anzpa ts manual 2011

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First Edition 1978Second Edition (Revised) 1983Third Edition (Revised) April 1989Fourth Edition (Revised) August 1993Fifth Edition (Revised) January 2002Sixth Edition (Revised) January 2004Seventh Edition (Revised) January 2008Eighth Edition (Revised) January 2011

COPYRIGHT 2011The Australian and New Zealand Psychodrama

Association, Inc.All rights reserved.

PLEASE DO NOT PHOTOCOPYCopies may be purchased from Training Institutes,

Regional Psychodrama Associations,and the Board of Examiners.


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TABLE OF CONTENTS

A PURPOSES OF THE MANUAL ..................................................................................1 B OVERVIEW................................................................................................................. 2

1 VISION...................................................................................................................2 2 PSYCHODRAMATIC METHOD .............................................................................2 3 CONCEPT OF TRAINING......................................................................................2 4 KNOWLEDGE REQUIRED ....................................................................................2 5 FOUR SPECIALTIES.............................................................................................3

Role Trainer ...........................................................................................................3 Sociometrist ...........................................................................................................3 Sociodramatist .......................................................................................................4 Psychodramatist.....................................................................................................4

C PRACTITIONER STANDARDS AND PROCEDURES FOR CERTIFICATION ...........5 1 MAP FOR PRACTITIONERS AND TRAINEES ......................................................5 2 CONTENT, ABILITY AND PROFESSIONAL IDENTITY REQUIREMENTS ...........5

History and Philosophy of Psychodrama ................................................................5 Systems Theory .....................................................................................................5 Integration of Sociometry........................................................................................5 Organisations .........................................................................................................6 Role Theory ...........................................................................................................6 Integration of Role Theory......................................................................................6 Family Theory and Family Therapy ........................................................................6

Integration of Family Theory...................................................................................6

Theory of Group Dynamics and Group Process .....................................................6 Integration of Group Theory ...................................................................................7 Spontaneity Theory ................................................................................................7 Integration of Spontaneity Theory...........................................................................7 Understanding and Application of the Morenian Method ........................................7 Conceptualisation of the Method ............................................................................8 Professional Identity...............................................................................................8

3 TRAINING IN ANZPA...........................................................................................11 Process of Specialising ........................................................................................11 Supervised Experiential Learning.........................................................................11 Accredited Training ..............................................................................................12

Practice................................................................................................................12 Writing..................................................................................................................12 Assessment .........................................................................................................13 Other Areas of Knowledge ...................................................................................13 Formal Requirements...........................................................................................13

4 TRAINING ENTITIES AND RELATIONSHIPS .....................................................14 Training Institute...................................................................................................14 Federations of Training Institutes .........................................................................14 Training Group .....................................................................................................14 Primary Trainer ....................................................................................................15 Supervisor ............................................................................................................16 Panel of Examiners ..............................................................................................17 Board of Examiners..............................................................................................17


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A PURPOSES OF THE MANUAL

The purposes of this publication are:

1 To highlight the overall concept and goals of training.

2 To create clarity about the means for completing training.

3 To set out the requirements for certification as a Practitioner of psychodrama,sociodrama, sociometry or role training, as an educator and as a TEP.

4 To set out the standards for accredited Training Institutes.


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B OVERVIEW

1 VISIONThe vision is of able men and women all over the place expressingthemselves relevantly in the ordinary here and now situations in which theylive and work. This expression may be in silence, in building, in planning, innegotiating, in teaching, or in play, but it will be a responsive and creativeexpression, an expression that brings joy to the human spirit, that uplifts thesoul, that makes us feel part of the universe again.

2 PSYCHODRAMATIC METHOD

Psychodrama is the drama of the soul; it is the theatre of truth. It is a generalterm that refers to any approach that expresses the philosophy and methodsdeveloped by Dr J.L. Moreno. Thus the term psychodrama includes theconcepts of spontaneity, creativity, role creation, role system, social andcultural atom, surplus reality, social atom repair, and the specificpsychodramatic techniques of self presentation, mirroring, doubling, rolereversal, concretisation, maximisation and future projection. The generic termpsychodrama includes classical psychodrama, sociodrama, sociometry, roletraining and spontaneity training.

The psychodramatic method is based on the idea of highly motivated humanbeings acting the aspirations and deepest concerns of the society or subculture or small group in which they live.

3 CONCEPT OF TRAININGA means for achieving the vision is through disciplined training that integratesdifferent aspects of human functioning. The psychodramatic method is onethat calls for expression of our inner self through both mind and body. It canbe the means to awaken abilities and energies, to bring into our consciousness a greater sense of who we are and of the unique purposewhich each of us has in being on this planet, and to assist us to make a

working whole. It invites us to leave the conserved and stultified patterns bywhich we have imprisoned ourselves, and to enter once more into a freesituation. We are invited to create through drama the situations that we havealways dreamed of, and, through the release of spontaneity in role play, todevelop abilities that have a practical application in life itself.

4 KNOWLEDGE REQUIREDThere is a body of knowledge that must be acquired and integrated into theeveryday living and professional functioning of all Practitioners and traineeswho espouse the psychodramatic method.


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The knowledge required by all trainees is set out in the section headedContent, Ability, and Professional Identity Requirements. The purpose of thissection is to highlight the fact that there is one basic psychodramatic method,which draws us together in professional meetings, in discussions, in trainingseminars, and in working together to apply the method in our own particular fields of endeavour.

There are guiding principles that are the same irrespective of which particular specialty expresses your own personality and interests. Sociometry, for example, undergirds all our work and must therefore be carefully studied andmastered by all trainees.

The focus in this Training Manual on those standards that apply to all traineescontinues the emphasis in previous Training Manuals. This creates a commonground amongst all Practitioners. The differences between one specialty andanother are also outlined.

At the beginning of training we aim for an integration of the principles andmethodology of the whole psychodramatic method based on experience. Later there is a focus on special applications of the method. Further experiences aregenerated with respect to specialised applications of the method and reflectionon the experiences leads to the identification of differences between thedifferent applications.

