learn to become a

trainer.”; “[he/she] should be aware of the specific characteristics of this method –

psychodrama is a powerful tool. He/she should be experienced in working with groups –

psychodrama is not the best method to use for beginners in education/training.”; “Good

experience as a psychodrama practitioner”; “Good training in Psychodrama (theoretical tools

and long practical training: 600 hours)”; “Experience in working with groups and

psychodramatist certification from a national association.”; “He/she must know psychodrama,

be able to use it in the educational field without digressing into the psychological/

therapeutical sphere.”; “two years' training - at least 400 hours training and 30 hours of

supervision - are necessary for acquiring sufficient skills to lead groups with the psycho-

sociodramatic approach. Four years training – 800 hours training and 80 hours of supervision

– are needed for a fully trained psychodrama leader working in the educational field.”

The interviewed psychodramatists underline the fact that applying psychodrama is not merely

a question of technique, it is a way of being in relations. Applying psychodrama methods is

not a procedure to be followed (through assimilative learning); it is a way of acting in a

responsible, creative, unique and authentic way in individual and group relationships. The

techniques are comparable to cultural conserves that might be used in both creative as well as

in unproductive, even destructive ways.

Without a systematic psychodrama training the difficulties of applying any psychodrama

technique are becoming risks which can cause blockades, resistances or even damages in the

educational process through opening an intimate inner space which is especially frail in case

of the trainees belonging to vulnerable social groups. It is generally accepted that applying

psychodrama methods requires at least a basic training in psychodrama, in order to be able to

handle with care and discretion the impact of the techniques on the group members and to

avoid flattening the creative potential of psychodrama. Psychodrama trainings are meant to

increase the responsibility, creativity and authenticity and to diminish the possibility of

unproductive or destructive applications.

Recognized psychodrama trainings begin with self knowledge, ending with professional self-

knowledge and skill development in working with psychodrama techniques in groups or

individuals, under supervision. Psychodrama trainings are offered by psychodrama training

organizations working on the basis of internationally recognized criteria. According to the

present European standards the mastery of psychodrama requires a minimum of 4 years of

34

training, of about 880 hours, within which at least 200 hours of self knowledge, 200 hours of

training of conducting inside an advanced training group, 80 hours of supervision, etc. (See:

www.fepto.eu/we/en/Minimal_Training_Standards, further the British Association of

Dramatherapists site: www.badth.org.uk .

3.9 C2 Skills improved by Psychodrama

Question C2 asked the psychodramatists which abilities can be improved in educators through

psychodrama. Probably as a result of the homogeneity of the interviewees, even with this

question the answers were homogeneous and similar to those of question C1.

Psychodrama, according to the interviewees, can improve collaboration and group

participation in the learning processes, interacting with others with mutual understanding and

respect, better relations with the students, a more relaxed and pleasant way of teaching and

transmitting knowledge, a creative approach to teaching processes, flexibility in dealing with

difficult situations, open-minded ways of viewing things, spontaneity and creativity, intuition,

negotiation skills, competence and emotional security.

The qualitative competences that a training pathway based on psychodrama can improve in

the educators seems to correspond to the needs emerged from the questionnaire filled in by

the trainers for adults, who referred that the major met difficulties are related to the

communication between trainers and learners, and in particular to the difficulty to engage

actively the learners in the lessons.

The starting points of the educational psychodrama are the personal and the professional

boundaries of the two relational partners: those of the learner and the educator. The education

aims for transformation of knowledge, of attitudes and of skills. Psychodrama offers an

adequate approach and useful tools especially for changing attitudes and developing skills in

different domains of education, but also for the application of the theoretical knowledge.

The domain of attitude change includes the learners' emotions, values, beliefs, biases, role

expectations that influence the learning atmosphere and the learners' relationship to the

educator and education, to the learning process and the learning environment. This is the main

domain in which the psychodrama can set the stage for creative contributions, addressing both

the learners' and the educators' emotions and beliefs, offering possibilities to clarify roles,

expectations, values, beliefs and biases.

The skills are the abilities to put specific acquired knowledge into practice. The knowledge

domain refers both to the pure theoretical knowledge and to its application. Psychodrama

means action, that is doing in practice what the person knows or even doesn't knows, or

simply experiencing in practice what the person is able to do and what kind of effects some

actions might have. Addressing the domain of the attitudes and the interpersonal skills,

psychodrama can offer first of all, an excellent approach and beneficial means for

undergraduate and graduate educators’ training, lifelong learning activities, meaning also

supervision for educational work and staff.

3.10 C3 Useful Psychodrama Techniques in Teaching

This question asked which psychodrama techniques could be relevant in educational

processes. The psychodramatists provided a vast number of options as listed below, together

with their comments and the number of interviewees who suggested them:

1. Group leader: the art of creating cohesion in the group.

2. Role playing (5 interviewees): many different techniques. They are useful as a simulation

of real life situations, enabling learners to try various roles and “become” someone else in

the role-playing. Group games are usually very attractive to students thanks to their

playful character.

3. Double (5 interviewees): especially in children that are not easy to approach.

35

4. Mirror (6 interviewees): in order to better understand and be more aware of a situation or

one's behaviour.

5. Role reversal (7 interviewees): to develop their ability to better understand others,

children, parents, teachers.

6. Training in the role (3 interviewees): in order to encourage children to experiment and

embrace new, more functional and efficient behaviour in their lives.

7. Sociometrics (5 interviewees): very useful for integrating the group and it is also a source

of valuable information about relations among group members.

8. Modelling

9. Role analysis

10. Warm up (5 interviewees): especially with the use of objects, mainly coloured pieces of

fabric. Besides ice-breaking functions and integrating the group, they also encourage

participants to take up new educational challenges.

11. The here and now

12. Empty chair (3 interviewees)

13. Soliloquy (2 interviewees).

14. Sculpture

15. Interviews

16. Sociodrama (2 interviewees)

17. Symbolic objectification (3 interviewees).

The wide number of different answers to this question seems to suggest that there is not any

particular psychodramatic technique useful to the VET or adult training. The whole

psychodramatic approach can be fruitfully used in a VET context, choosing once by once the

techniques considered effective for the reach of a task or a goal.

Education is a continuous search for new ideas, methods and solutions. Questions about how

to teach, motivate, develop passions and interests, and assist in personal development are a

constant issue for educators.

Theatre is just one of the creative ideas that can be an effective mechanism to motivate adults

to acquire new skills and knowledge. Used in a variety of educational programs, custom

forms and activities provides a counterbalance to routine and monotony, it surprises,

motivates, stimulates experimentation and courageous curiosity. The attractiveness of didactic

teaching is valuable in itself. This should not mean disregarding the curriculum, which will

always remain important, and in the fore. But in order to effectively fulfil its objectives, we

must find a way to help learners take an interest in the subjects of classes, to get familiar with

the work of their group, to mobilise them to make the effort. Adult students often have to

overcome large obstacles on the path to understanding their educational needs.

The analysis of difficulties which the educators face when working with adults proves (see

Chapter 2: Results of Survey and Analysis/ 2. Analysis of the Questionnaires for Educators)

that psychodrama may be helpful for them in several branches of their own occupational

practice. It may become the key to better understanding one's own professional skills and the

field of experimenting with various techniques and methods of work. In the environment of

educators, the need to seek new, innovative ways of passing on knowledge and support the

development of learners is a consistent priority. Psychodrama is also useful in building

partnerships with learners (adult-adult contact) and in creating suitable conditions for team

work. It focuses on the importance of the mechanisms which govern the group process. The

role of psychodrama in supervision is very important and valuable, which guarantees the

productivity and safety of the group work, particularly for those people who require extra

attention.

36

Educator, coach, leader, teacher − someone who leads the group and carries out educational

program is a key figure in course participants' acquisition of knowledge and skills. The nature

of each student's educational path is highly dependent upon the educator's courage in

proposing innovative, creative and effective methods of work. Every day, educators are faced

with many difficulties and problems in their work − they need support. Supervision conducted

using psychodrama provides the opportunity not only to discuss difficult issues, but also to

transfer them to the dimension of activities and experiences on stage. Psychodrama is also a

very valuable source of feedback from group members. Through sharing, role feedback and

identification feedback, each problem analysed gains a broader context with many possible

names that helps to overcome the feeling of loneliness, frustration and helplessness.

37

Chapter 4

Concluding remarks and 'food for thought'

38

4. Concluding remarks and 'food for thought'

A key element to start off with, which had a strong impact on the data and information

detecting process, undoubtedly derives from the fact that the target group of PaTiE consists

of adults. Adults, as end-users of the courses, subject-matter of this research, are students

who possess peculiar characteristics because of their age. One of the essential characteristics

of adult learners who have left the basic educational system, is their psychological attitude

which places them in front of the teacher not as subordinate subjects, but rather, as equals.

The relationship between teacher and student is no longer of the educational type, instead it

consists strictly of training and interaction. For this reason, adult students require a more

flexible approach to teaching that respects their independence, typical of the adult age, their

previous experiences, and their current abilities. An important feature of adult students is

their limited availability of time and personal motivations, which are rarely directed towards

simple personal growth. Adults who decide to take part in training courses usually have a

precise reason that is often job-related, namely, to improve their position at work, find a

more satisfying job, or even find a job more easily. Therefore, it is necessary for the results

and deriving benefits to be clear right from the start of the course. In addition, it is extremely

important for the results to be achievable in the shortest possible time. Consequently,

whenever possible, with a class of adults, it is useful to discuss and if necessary, be ready to

change the programme or the curriculum in order to take the students' expectations and real

requirements into account.

Another typical problem of adult education lies in the difficulty that students often have in

discussing their previous knowledge and experiences when faced with new models,

especially if said models are exclusively theoretical. While their previous knowledge and

experiences can offer a greater wealth and increased possibility of using inner resources,

they may also be the sources of biases which are difficult to eradicate. Moreover, because of

previous experiences, classes of adult students are necessarily more heterogeneous

compared to classes of younger students. Within this context, as reported in the “Key

competences for adult learning professionals” study (DG EAC/b3542-2010), the skills of

adult educators, due to “being communicator-team players and dealing with heterogeneity

and diversity in groups”, appear to be of fundamental importance for creating efficacious

relationships in the classes consisting of adult students. As a result, the concept of

experiential learning and psychodrama has been introduced in educational methods that the

PaTiE intends to help disseminate.