5 FOUR SPECIALTIES

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

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


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SociodramatistA Sociodramatist applies principles of sociometry, role theory, andpsychodramatic techniques to bring about effective group and inter-groupfunctioning. The Sociodramatist has the capacity to develop interaction ingroups of different sizes and configurations, to identify the social concern of

the group and formulate a sociodramatic question, develop a drama that setsout the social system, make an analysis, develop the drama so that newperceptions and adequate approaches are opened up, and conduct theintegrative phase of the group session. The Sociodramatist has developedknowledge of organisations, institutions, politics, cultural and social practices,and family systems.

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


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C PRACTITIONER STANDARDS AND PROCEDURESFOR CERTIFICATION

1 MAP FOR PRACTITIONERS AND TRAINEESThis major section is a map for all Practitioners and trainees. It is for careful studyand reflection and when approached in this way, will assist in the clarification of what has already been learned and mastered, what areas call for improvement, andwhich areas have not been covered at all.

2 CONTENT, ABILITY AND PROFESSIONAL IDENTITY REQUIREMENTS

History and Philosophy of Psychodramaa) Knowledge and understanding of the history and philosophical tenets of

sociometry, group psychotherapy, and the psychodramatic method.

Systems Theorya) Ability to understand systems theory as applied to the social sciences.b) Understanding of the nature and functions of a variety of social systems.c) Integration of systems theory with respect to:

sociometry organisations role theory

family therapy group workd) Understanding of sociometry as a way of viewing the structure of a system.e) Understanding of sociometric theory as developed by J. L. Moreno and others.

This includes the ability to define and discuss the basic elements of sociometry including sociometric networks, sociometric star, sociometricleader, sociometric isolate, sociometric rejectee, sociometric dyad, sociometrictriangle, sociometric measure, sociogram.

f) Understanding of the conduct of different kinds of sociometric measures in agroup and setting out the results of sociometric measures.

Integration of Sociometry

a) Ability to identify your sociometric position in different groups.b) Ability to identify the sociometric position of individuals within a group.c) Ability to conduct sociometric measures.d) Ability to describe a system from a sociometric point of view.e) Can describe how your knowledge of sociometry is utilised to influence a

system and enter a system.f) As part of your work in a training group write up the use of a sociometric

measure in a group, setting out the nature of the group, how the sociometricmeasure was introduced and administered in the group, the criteria, thesociogram, the use made of the measure in the group, and the interventionsmade as a result of the sociometric investigation.


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Organisationsa) Knowledge of a different means for making a systemic analysis of an

organisation, such as those developed by Homans, Argyris, or Senge.b) Understanding of organisations that are to a large degree characterised by

openness and those in which closed elements predominate.

c) Ability to function within an organisation.Role Theorya) Understanding of role theory as a means of conceptualising the dynamic

development and change of a system over time.b) Understanding of the concept of role, including the construct, feeling and

action components of a role, and of the three types of role, psychosomatic,psychodramatic, and social.

c) Understanding of personality as a system of roles.d) Role Analysis progressive, coping and fragmenting.e) Understanding of interactive systems of roles, concept of social and cultural

atom.f) Understanding of the concept of warm-up to a role, and levels of warm-up in a

role.g) Understanding of role conflict and resolution of role conflicts in a social

system.h) Understanding of the concepts of spontaneity, creativity, cultural conserve.

Integration of Role Theorya) Ability to identify roles.b) Ability to describe accurately the elements of roles observed - the construct,

the action and the feeling.c) Ability to identify deficits or excesses in elements of a role, or imbalance

between elements.d) Ability to identify blocks in the warm-up to a role, and levels of warm-up in a

role.e) Ability to set out descriptively and diagrammatically an interactive role system.f) Written description of the roles operative in a social and cultural atom you

have investigated, using diagrams, discussing what changes are called for inthe roles, and what interventions you recommend, together with a rationale for the interventions.

Family Theory and Family Therapya) Understanding of the family as a system.b) Understanding of different kinds of family systems.

c) Understanding of the family system in an interactive context in which other systems and sub-systems operate.d) Understanding of various approaches to family therapy.

Integration of Family Theorya) As part of supervision, trainees are able to describe a family system they have

investigated, discuss changes called for in the system, and what interventionsthey would make, together with a rationale for the interventions.

Theory of Group Dynamics and Group Processa) Ability to conceptualise a group as a dynamic system consisting of diverse but

related elements.b) Ability to conceptualise group process in terms of central concerns, whichchange from time to time.


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c) Knowledge of theories of group process and group development such asthose of Bion, Whitaker and Lieberman, and Bennis and Shepherd.

d) Understanding of different schools of thought concerning the behaviour of individuals in groups.

e) Knowledge of research.

Integration of Group Theorya) Ability to identify and assess the central concern of a group.b) Ability to warm-up a group to relevant aspects of living and to dramatic

enactment.c) Ability to identify the stage of development of a group.d) Ability to develop techniques and methods appropriate to the central concern

of a group, the stage of group life and the level of sophistication in the groupand to modify the techniques as necessary.

e) Ability to establish and maintain cohesion and trust in a group and to developa climate conducive to new learning.

Spontaneity Theorya) Knowledge of spontaneity theory.

Integration of Spontaneity Theorya) In supervision trainees describe a person they have observed and discuss that

person's interactions with others referring to Moreno's analysis of the forms of spontaneity and indicating possible interventions.