As regards the data collected, the aforementioned comments are confirmed by the hundred

questionnaires filled out by adult educators in the partner countries, from which it was found

that the teaching of adults not only calls for in-depth knowledge of the subject to be taught,

but also and more importantly, the skills that enable correct management of the groups of

students. As many as 55% of the interviewees considered it extremely important to possess

the ability to “be a communicator, a team player and a networker”. The second most valued

ability of the educators (51% considered it vitally important) was that of being able to

“involve the learners in the course to make them participate and share their opinions and

experiences”. Almost 50% of the interviewees considered the qualities of “being able to

deploy different learning methods, styles and techniques in working with adults”, “being a

motivator”, “being able to deal with heterogeneous groups”, and “creating an environment

of confidence” vitally important. By comparing this question with question C2 in the

questionnaire for psychodramatists, it can be observed how according to the

psychodramatists interviewed, psychodrama can have a positive impact on the abilities

considered most important by the educators. To the question regarding which abilities of the

educators can be improved by psychodrama, the psychodramatists answered that

psychodrama is a very useful instrument for improving collaboration and group participation

in the learning process, for staying with others in a form of mutual understanding and

39

respect, for improving the connections between the students, and for ensuring a more

relaxed way of teaching and transmitting knowledge. Moreover, it can be helpful in

improving not only the creative approach to the teaching process, but also its flexibility,

creativity and negotiation skills.

In fact, one of the most significant answers was that the psychodrama helps “Their ability to

be group leaders, to develop the team spirit and the teamwork”. All the psychodramatists

pointed up that this psychological discipline improve the skills of team management and to

have better connection with the students. It is also significant that one of the key world used

by a lot of psychodramatists from different countries is “Empathy”; as an interviewed person

explained: “Psychodrama helps to understand problems and difficulties faced by the

students”.

Psychodrama, as a method of group work, may create suitable conditions for the course of

an educational process by building an atmosphere of trust and safety, and also by reinforcing

the integrity of a group. These are the factors which help the listeners to overcome the fears

and difficulties connected with the challenges of the educational program, and also facilitate

contact with the teachers and other members of the group.

Psychodrama focuses on the value of being accommodating in the learning process, by

developing spontaneity and creativity. It also restores the balance between the assimilative

and accommodative ways of acquiring knowledge, which was lost as a result of the

popularity of memorisation. The terms "assimilation" and "accommodation" refer to the

theory of cognitive development by Jean Piaget, a Swiss psychologist, biologist and

epistemologist. He claimed that a man, in particular stages of his life, is equipped with

specific cognitive structures − so-called cognitive schemas. Reality is assessed and

experienced using these schemas, through the processes of assimilation and accommodation.

Assimilation aims to conform the observed reality to the existing cognitive schemas, without

changing them. However in the process of accommodation, there are some modifications of

the schemas in order to adapt it to the observation. In other words, assimilation is

understanding the phenomena using the already present set of terms and structures, while

accommodation means re-building the terms and structures when stumbling across a new,

incomprehensible object of cognition.

The learning atmosphere created by psychodrama is another basic resource of psychodrama

in favour of education, especially in adults’ education. Being a group method, psychodrama

can produce a proper learning environment through creating group cohesion, atmosphere

of confidence and safety, in which the learner can effectively handle her/his anxieties related

to the learning situation, teacher/educator or group members. Much of the problems reported

by the adult educators they are confronting with in their work (e.g. drop outs, lack of

motivation) can be handled more efficiently if more attention is paid to the development of

group cohesion and creation of an adequate learning environment. Adults coming from

vulnerable social groups generally could be more sensitive to the manner their attitude and

anxieties related to the learning are handled. Usually too short time is devoted to creation of

group cohesion and security issues. Many times classes are not treated like a group going

through different phases from birth to coming to an end, but rather like a mass without

taking into account basic group dynamic phenomena. The capacity to handle group dynamic

phenomena requires a wider and deeper training, especially for such major themes of group

dynamics like conflict resolution and handling of resistances.

According to the psychodramatists' answers, the psychodrama can also be a very useful tool

to help the learners to be involved in the course and share their opinions. In fact, quoting a

psychodramatist, this experiential method enhance “the mutual understanding creating

collaboration and group participation in learning process, spontaneity and creativities”.

40

Similar confirmation on the psychodrama utility in involve the learners in the course can be

found also in the analysis of the answers to the question B3: “How the use of psychodrama

can effectively contribute to adult training”. Almost the totality of the interviewed

psychodramatists answered that psychodrama improve creativity and spontaneity in the

lessons, it helps to create a confident atmosphere in which the learners can participate

actively and in an engaging way to the lessons without being worried about other people

judgement.

Spontaneity and creativity are core concepts transversal in relation to psychodrama,

sociodrama and dramatherapy. According to Moreno, they cannot exist one without the

other. Spontaneity is a process of becoming more and more open to the influences of deep

intuition and imagination. It is an individual’s readiness to give an adequate answer, a source

of deep joy and remembrance of the most authentic aspects of the self. Spontaneity stands in

opposition to reliance on what exists now. Spontaneity serves to keep creativity flowing,

playful and alive, is a key to creativity. Moreno thought that creativity does not arise from

contemplation and planning, but from the process of improvisation, in which physical

activity (warm-up) evokes greater emotional and intellectual involvement, triggers a holistic

interactive response. In this way creativity is a new and adequate answer to a new or old

situation.

“Moreno proposed that spontaneity and creativity are primary drives and positive

phenomena. He wanted to promote the use of impromptu techniques in group settings,

believing that this would increase spontaneity and develop an anti-mechanical attitude

towards our times.” (Blatner & Cukier 2007, p. 294). According to Krüger, the question is

always to constitute creative processes in which the blockades are set free whether in

therapy, education, supervision, organizational development, or in the theology, philosophy,

politics and management; fostering and setting free the creativity is the main objective of

any kind of psychodramatic work. (For further definitions of spontaneity and creativity see

Blatner 2000, Blatner & Cukier 2007, Krüger 1997, 2002, Schacht 2007).

In order to understand the real needs of the adult educators, they were also asked which in

their experience were the recurrent problems in the classes. Even though the answers were

very heterogeneous, several recurrent problems emerged that were reported by all the

partner countries and were in line with the abilities considered important for an educator.

The most recurrent problems reported included the vast difference in the educational level,

age, skills and previous knowledge found in the classes, the heterogeneity of the training

requirements and the student's awareness of their real needs, the lack of motivation observed

in the adult learners, the narrow-mindedness shown by many adults when faced with new

knowledge, the lack of respect for their educators, and the lack of self-esteem and

confidence in their own learning capacities. Some of the educators also pointed out how

adults find it difficult to enter into play and therefore very often they have psychological

resistance towards teaching methods based on experiential or play-type methods.

The use of psychodramatic techniques appears to be capable of providing a valid answer to

the majority of problems indicated above by the educators, especially those relating to lack

of motivation, narrow-mindedness, lack of self-esteem and confidence, difficult relations

between student and student, and between the class and the educator.

According to the PS questionnaire, the use of creativity and spontaneity improves the

motivation; in specially: “For many people such a way of learning, different from

”traditional” type of educational activities, is very attractive and it raises their interest and

attention”. At the same time, the use of psychodrama helps the students to stay with others

“in a way of mutual understanding and respect” helping the educators and the learners to

resolve the class conflicts.

From the reports drafted by the adult educators, it was found that 90% of them use

41

experiential methods in their courses and that often the classical frontal methods are not

sufficient for developing efficacious, comprehensive lessons for adults. The most highly

valued quality of these methods was that of motivating and involving students, and

promoting independence in learning. Within this context, the psychodramatic techniques,

which are valid for improving collaboration among students, and motivating and developing

their creativity, seem to be used with considerable benefits for enhancing the educators'

abilities and the teaching method while also helping to overcome the most recurrent

problems in classes of adult students.

Another aim of the research was to understand in which way psychodrama had been applied

previously in the field of adult education. Overall it was found that as a psychological

discipline, psychodrama was known by 50% of the educators interviewed, even though there

were significant differences between the countries (in Poland it is known by 81% of

educators, in Spain only by 28%).

The number of educators who know about the applications of psychodrama to the training

processes is very low (33%). The psychodramatists interviewed had greater knowledge of

the applications of psychodrama to the training processes than the educators, nevertheless,

even in the former group not everyone was aware of the applications to teaching. The adult

educators who knew about the applications of psychodrama to the training method were

asked in which way they thought psychodrama could be useful in their profession. From an

analysis of the questionnaires, the three most frequent answers were “for achieving a

professional entailment with learners”, for “involving the learners in the course and making

them participate and share their opinions and experiences” and for “understanding different

situations that learners might be going through”. By comparing the educators' answers with

those of the psychodramatists, it is evident that all the expectations of the former group can

be satisfied by the potentiality that psychodrama can contribute to the training processes. In

fact, according to the psychodramatists interviewed, psychodrama is an effective tool for

enhancing participation by students and their motivations, improving interpersonal

relationships and relations with the educators, thus making it possible to better understand

the individuals in the group and help the students to overcome their difficulties by also

providing them with greater skills and emotional security.

From an analysis and comparison of the questionnaires filled out by the educators and

psychodramatists it can be affirmed that the application of psychodramatic techniques to

training is able to bring about considerable benefits. Psychodrama complies perfectly with

the abilities requested of an educator in managing the groups and the lessons, and it seems

able to contribute significantly to the recurrent problems that came to light in the

questionnaires of the educators in the 4 partner countries. In addition, as an informal

method, psychodrama is in full agreement with modern methods of adult education, as it

privileges the psychological, creative and pragmatic aspects of teaching, rather than the

classical, formal ex cathedra approach, little appreciated by educators and adult students

alike.

Finally, it was evident from the questionnaires that despite the fact that psychodrama is

known of by half of the educators interviewed, only a third of these are aware of its

educational applications and only 13 educators out of 100 (9 of whom from Poland, the

country where the Potens project was conducted, of which PaTie project intends to

disseminate the results) had attended one or more courses or seminars that taught the basic

techniques for being used in teaching.

From an analysis of the results of the questionnaire, the PaTiE project, established in order

to transmit the results of the pilot POTENS project, therefore appears to be valid for further

disseminating the techniques of psychodrama to adult education processes, which

undoubtedly seem useful as they comply in full with the requirements and qualities reported

by the educators in the questionnaires.

42

Chapter 5

Typology of core competences

43

Adult educators are playing a vital role in making lifelong learning a reality, as they support

and encourage learners to develop knowledge, skills and attitudes. The professional

development of educators is essential for the quality of adult learning. The Education and

Training 2010 Work Programme is mentioning that the professional development and the

improvement of the quality of teachers and trainers have been recognized as a priority at

European level and continues to pose a real challenge in most countries.

According to the study “ALPINE” (DG EAC/ B3276 – 2008) on Adult Learning Professions

in Europe adult learning educators need particular competences in order to carry out their

wide variety of professional tasks such as teaching, organization of training, educational

tools and methods that will be used, etc. Study ALPINE shows that are many professional

pathways to follow in order to become an adult educator, but little attention is being paid on

their continuous professional development.