Understanding and Application of the Morenian Methoda) Ability to accurately enact auxiliary roles. This means the individual can

assume a role as defined by the person asking for role training and can

assume a role not ordinarily assumed in daily life. The individual can assumea role that is an expression of a different culture. The individual can expandthe role and enhance the spontaneity of the protagonist by:i) drawing upon their own life experiences and feelings.ii) sustaining the other person(s) involvement in the enactment.iii) functioning as a social investigator by asking questions and developing

interaction pertaining to the social content, relationships andcircumstances.

b) The individual adjusts their activity according to the progression of the dramaand tunes in to the emotions of the protagonist's warming up process.

c) The individual in the auxiliary- ego role demonstrates that they are anextension of the director by:

i) using action words when making statements.ii) assisting in the identification of the theme.iii) restating content that they see is important.iv) supporting a director's intervention by weaving it into the enactment in

role.d) Can define the functions of the auxiliary ego at different stages of dramatic

enactment or of group or social life.e) Ability to analyse the system in which the dramatic enactment is to take place.f) Ability to specify the goal of an intervention in the system.g) Ability to conduct a director directed warm-up or a group-centred warm-up that

adequately furthers the goal of the session.h) Ability to provide the necessary structure and concretisations to assist in the

development of the theme(s).


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i) Ability to supply specific psychodramatic techniques including interviewing for a role, soliloquy, asides, role reversal, doubling and mirroring.

j) Ability to provide the structure and interventions that will assist the protagonistin the integration of the drama.

k) Ability to develop a dramatic enactment so that group spontaneity ismaximised and new perceptions and solutions emerge.

l) Ability to direct sessions with a wide range of people including a person from adifferent culture, and possesses knowledge of the use of Morenian methodswith special groups of people.

m) Ability to role-train in order to strengthen the new solutions or to produce newsolutions.

n) Ability to conduct a variety of dramas using a range of production methods.o) Ability to terminate a session so that there is sufficient integration and closure

in the group.p) Ability to direct a session in the time allotted.q) Ability to direct a session in a variety of spaces, e.g. stage, living room, school

room, small space.

Conceptualisation of the Methoda) Ability to accurately report on sessions both verbally and in writingb) Ability to give a rationale for the techniques used and ability to identify choice

points for making interventions.c) Write a report of a session.

Ability to initiate new programmes in organisations or institutions by applyingthe principles of systems theory, sociometry and role theory.

d) An original thesis suitable for publication as a formal article.e) Ability to teach other people the method and associated techniques.f) Conduct a session before an examining panel and discuss the session, giving

a rationale for what was done and identifying strengths and weaknesses inleadership.

Professional Identitya) During the playing of an auxiliary role, maintains the functioning of an

auxiliary to a psychodrama director without taking over the directorial function.b) Develops and integrates a sufficient range of roles into their functioning as a

director so that personal growth and learning is encouraged and enhanced inthe individual or group.

c) Maintains an adequate warm up to producing a drama under a wide variety of conditions, including conditions of stress.

d) A well developed ability to create and sustain mutual relationships withinwhich differing values, unusual emotional expression or actions, and breadthof experience are encompassed.

e) Creates a comprehensible dramatic plan.f) Develops a realistic drama that arrives at a conclusion such that it sustains the

interest of group members, enables them to identify with the theme, learn fromthe efforts to develop new or adequate responses, and apply the dramaticconclusion in their own lives.

g) The production of a drama displays the following characteristics:i) The artistry of the director is directed toward making the drama

aesthetically pleasing for the protagonist and group members, connectingall elements of the drama with their experience, and bringing about adramatic climax and conclusion that is integrative.

ii) The director is spontaneous enough to do whatever is necessary tofurther the opening out of the drama and the work of the group.


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iii) The director demonstrates a breadth of outlook that assists theprotagonist and group to develop additional perspectives, appreciate themeaning and value of the enactment, and generate points of view thatintegrate the different expressions that had previously been disconnected.

iv) The director appreciates each new moment and the responses toprotagonist and group are spiced with warmth, freshness and surprise.This brings about delight and a certain magical quality.

h) The conduct of social investigation displays the following characteristics:i) Exploration of the social systems that have been portrayed in action is

crisp, clear, and sustains the involvement of the protagonist and group.ii) The director's ongoing life interest in social interaction within and between

groups is reflected in their demeanour and in their experience whilerelating to people with different views about life. The qualities of naiveopenness and enjoyment are observable during the process of discovery.The presence of these qualities is evidenced by the protagonist and groupmembers expanding their perceptions and by an absence of projection onthe part of the director.

iii) The director sustains the work of objectively observing and assessing thesocial systems portrayed and perceiving their evolution even when thereis a lively enactment, intense emotional expression, or expression of funand laughter.

iv) The director has a consistent pattern of noticing elements of the roles androle relations and looking for the central aspects of a role or system of roles. There is an ongoing formulation of hypotheses and tentativeconclusions as to the values or images of life pertinent to the emergenttheme of the work. There is an ability to integrate sociometry, role theoryand other relevant clinical or sociological theory or experience.

v) A sociometric awareness is integrated into the total functioning of thedirector. Thus the nature of the tele relations informs an emerging

analysis of the systemic structure involved and the planning andexecution of interventions.i) The development of integration, often referred to as the therapeutic phase of

the enactment, displays the following characteristics:i) A broad overview of the integrative work reveals a clear identification of

the central concern and the making of specific systemic interventions thatare directly related to the central concern. The interventions are madewhile the dramatic enactment is in progress and involve the use of arange of psychodramatic techniques and the giving of therapeuticguidance.

ii) The basic foundation on which the integrative work is built is laid from thebeginning of a psychodrama session. The director encourages theexpression of concerns and interaction between group members, clarifiesthe nature of the warm up in a group and in an individual, and makesinterventions to assist the continuing development and maximisation of the central concern. This is normally done at the beginning of a sessionand at appropriate times throughout a session. The means for achievingsuch clarification include group centred, action centred, or director directed warm-up techniques.

iii) The director concretises and maximises the experience and expression of the protagonist. Thus the protagonist and group develop perceptions andfunctioning above and beyond what had previously come to the fore in lifeitself.

iv) The director mobilises enough spontaneity to create a warm-up andexpression that is related to the system being portrayed and that assiststhe protagonist and group to generate attitudes, values, and expression