In the study “Key Competences for adult learning professionals” (DG EAC/ B3542 – 2010),

were identified common key competences for adult educators, among others were listed; the

competence in empowering the adult learners, being communicator – team player, and

dealing with heterogeneity and diversity in groups. Adult educators must be aware with what

principles can tune a team, be able to identify the different roles and functions in a team, as

well as, be able to effectively use techniques of empowerment and relationships

management.

In response to these needs and based on the small-scale qualitative research that was

developed and carried out in the frames of PaTiE project by each partner country on a small

sample, project design a typology of the core competences which are essential for adult

educators in order to apply psychodramatic educational techniques. The objectives of the

PaTiE research were to determine what competencies were considered important and

therefore core and so were expected to be developed in an educational programme on

experiential psychodramatic techniques for adult educators in VET; if these same

competencies were seen as outcomes of PaTiE training programme for adult educators; and

if these findings could inform the development of a useful inventory of such competencies.

From this direction the two core research questions posed were:

1. Which are the essential competences for an adult educator?

2. Which competences of adult educators could psychodrama develop and improve?

The product and findings of PaTiE research are considered significant contributions to the

field. In particular, the development of a list of core competences that are contemporary with

today’s role of the adult educator is anticipated to benefit multiple stakeholders. The

knowledge gained from this research project along with the inventory will be useful in

curriculum design of adult educator’s programmes on different, alternative and interactive

learning methods and techniques.

The results of this research are applicable to the development of programme models that

describe what adult educators, instructors/facilitators, should do to provide effective

instruction and support for learning through psychodramatic techniques application.

Recently, there have been suggestions that an evidence-based adult education system would

be useful in adult education programme design. An evidence-based education system uses

basic and applied research to build programme models that are tested for effectiveness with

practitioners. This study provides such evidence by tapping the perceptions of a varied group

of adult educators and certified psychodramatists on what are core competencies in an adult

44

educator programme in experiential psychodramatic techniques.

Based on secondary sources project identified what type of information is missing from

adult educators list of core competences, qualifications, and abilities required from them in

order their teaching methods to be attractive and communicable. For this purpose PaTiE

consortium partners designed a small-scale qualitative research project on the basis of semi-

structured interviews by each partner country. The research was conducted in two levels in

order to enrich the existing data for qualifications and skills required for the successful

application of psychodrama in adult training programmes; specific through:

a) the administration of questionnaires to experts in adult education and

b) the conduction of semi-structured interviews with certified psychodramatists.

Linked questions were used in questionnaires for adult educators and for certified

psychodramatists, aiming to intersection of the data and comparison of given responses.

In the questionnaire for adult educators was included the question:

Which are the essential competences for an adult educator?

While in the questionnaire for psychodramatists was included the question:

Which competences of adult educators could psychodrama develop and improve?

A. According to the Analysis of the Questionnaires of Adult Educators; the

essential competences for an adult educator are classified as following:

Essential competences for

adult educators

Response

rate

Essential knowledge, skills and

attitudes referred to competence8

Being able to deploy

different learning

methods, styles and

techniques in working

with adults

80,39% Knowledge: The adult educator;

has knowledge of learning methods (didactics) relevant for the learning processes of adult learners

has knowledge of learning styles (approaches) relevant for the learning processes of adult learners

has knowledge of learning techniques (ICT, new media and social networks) relevant for the learning processes of adult learners

oversees relevant recent developments concerning new media and the possibilities that comes with it in supporting the learning process

Skills: The adult educator; is able to use the learning methods

(didactics) to support the learning process of adults

is able to use the learning styles (approaches) to support the learning

8 Study financed by European Commission, DG EAC, Key competences for adult learning professionals - Contribution

to the development of a reference framework of key competences for adult learning professionals, B.J. Buiskool, S.D.

Broek, J.A. van Lakerveld, G.K. Zarifis, M. Osborne, Zoetermeer, January 15, 2010, pp. 43-77

45

process of adults is able to use the learning techniques,

including ICT and new media (social networks) to support the learning process of adults.

is able to adjust the style of guiding the learning process to the individual adult learner and the group

Attitudes: The adult educator; is confident in applying different learning

methods, styles and techniques has a positive, though critical view

towards new developments in methods, styles and techniques

is open to change in using new technologies

is creative in using different methods, styles and techniques in the learning process to stimulate adult learners

has a critical and reflective attitude towards available information and takes responsibility for the use of information

Being able to deal with

heterogeneous groups

79,41% Knowledge: The adult educator; has knowledge of the value of diversity

and heterogeneity in a group has knowledge of the stages of human

development in adulthood has knowledge of group dynamics Skills: The adult educator; is able to recognise diversity in

backgrounds is able to recognise the value of diversity is able to deal with heterogeneity Attitudes: The adult educator; is reliable is consistent is to be trusted is empathic has respect for difference in order to

deal with heterogeneity and group dynamics

Involving the learners in

the course to help them

participate and share

their opinions and

experiences

79,41% Knowledge: The adult educator;

has knowledge of experiential and interactive learning methods relevant for the learning processes of adult learners

oversees relevant recent developments concerning new interactive and experiential methods and techniques that support the active participation of adult learners in educational process

Skills: The adult educator; is able to use interactive and experiential

methods and techniques to motive adult learners active participation in the course

is able to adjust the interactive style of the learning process to the individual adult learner and the group