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that are appropriate in their situation. The director also warms-up thegroup to enacting their particular way of dealing with the protagonist'ssituation.

v) The director assists in the resolution of conflict within an individual, withina group and between groups.

vi) The director creates a focus on integration of the different systemicelements that have been portrayed in a session or in a series of sessions.

vii) The director alerts the protagonist and group to those things that willassist the development of unifying perceptions or solutions.

viii) The director coaches the protagonist and group members in thedevelopment of new functioning. The coaching is attuned to the nature of another person's experience, their values, the overall direction of their life,and the unique form their outward expression takes. This helps to ensurethat the recipient remains congruent as the content and style of their speech expands and they practice new actions.

ix) The director is well-versed in role training and therefore is adept inassisting an individual or group to develop a specific aspect of functioning

such that goals for work or personal living are achieved more adequately.This involves clear delineation of a specific area of functioning, producingenactment of a situation, role diagnosis, making a plan for further interventions, application of specific techniques, a role test, and re-establishing connections within the group. Such role training is done in thecontext of whole sessions or as part of a session.

x) The director develops within themselves a consciousness of the dynamicforce that motivates each person to develop ideals and live them out. Inthis way they increasingly come to know and appreciate more of thecreative genius that lies within everybody.

j) The director carries out educational work concurrently with their other activitiesso that individuals perceive the relationship of their new learning to a broad

social context and become better equipped to deal with the emerging issuesfacing them in the community.k) The director has had sufficient involvement with sociometry, psychodrama,

sociodrama, role training, and group work that these methodologies aredifferentiated and interpreted appropriately.

l) The director has developed the different forms of spontaneity so that thespontaneity level of other individuals and groups is raised. These forms of spontaneity include a capacity to make new responses to an old situation andadequate responses in a new situation, to warm up adequately to differentsituations, to sustain vitality, to express originality, to move between fantasyand reality easily, and to be creative.

m) The director accepts responsibility for their own experience and actions, andmanifests increased awareness of their own process and its relationship toother people, to time, place, and outer circumstances. There is acceptance of the outside world in contrast to blaming life circumstances or condemningothers.

n) The director fosters relationships with colleagues, supervisors, and friends,and within this context expresses their experience, reflections, work activitiesor plans. Their points of view are acknowledged, accepted and exploredcreatively.

o) The director has knowledge of ethical principles and standards of practice inthe fields of sociometry, psychodrama, sociodrama, role training, andindividual and group psychotherapy. The Code of Ethics of the Australian andNew Zealand Psychodrama Association Incorporated is accepted and appliedin their work.


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p) The director trusts being with themselves moment by moment and has asense of adequacy through experiencing their spontaneity and creativity. Thisis in contrast to feeling powerful as a result of the impact of their knowledge of techniques and theory on a protagonist and group.

q) There is a manifest commitment to an ongoing process of learning.

3 TRAINING IN ANZPA

Process of SpecialisingDuring the first year or two of training most trainees complete a core trainingprogramme if they live close to a Training Institute, or participate in severalresidential training workshops. They begin to function as group leaders, utiliseaspects of the psychodramatic method, and produce dramas under supervision.They come to know which aspects of the method they prefer. They observe andexperience different approaches and directorial styles and often identify with

particular directors or trainers. Many trainees in private conversations with trainersexpress interest in developing themselves as a Psychodramatist, a Sociodramatist,a Sociometrist or a Role Trainer. This may be the beginning of the work of specialising.

It is normally necessary that the training goal is congruent with the trainee'sprofessional status, unless other studies are contemplated. A number of traineesexpress interest in developing ability in general group work. They wish to do groupwork as an educator, as a psychotherapist, or as a consultant. Many traineesexpress an interest in applying specific aspects of the method in their professionalwork and make a plan to focus on this in seminars or in individual supervisionsessions.

The particular time when a trainee starts to seriously consider which specific aspectof the method they will focus on in their training varies a great deal. A decision tofocus on a specific specialty is worked out through a consultative process.

Supervised Experiential LearningThe psychodramatic method is taught through supervised experiential learning. Theaim of this type of learning is for trainees to know the different aspects of thepsychodramatic method through their experience. Every member of a training groupbecomes a group leader, a director of a psychodrama, a sociodrama, a role training

session, or a sociometric exploration, or assists by playing a role in someone else'sdrama, and participates as a group member in group interaction. This means that allthose who participate in training sessions experience themselves in a wide range of roles. The ability to interact spontaneously and new creative solutions to problemsof living are developed in sessions. The teaching is in response to what the traineesays and does in the training sessions. The purpose of the teaching is to develop agreater flexibility in functioning, a greater perceptiveness, and a wider range of functioning in the here and now situation. Thus an integration of theory and practiceoccurs. Trainees see and feel development occurring. There is an application of learnings in their work, in their personal lives, and in activities in the training group,and further supervision and teaching leading to refinement of abilities and theopening up of new areas of learning. Some reading, written assignments, and

relevant tasks are given from time to time.


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Accredited TrainingTraining toward certification as a Psychodramatist, Sociodramatist, Sociometrist, or Role Trainer is an important activity and the highest possible standards are aimedfor. To this end, the Board of Examiners has devoted much attention to thedevelopment of Training Institutes. We have been very fortunate that a number of

people have been interested in creating curricula, training courses and anadministration in several regions.

Training institutes develop and maintain a consultative relationship with the Boardand with Trainers who work in their region. Likewise it is the responsibility of visitingtrainers and educators to take initiative in developing a working relationship withinthe overall policies and procedures of training centres in the region where they planto conduct workshops or seminars.

The Training Institutes take responsibility for keeping a record of the hours of training of trainees in their region and trainers and organisers involved in conductingwork shops and seminars maintain and forward records of all training hours with

trainees for inclusion in the trainees' training files.

PracticeTrainees develop and refine their ability through actively creating opportunities topractice the method in their work. This work and any associated supervision are partof the training and a log book recording these activities and the time involved maybe presented to the Training Institute.