Attitudes: The adult educator; is confident in applying different

46

interactive learning methods, styles and techniques

is open to change in using new didactical technologies

is creative in using different methods, styles and techniques in the learning process to stimulate adult learners

Creating an atmosphere

of confidence

74,50% Knowledge: The adult educator; has knowledge of ways to establish a

relationship of trust with adult learners

has knowledge on methods and techniques to stimulate and create an atmosphere of confidence in adult classes

Skills: The adult educator; is able to communicate, negotiate and

find solutions to problems together with adult learners and stakeholders

is able to listen carefully has the ability to create trust among

learners, learners and instructor, learners and stakeholders

Attitudes: The adult educator; is authentic and consistent in his/her

opinion respects others and their different

backgrounds is empathic, honest, reliable, to be

trusted respects background of the adult learner

Being a communicator, a

team player and

networker

74,50% Knowledge: The adult educator; has knowledge of ways to establish a

relationship of trust with adult learners, colleagues and stakeholders

has knowledge of relevant communications techniques

Skills: The adult educator; is able to communicate in a clear fashion

with adult learners, colleagues and stakeholders

is able to work in teams is able to exchange knowledge and

experience, is able to identify problems and find

solutions together is able to give and receive feedback to

and from adult learners, colleagues and stakeholders

is able to use the feedback in the improvement of the professional practice

Attitudes: The adult learning professional has integrity respects others and their different

backgrounds has a positive attitude towards working

together

Being a motivator 73,52% Knowledge: The adult educator; has knowledge on methods and

techniques to stimulate, motivate and

47

empower adult learners to learn and develop themselves

has knowledge of cultural differences of learners

Skills: The adult educator; is able to motivate, stimulate and

empower adult learners is able to communicate the relevance of

the learning process within a wider perspective

is able to bring in daily life Attitudes: The adult educator; is empathic is inspiring for adult learner

Conflict solving 55,88% Knowledge: The adult educator; has knowledge of methods to prevent

possible conflict situations has knowledge of relevant conflict

resolution techniques Skills: The adult educator; is able to recognise tensions, problems

and possible conflicts is able to act strategically to prevent

and/or manage these possible conflicts Attitudes: The adult educator; is aware of individual behaviour and

group processes has respect for difference in order to

deal with heterogeneity and group dynamics

is solution minded

Promoting solidarity and

understanding among

learners

55,88% Knowledge: The adult educator; has knowledge of the value of solidarity has knowledge of relevant

communication techniques Skills: The adult educator; is able to collaborate closely with adult

learners is able to communicate, negotiate and

find solutions to problems together with adult learners

is able to analyse behaviour Attitudes: The adult educator; is reliable, consistent, empathic is to be trusted has respect for difference

B. According to the Analysis of the Questionnaires of certified psychodramatists;

the competences of adult educators that psychodrama could develop and

improve are classified as following:

48

Characteristics and

qualifications that

adult trainers should

have, in order to apply

successfully

psychodramatic

techniques

What kind of skills

psychodrama could improve

in adult educators

Correlation of the skills

that psychodrama

could improve with the

essential competences

for adult educators as

listed in the EU Study

“Key competences for

adult learning

professionals”

AN

SW

ER

S B

Y G

RE

EK

PS

YC

HO

DR

AM

ATIS

TS

Characteristics: Open-minded, good state of vitality, self-awareness, passion, good sense and use of his body, love for people, interested in people, co-operative, inspirational, good-motivated, imaginative, flexible, respect every kind of existence, empathy, good in organization, ability and knowledge in the role of group leader, motivation towards social interaction between people coming from different cultures

Qualifications: To have completed the full training in psychodrama. To have main knowledge of psychology about the development and progress of human and of the theories of personality.

Ability to build relationships with course participants, to understand and feel them more. Ability to be group leaders, to develop the team spirit and the teamwork. Ability to be more sufficient in manipulating “difficult’’ participants. To express themselves more genuinely, more spontaneously, with more fantasy and childishness. Ability to be as personalities more accessible to people, to provoke their sympathy and to inspire them to get involved with what they are taught. Ability to work in the classroom in a more experiential way. Ability to communicate and to collaborate better with the participants, the colleagues and the director of the school/ being with others in a way of mutual understanding and respect Ability in creating collaboration and group participation in learning process Ability in dealing with difficult situations in the class.

Creating an

atmosphere of

confidence

Being a communicator,

a team player and

networker

Being able to deal with

heterogeneous groups

Being a motivator

Being able to deploy

different learning

methods, styles and

techniques in working

with adults

Promoting solidarity

and understanding

among learners and

collaborators.

Involving the learners

in the course to help

them participate and

share their opinions

and experiences

Conflict solving

49

Characteristics and

qualifications that

adult trainers should

have, in order to apply

successfully

psychodramatic

techniques

What kind of skills

psychodrama could improve

in adult educators

Correlation of the skills

that psychodrama

could improve with the

essential competences

for adult educators as

listed in the EU Study

“Key competences for

adult learning

professionals”

AN

SW

ER

S B

Y I

TA

LIA

N P

SY

CH

OD

RA

MA

TIS

TS

Characteristics: Knowledge in the field of education, spontaneity and creativity, knowledge about the group dynamics, pay attention to the potential of the people

Qualifications: To have completed training in psychodrama - necessary for giving sufficient competences to lead groups with psyco-sociodramatic approach.

Ability in group management and working in teams Ability in delivering and transmitting the educational content in the adult classes Ability to stimulate students' creativity. Ability to develop in students a sense of self-efficacy and self-esteem Ability in understanding group dynamics and orienting them.