Writing

It has been said that a person who writes clearly on a particular subject really knowsit and is in a position to teach it to somebody else. This has certainly been the casefor those completing writing about the psychodramatic method. A look at a personsetting about this task reveals an engagement in a number of activities. Theseinclude reflection on a piece of work, one's experience, and theory. The reflectionprovides a foundation for an analysis, for the generating of fresh points of view, andplans for further work. As these activities are combined with discussion with a trainer and with peers integration of theory and practice is strongly promoted and creativework ensues.

Writing tasks that describe and discuss the role relationships that emerge in a two-person interaction or in larger social systems, group process, or psychodramatic

production may be commenced in the early period of training. The ability to developsuch writing is facilitated by the coaching of a trainer or supervisor. Coachingincludes such things as questioning, challenge, teaching, and encouragement. Workis done to recognise attitudes, habits, values or any disabilities that may behindering the ability to write freely and to bring into being a workable approach thatleads to successful completion.

Writing is sometimes daunting. This may be due to previous experience or it may bedue to a specific learning difficulty. These and other factors have affected the warmup of a number of trainees, and for them the development of a fresh warm up hasbeen complex and arduous. Our intention is that trainees who encounter suchdifficulties communicate their experience instead of isolating themselves or fallinginto despair.


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AssessmentOngoing learning for all members is a principle in ANZPA, thus both formative andsummative assessment is integral to the method. More or less formal assessmenttakes place in the ongoing development of trainees, Practitioners and trainersincluding direction of group sessions, auxiliary functioning, group participation, and

writing. Formal assessment standards and procedures are specified with regard towriting and practice required for certification. Trainees seeking certification as aPractitioner undertake a practical assessment conducted after the training standardshave been met.

Once qualified, Practitioners are to be involved in the ANZPA Currency processesand other activities established in ANZPA. These processes are conducted withinANZPA Inc.'s regions and are a sociometric process for ensuring suitability andefficacy of the practice of each Practitioner. Regional Presidents report annually onthe Currency activities to the ANZPA Executive.

Other Areas of KnowledgeThere are many other areas of knowledge necessary for Practitioners and traineesthat are not spelled out in detail in this section. Dr Moreno regarded the trainingoffered at the Moreno Institute at Beacon in New York as post-graduate training.Thus he presumed the trainees were already proficient in some field of endeavour as a result of their training and life experience. In Australia and New Zealand weadopt a similar stance. We regard this training as complimentary to other trainingand experience. When it becomes apparent that a trainee is lacking in an area, weinvite that person to make up that lack through engaging in certain tasks, such astravelling abroad, engaging in a special work project, or in a course of study.

There are many illustrations of the need for other knowledge. Let us look at aSociometrist at work. A Sociometrist who is working as a consultant will need to beconversant with various organisational theories. Similarly, a Sociodramatist will haveknowledge of sociological theory. A Psychodramatist will have knowledge of personality theory, child development and personality development, several other methods of psychotherapy and counselling, methods of diagnosis, and knowledgeof other cultures. In the content requirements themselves, there is some referenceto the fact that there is a need for possessing an ability to converse intelligently withother professional people. This implies knowledge of other theoretical systems,language systems and an ability to translate the psychodramatic method into other thought forms. For a mental health service provider the ability to translatepsychodrama to another method of psychotherapy is essential i.e. psychoanalysis,

gestalt, etc. A dramatic arts educator is able to translate psychodrama to other fieldswithin theatre i.e. Peter Brook, Boal, improvisational, Stanislavsky, etc.

Formal Requirementsa) Training will involve a minimum of 800 hours of training in training seminars and

workshops organised by an accredited Training Institute. The additional workinvolved in supervised practice, reading, the preparation of written papers, andallied activities and training seminars that contribute to fulfilment of trainingrequirements, brings the hours of training to a total of 2,400 hours.

b) The trainee has a training agreement with an accredited Training Institute.c) Training will take place over a minimum of three years.d) The training includes a period of supervised experience guided by the Training

Institute and primary trainer. The trainee conducts sessions for at least 200


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

4 TRAINING ENTITIES AND RELATIONSHIPS

Training InstituteThere is at least one accredited Training Institute in every region of the Association.The staff of accredited Training Institutes have the authority to develop and conducttraining courses designed in accordance with the guidelines in the Training andStandards Manual and are responsible for the training carried out in a region.

Trainees will develop a working relationship with the staff of a Training Institute intheir region unless exceptional circumstances prevent this. This relationshipinvolves consultation about the most appropriate courses to engage in, planning theappropriate focus of training, and learning in seminars or individual supervision

sessions. Supervisory relationships are developed with individual staff asnecessary.

Federations of Training InstitutesAll accredited Training Institutes are federated; in Australia through the AustralianFederation of Training Institutes (AFTI) and in New Zealand through the Federationof Training Institutes in New Zealand (FTINZ). The Federations hold an annualworkshop and AGM that staff of Institutes attend. The Federations co-ordinatepsychodrama training, stimulate Training Institutes to achieve the standards of training developed by the Board of Examiners of ANZPA Inc. including thedevelopment of curricula, training procedures and training methods, facilitateconsultation between Training Institutes, identify relevant trends and educationaldevelopments, liaise with the Executive and Board of Examiners of ANZPA Inc.,communicate and liaise with individuals and organisations on behalf of thePsychodrama Training Institutes.

Training GroupThe training group is a constant stimulus to the development of new perceptionsand new functioning. Every member of the training group is an auxiliary for everyother member and as an auxiliary engages in a wide range of tasks. From thebeginning of the first training group interaction is taking place and each trainee

begins to be aware of the impact each trainee is having on them. A fund of experience builds up, and based on the growing experience, each trainee makesinterpretations of the functioning of the group as a whole, of the leadership, and of the other trainees. Each trainee generates new functioning based on thoseinterpretations and the value of that functioning is tried and tested in the give andtake with their peers. After a time a greater clarity develops as to which functioningis giving an impetus to the creative work of the group and which functioning detractsfrom the learning.

There is great value accruing from trainees continuing their training with many of thesame fellow trainees, even in the face of painful and disappointing experiences. Thesustaining of a stable group results in each trainee not only coming to recognise theimpact they are having on other people, but also developing new approaches toliving and interacting with others. Such correction of perceptions and of one's


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actions may be termed social atom repair work. When this starts to occur thesignificance of the training group becomes much greater. There is the satisfaction of knowing that good work has been accomplished. There is the strength that comesfrom working cooperatively with people who are not going to abandon ship.

Trainees in their second year of training have generally found that the experiencesin the training group are more intense. Old concepts about the trainer and groupmembers become irrelevant and are replaced by the actual getting down to thebusiness of experimenting with new forms of expression and new approaches tolearning.

The range of experience in the training groups assists the development of the levelof spontaneity, flexibility, and overall competency that is needed in the workplace.

Members of training groups keep clarifying their professional goals and completetasks appropriate to the phase of their training. This applies to all traineesirrespective of whether they have committed themselves to complete the

requirements for certification.

Primary Trainer Those who have developed a working knowledge of the psychodramatic method,have completed a written paper on their work with an individual, a group, anorganisation, or a training session, and who then wish to proceed to assessmentdiscuss this with a trainer. The staff of the Training Institute subsequently make aformal decision as to the appropriateness of a trainee selecting a primary trainer anddevelop means whereby the institute can further a trainee's work towardcertification. A contract is then made with a primary trainer who shall be a TEP or aTEP in training.

The consultation process established with the primary trainer consists of a review atleast once a year of the training process and the training activities including writtenassignments, and planning for the work in the next period of training. The planningincludes such things as the type and number of seminars or workshops in which toengage, the written work to be completed, practical work to be done as a groupleader, counsellor, trainer, or consultant, the most appropriate style of supervision,and who will supervise different pieces of work.

The task of the primary trainer is the overall planning of training so that the trainee isable to build on their existing abilities and continue progressing until the trainingstandards are fulfilled. The primary trainer may also be actively involved insupervision, or other supervisors will be agreed upon.

Normally the primary trainer is a staff member of the institute responsible for thetrainee and that maintains their training record and effort is made to sustain thispractice. In cases where this is not possible and where the primary trainer is on thestaff of an institute in another region, it is the responsibility of the primary trainer torespect and adhere to policies and procedures developed by the institute in theregion where the trainee resides, to complement the work of the staff, and to consultwith the director and staff from time to time.

It is needful that trainees are able to work effectively with a wide range of people. To

this end the conduct of sessions for at least 200 hours accompanied by 50 hours of supervision is called for. At least 30 of these hours are with a TEP and theremainder may be with another appropriate person approved by the primary trainer.


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In some instances up to twenty hours of peer supervision may be included in thehours of training toward certification.

Should a trainee or trainer wish to conclude their primary trainer contract, the traineeand the primary trainer and the staff of the Training Institute discuss this before anynew arrangement is made.

Supervisor Successful supervision is seen in the increased effectiveness displayed by thetrainee in their application of the psychodramatic method with clients. In the courseof functioning as a group leader, consultant, Psychodramatist, Sociodramatist, RoleTrainer, educator, trainer, counsellor, or psychotherapist the trainee developsrelationships with clients. These relationships are the primary focus of attention insupervision. Other areas also become the focus of attention. These includedevelopment of greater awareness, greater organisation of thinking and action,knowledge of group dynamics, clinical knowledge, expertise in the application of

techniques, an effective warm-up to a wider range of roles, professional identity, andan ethical code of behaviour.

The method of supervision includes discussion of written or verbal presentation of work done by the trainee, re-enactment of parts of sessions, coaching and teaching,and reading assignments.

Supervision is occurring all the time in effective training seminars and workshops,however, from time to time closer individual supervision is required. Closesupervision is necessary at the point where the trainee actively applies thepsychodramatic method in their work with others. Trainees who work with clientsindividually or in a group are encouraged to organise regular supervision sessions.In the early stages of training the supervisor may wish to be present during theconduct of sessions. The nature and method of supervision alters as the traineeconducts sessions with increasing levels of competence and independence and astronger working relationship with peers.

During training there is development toward a professional role as a director, leader,or consultant. As trainees bring this about they revise and refine old solutions tosituations presented by clients as well as developing adequate solutions to the newsituations they encounter. Trainees in supervision face and deal with a range of learning problems and as they focus on their work with others develop their functioning to a great degree. Aspects of the trainees' personality that interfere withtheir effective functioning with clients become clear during supervision and traineesdevelop an ability to deal creatively with such interferences.

New solutions to old problems are often developed in residential training workshops.They are also developed during group work in which psychodrama is the mainmethod utilised. Developing new solutions in this way is an advantage in that a greatdeal is learned about the psychodramatic method through personal experience.

When a supervisory process has not resulted in effective learning for an extendedperiod of time discussion with a primary trainer, Training Institute staff, or peers mayopen up a new perspective and effective supervision with the same supervisor maybe re-established. If this does not occur a new supervisor may be sought.


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D PROCEDURES FOR ASSESSMENT

1 INITIAL PAPERSA significant piece of writing for a trainee who is working toward certification as aPsychodramatist or Role Trainer is the description of work done with one individualwith a view to their bringing about more adequate functioning with others. Theequivalent piece of writing for a trainee who plans to be certified as a Sociodramatistor Sociometrist describes the work done with respect to a particular social system.The requirements for these may be found in the Requirements for Certificationsection for each speciality.

The effort made to develop this paper so that it is clear, educative, and aestheticcontributes to a confidence that a standard similar to that called for in the writtenthesis has been achieved. The reflection and refinement of one's practice thatinevitably accompanies the creation of a fine piece of writing results in an increasedlevel of learning.

Each Training Institute assesses these papers and from time to time another Institute monitors the institutes assessment.