Being a communicator,

a team player and

networker

Being able to deploy

different learning

methods, styles and

techniques in working

with adults

Being a motivator

Creating an

atmosphere of

confidence

Being able to deal with

heterogeneous groups

50

Characteristics and

qualifications that

adult trainers should

have, in order to apply

successfully

psychodramatic

techniques

What kind of skills

psychodrama could improve

in adult educators

Correlation of the skills

that psychodrama

could improve with the

essential competences

for adult educators as

listed in the EU Study

“Key competences for

adult learning

professionals”

AN

SW

ER

S B

Y P

OLIS

H P

SY

CH

OD

RA

MA

TIS

TS

Characteristics: Should be aware of the specific character of this method – psychodrama is a powerful tool. Should be experienced in working with groups – psychodrama is not the best method to use for beginners in education/training. Should be ready himself/herself to get involved in role playing activities. Perseverance, flexibility, courage. Creativity, openness, flexibility, spontaneity

Qualifications: To have completed the training in psychodrama; educators should be aware of the specific character of this method – psychodrama is a powerful tool.

Ability to experiment with working methods and to be open to non-traditional approaches, to react to challenges. Development of creativity and creative approach to teaching processes, the creation of new, creative educational programs Ability to understand problems and difficulties faced by the students. Ability to understand people´s actions and personalities Ability in promoting spontaneity and creative among learners

Being able to deploy

different learning

methods, styles and

techniques in working

with adults

Creating an

atmosphere of

confidence, and

Conflict solving

Being able to deal with

heterogeneous groups

Being a motivator

51

Characteristics and

qualifications that

adult trainers should

have, in order to apply

successfully

psychodramatic

techniques

What kind of skills

psychodrama could improve

in adult educators

Correlation of the skills

that psychodrama

could improve with the

essential competences

for adult educators as

listed in the EU Study

“Key competences for

adult learning

professionals”

AN

SW

ER

S B

Y S

PA

NIS

H P

SY

CH

OD

RA

MA

TIS

TS

Characteristics: Empathy, Flexibility, Didactical Experience, Knowledge on evolutive development and it’s dramatic applications, Spontaneity & creativity

Qualifications: Experience on working with groups and a psychodramatist certification by a national association. Experience on working in and with groups in different roles. Good training in

Psychodrama.

Knowledge of

psychodramatic

techniques that could

applied in educational

context.

Ability to listen, respect and understand the adult learners, create confidence in learners group. Ability in problems and conflicts solving Ability in group’s management, promote the autonomy of the group, negotiation and contact with others.

Ability in understanding group dynamics, creating an atmosphere of empathy

Ability to lead and contact adult learners (interpersonal contact and intimacy). Ability to stimulate adult learners, promoting creativity and spontaneity.

Creating an

atmosphere of

confidence

Conflict solving

Promoting solidarity &

understanding among

learners

Being able to deal with

heterogeneous groups

Being a communicator,

a team player and

networker

Being a motivator

52

Conclusions:

According to the answers that expert in VET adult education gave on the question “Which are the

essential competences for an adult educator”, as well as based on the responses of the certified

psychodramatists on the question “Which competences of adult educators could psychodrama

develop and improve”, is designed a typology of the core competences which are essential for adult

educators in order to apply psychodramatic experiential educational techniques.

The final transnational catalogue of core competencies of adult educators that psychodrama could

develop and improve is shown below:

Key Competence 1: Being able to deploy different learning methods, styles and techniques in working with adults

Knowledge: The adult educator; has knowledge of learning methods (didactics) relevant for the learning processes of

adult learners has knowledge of learning styles (approaches) relevant for the learning processes of

adult learners has knowledge of learning techniques (ICT, new media and social networks) relevant for

the learning processes of adult learners oversees relevant recent developments concerning new media and the possibilities that

comes with it in supporting the learning process

Skills: The adult educator; is able to use the learning methods (didactics) to support the learning process of adults is able to use the learning styles (approaches) to support the learning process of adults is able to use the learning techniques, including ICT and new media (social networks) to

support the learning process of adults. is able to adjust the style of guiding the learning process to the individual adult learner

and the group

Attitudes: The adult educator; is confident in applying different learning methods, styles and techniques has a positive, though critical view towards new developments in methods, styles and

techniques is open to change in using new technologies is creative in using different methods, styles and techniques in the learning process to

stimulate adult learners has a critical and reflective attitude towards available information and takes

responsibility for the use of information Key Competence 2: Being able to deal with heterogeneous groups

Knowledge: The adult educator; has knowledge of the value of diversity and heterogeneity in a group has knowledge of the stages of human development in adulthood has knowledge of group dynamics

Skills: The adult educator;

is able to recognise diversity in backgrounds is able to recognise the value of diversity is able to deal with heterogeneity

Attitudes: The adult educator;

is reliable is consistent is to be trusted

53

is empathic has respect for difference in order to deal with heterogeneity and group dynamics

Key Competence 3: Involving the learners in the course to help them participate and share their opinions and experiences

Knowledge: The adult educator; has knowledge of experiential and interactive learning methods relevant for the learning

processes of adult learners oversees relevant recent developments concerning new interactive and experiential

methods and techniques that support the active participation of adult learners in educational process

Skills: The adult educator;

is able to use interactive and experiential methods and techniques to motive adult learners active participation in the course

is able to adjust the interactive style of the learning process to the individual adult learner and the group