2 THESISThe final piece of writing required for certification as a Practitioner is a paper of aquality and length suitable for publication as a journal article. Copies of thiscompleted paper are frequently to be seen in the libraries of Training Institutes and

on the bookshelves of Practitioners and trainees. These are a good read andcontribute to the quality of the psychodramatic work.

Guidelines for the preparation, structure, and submission of the thesis are includedin the Supplementary Documents appended to this manual. The guidelines are alsoavailable from the Thesis Registrar and the ANZPA website www.anzpa.org.

Requirementsa) Quality of the Writing

The writing is to be well thought through and presented to a standard suitablefor publication in a professional journal. Acceptance of the paper by examinersindicates they would wish trainees to read it. The writing displays the followingimportant characteristics:i) Readabilityii) A structure giving appropriate signposts to the reader.iii) Description of clinical material is presented so that the reader is able to

perceive exactly what the professional worker and client(s) did and said intime sequence. Subsequent evaluative comment and discussion isseparated distinctly from description.

iv) Clinical soundness such that the reader does not perceive that clients aresubjected to incompetence.

v) The backing of theory and the particular theoretical base is clearly seen.vi) Reflection and critique of theory and espousal of practice are shown. Self-

advertisement and unreflective comment are absent.vii) An argument or point of view is developed. Different points made are

either explanations of an argument or lead to something.


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b) Developing a TopicThe thesis topic that is developed by the trainee is an expression of aninterest that has developed in the course of training and reflects the field inwhich they plan to qualify, namely, Psychodramatist, Sociodramatist,Sociometrist, or Role Trainer. The topic is discussed with the primary trainer,the Training Institute, and with fellow-trainees. It is not solely the product of theindividual working in isolation.

c) The Supervisory ProcessA thesis supervisor is selected in consultation with the primary trainer. Thesupervisor may be the primary trainer or another qualified person. From timeto time other advisors in specialised areas may also be involved.

The trainee develops the subject of the thesis in consultation with thesupervisor. The writing of a succinct statement of the subject of the thesis mayneed to be refined several times to ensure that the writer has developed a

clear, unified warm-up. The creation of an adequate warm-up to the writing willnormally involve delineation of the content, length, and style, and identificationof the readers for whom the thesis is being written. Other important tasks arerole reversal with the reader, refinement of the writing style, development of aconsistent method of referencing, and preparing a bibliography.

Payment of fees for supervision of the writing is negotiated with the supervisor as with any other supervision.

d) Ethical ConsiderationsEthical considerations are to be attended to in the gathering of material.Reference to particular individuals is to be made so that they are accorded

respect, protection, and privacy. Reference to the written or reported thinkingof authorities other than the writer are to be clearly distinguished from thewriter's own thought or position. In making quotations the authorship isacknowledged. Reporting the view of someone else is not sufficient to givecredence to the writer's own thought or position; rather, any assertion made bythe writer is discussed in a comprehensible form, such as through presentinga reasoned description of an incident, and a rationale given for any referenceto the work of others. The influence of others upon the thinking, judgement,and practice of the writer is to be acknowledged.

e) Suitable Form in the Presentation of the ThesisThe style of presentation pertaining to headings, quotations, referencing, andbibliography is to be consistent.

A recognised process and style for referencing and the bibliography is usedsuch as in the Publication Manual of the American Psychological Association.The method for setting out the bibliography as suggested in theSupplementary Documents appended to this manual, is acceptable.

The minimum length of the document is 7,000 words. The maximum length isto be 13,000 words.

f) Structure and Presentation of the ThesisThe paper has the following sections. Considerable further detail of requirements for these sections is to be found in the SupplementaryDocuments appended to this manual.


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i) The Title Pageii) Publishers Statementiii) Table of Contents and List of Diagrams or Illustrationsiv) Abstractv) Prefacevi) Introductory Paragraphsvii) Review of Literature or Other Related Workviii) Description of the Workix) Implicationsx) Conclusionxi) Bibliography

g) Publication RequirementsHere is the text of the required publishers statement for insertion after thethesis title page:"This thesis has been completed in partial fulfilment of the requirementstoward certification as a Practitioner by the Board of Examiners of the

Australian and New Zealand Psychodrama Association Incorporated. Itrepresents a considerable body of work undertaken with extensivesupervision. This knowledge and insight has been gained through hundredsof hours of experience, study and reflection.

The author and the Australian and New Zealand Psychodrama AssociationIncorporated (insert year of publication e.g. 2011).

The Australian and New Zealand Psychodrama Association Incorporated hasthe license to publish. All rights reserved. Except for the quotation of shortpassages for the purposes of criticism and review, no reproduction, copy of transmission of this publication may be made without written permission from

both the author and the Australian and New Zealand PsychodramaAssociation Incorporated. No paragraph of this publication may bereproduced, copied, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical photocopying, recording or otherwise,save with written permission of Australian and New Zealand PsychodramaAssociation Incorporated and the author.

The development, preparation and publication of this work have beenundertaken with great care. However, the publisher is not responsible for anyerrors contained herein or for consequences that may ensue from use of materials or information contained in this work.

Enquiries:PO Box 418, Daw Park, South Australia 5041, Australia, or www.anzpa.org

Permission has been sought and granted for the inclusion of all content fromother sources that are subject to copyright e.g. photos, diagrams, illustrations,passages of texts, poems, quotes, and other materials.

3 PROCEDURES FOR PRACTICAL ASSESSMENTA practical assessment is conducted after the training standards have been met. Itis additional to the ongoing assessments of direction of sessions and auxiliary

functioning that have already taken place. It is subsequent to the completion of allrequired written material.