Attitudes: The adult educator;

is confident in applying different interactive learning methods, styles and techniques is open to change in using new didactical technologies

is creative in using different methods, styles and techniques in the learning process to stimulate adult learners

Key Competence 4: Creating an atmosphere of confidence

Knowledge: The adult educator; has knowledge of ways to establish a relationship of trust with adult learners

has knowledge on methods and techniques to stimulate and create an atmosphere of confidence in adult classes

Skills: The adult educator; is able to communicate, negotiate and find solutions to problems together with adult

learners and stakeholders is able to listen carefully has the ability to create trust among learners, learners and instructor, learners and

stakeholders Attitudes: The adult educator;

is authentic and consistent in his/her opinion respects others and their different backgrounds is empathic, honest, reliable, to be trusted

respects background of the adult learner

Key Competence 5: Being a communicator, a team player and networker

Knowledge: The adult educator; has knowledge of ways to establish a relationship of trust with adult learners,

colleagues and stakeholders has knowledge of relevant communications techniques

Skills: The adult educator;

is able to communicate in a clear fashion with adult learners, colleagues and stakeholders

is able to work in teams is able to exchange knowledge and experience, is able to identify problems and find solutions together is able to give and receive feedback to and from adult learners, colleagues and

stakeholders is able to use the feedback in the improvement of the professional practice

54

Attitudes: The adult learning professional has integrity respects others and their different backgrounds

has a positive attitude towards working together

Key Competence 6: Being a motivator

Knowledge: The adult educator; has knowledge on methods and techniques to stimulate, motivate and empower adult

learners to learn and develop themselves has knowledge of cultural differences of learners

Skills: The adult educator;

is able to motivate, stimulate and empower adult learners is able to communicate the relevance of the learning process within a wider perspective is able to bring in daily life

Attitudes: The adult educator;

is empathic

is inspiring for adult learner

Key Competence 7: Conflict solving

Knowledge: The adult educator; has knowledge of methods to prevent possible conflict situations has knowledge of relevant conflict resolution techniques

Skills: The adult educator;

is able to recognise tensions, problems and possible conflicts is able to act strategically to prevent and/or manage these possible conflicts

Attitudes: The adult educator;

is aware of individual behaviour and group processes has respect for difference in order to deal with heterogeneity and group dynamics is solution minded

Key Competence 8: Promoting solidarity and understanding among learners

Knowledge: The adult educator; has knowledge of the value of solidarity has knowledge of relevant communication techniques

Skills: The adult educator; is able to collaborate closely with adult learners is able to communicate, negotiate and find solutions to problems together with adult

learners is able to analyse behaviour

Attitudes: The adult educator;

is reliable, consistent, empathic is to be trusted

has respect for difference

55

References

Researches, Books and Projects

• Bielskie Stowarzyszenie Artystyczne Teatr Grodzki (2009) Research findings on the

psychodrama applications in teaching adults (Poland and Lithuania). POTENS multilateral

Grundtvig project.

• Pope C., Mays N., “Qualitative Research: Reaching the parts other method cannot reach: an

introduction to qualitative Methods in health services research”, BMJ, 311, 1995, pp. 42-45.

• Palombo M., Garbarino E., Strumenti and strategie della ricerca sociale, Franco Angeli, Milano,

2004, p. 61.

• Lucisano P., Salerni A., Metodologia della ricerca in educazione and formazione, Carocci,

Roma, 2002; Mantovani S. (a cura di), La ricerca sul campo in educazione. I metodi qualitativi;

Sorzio P., La ricerca qualitativa in educazione. Problemi and metodi, Carocci, Roma, 2007.

• Schön D. A., Formare il professionista riflessivo. Per una nuova prospettiva della formazione

and dell’apprendimento nelle professioni, trad. it., Franco Angeli, Milano, 2006.

• Blumberg B. S., premio Nobel per la Medicina nel 1976.

• Krueger R. A., A Practical Guide for Applied Research, Thousand Oaks, CA: Sage Publications,

1994.

• Allyn & Bacon, Qualitative research methods for the social science, Boston, 2007, pp. 5-8.

• Grodzki Theatre Association Project POTENS - Psychodrama on the Educational Stage, EU LLP

GRUNDTVIG Action, Poland 2008-2010

• Maria Schejbal, The Search for Creativity, Grodzki Theatre Association, Poland 2010

• Miglietta Donata, I sentimenti in scena: lo psicodramma e le sue applicazioni, Torino, UTET

libreria, 1998

• Dotti Luigi, Forma e azione: metodi e tecniche psicodrammatiche nella formazione e

nell'intervento sociale, Milano, F. Angeli, 1998

• Ancelin Schützenberger, Anne, Introduzione allo psicodramma e al gioco di ruolo, Roma,

Astrolabio, 1977

• Alberici A., L’educazione degli adulti, Carocci, 2002

• Malcom Knowles, Elwood F. Holton III, Richard A Swanson, Quando l'adulto impara.

Andragogia e sviluppo della persona, Franco Angeli, Milano, 2008

Websites

• Blatner, A. (2002) Role Playing in Education,

http://www.blatner.com/adam/pdntbk/rlplayedu.htm

• http://www.potens.com.pl/

• http://aipsim.it/index.html

• http://www.fepto.eu/

• http://www.nfiere.com/formazione/italia/

• http://www.psicodrammaindividuativo.it/sito/

• http://www.centrostudipsicodramma.it/

• http://www.psicodramma.it/