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A trainee who considers that an adequate standard of functioning has been reacheddiscusses their plan to complete the practical assessment with fellow trainees,Training Institute staff, and the primary trainer and obtains their approval.Subsequently the trainee makes an application to the Board of Examiners as per thefollowing procedure:

a) Send a written request to the Registrar for Practical Assessments for apractical assessment. Three written statements accompany this:i) A statement written by the applicant, of no more than two typed pages

that clearly indicates the nature of the work with the primary trainer, theinstitute staff, the supervisory relationship, the development of anadequate approach to learning, and a breadth of appropriate experience.

ii) A statement written by the trainee's primary trainer endorsing the requestfor application.

iii) A statement from the Training Institute supporting the application.

b) Forward the required fees. These amounts are specified in the Schedule of

Fees. The country of the Institute a trainee is training at, determines both thecurrency of fee and the address to forward monies to the Board of Examinersi.e. payments made by Australian applicants are in AU$ and sent to theAustralian Treasurer; New Zealand applicants pay the designated sum in NZ$to the New Zealand Treasurer. Electronic payments are preferred. Contact theTreasurer for bank details.

An application fee is paid to the Board Treasurer in that country. Theapplication fee is paid in full at the time of the written request.

c) Following the acceptance of the application, the Registrar notifies theapplicant who the Examiners will be.

d) The applicant organises a suitable venue and time for the assessment, andcontacts the examiners directly to negotiate a workable arrangement. Thetrainee is responsible for examiners' costs associated with the assessmentand makes arrangements suitable to the examiners to pay for or reimbursetheir expenses.

e) The applicant conducts a session as detailed below under the procedures for the specific speciality, before an Examining Panel for a one and a half hour session. The Examiners guide the following period. The applicant preparesand presents a report on the session giving a rationale for what was done andidentifies strengths and weaknesses in leadership and strategy. This isconducted in a professional manner. Following this, the applicant enters into adiscussion and review of the report.

f) The Examiners present their conclusions to the applicant and subsequentlyprepare a written report and forward it to the Registrar for PracticalAssessments.

g) The Practical Assessment Registrar sends the final report to the trainee,primary trainer, and Training Institute.

h) After the trainee has passed the assessment, the Board issues a certificatestating that this person is certified in their particular speciality. This certificateis usually presented during the Annual General Meeting of the Association.


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E REQUIREMENTS FOR CERTIFICATION AS APRACTITIONER

A practical assessment is conducted after the training standards have been met. Itis additional to the ongoing assessments of direction of sessions and auxiliaryfunctioning that have already taken place. It is subsequent to the completion of allrequired written material. The assessment consists of a session conducted in thepresence of two examiners proposed by the Training Institute and approved by theBoard.

1 REQUIREMENTS FOR CERTIFICATION AS A ROLE TRAINER

A Role Trainer focuses on the broad field of role theory and the application of thepsychodramatic method in individual consultation and group work.

There is specific training and supervision in application of the method in roletraining. Clear understanding of the concept of role training and an ability to warmup an individual or group to learning and developing roles or specific aspects of arole is developed.

There are two pieces of written work to be completed in accordance with theprevious sections on Writing and The Requirements for Thesis Writing:a) A description and discussion of a role training session that you have

conducted with a person in an individual or group session. The discussion

includes an outline of your understanding of the group warm-up, your analysisof the role system of the protagonist in the situation enacted, your rationale for focusing on the area in which you choose to work in the session, and adescription of the role training session including the techniques used. This isfollowed by a critique of your leadership in the session. The paper will be 2000-3000 words in length and is passed by the Training Institute.

b) A thesis that develops ideas and practical applications pertaining to roletraining and in so doing refers to literature related to the topic being presented.The paper grows out of experiences generated while conducting a number of sessions and subsequent reflection, analysis, and study.

After having fulfilled the training requirements, the trainee makes application to theBoard of Examiners for a practical assessment as outlined in the procedures for assessment.

Conduct a role training session before an Examining Panel for a one and half hour session, and discuss the session in a professional manner giving rationale for whatwas done and identifying strengths and weaknesses in leadership.


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2 REQUIREMENTS FOR CERTIFICATION AS A SOCIOMETRISTThe trainee in the field of Sociometry focuses on the broad fields of sociometry,organisations, role theory and communication.

There are a number of specific areas where the trainee does additional work.

a) Integration Of Sociometry i) Ability to conduct sociometric surveys using computerised models of

sociometry, e.g. block modelling, networking.ii) Ability to describe a system from a sociometric point of view and the

ability to write up the findings as a researcher.iii) Ability to generate multiple intervention strategies based on sociometric

analysis of a group.iv) Ability to identify the formal and informal leadership structure of a group.v) Ability to negotiate with power structures based on sociometric

information.vi) Ability to describe and analyse his/her own participation in strategic

interventions, using the feedback from the system and the final solutionsagreed upon.

vii) Ability to evaluate outcomes of sociometric intervention in organisationalstructures and to predict and describe further action which may berequired in order to achieve group task effectiveness and membershipsatisfaction.

viii) Ability, in a group using action methods, to conduct an informalsociometric measure that is sensitively tuned to group norms and withthorough consideration to the warm-up, enactment and integration phasesof the group process.

ix) Ability to describe the use of subtle sociometric techniques used tointervene in a group process justifying the decision making process inselection of these techniques and how you attended to the warm-up,enactment and integration phases for the group and larger system.

b) Organisationsi) Knowledge of organisational theory and an understanding of multiple

models for analysing organisational systems.ii) Ability to apply leadership theory in organisations.iii) Recognition of the purpose of an organisation and its fulfilment.iv) To appreciate and work with power and influence in organisations.v) Knowledge of methods of communication through media, writing, in-

service training and other methods of influence.

c) Role Theory i) Understanding of the relationship between roles and sociometry in the

individual, group and system.ii) Understanding of homeostasis of role constellations in the individual and

sociostasis of role constellations in groups in society.iii) Broad reading in the area of conflict resolution and problem solving in

groups and organisations.iv) Understanding of role conflict as it relates to external expectations of

systems and internal expectations of individuals towards themselves.

d) Integration Of Role Theory

i) Ability to identify roles in the individual particularly the private andcollective aspects of social roles.ii) Ability to carry out a role analysis using socioanalysis.


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iii) Ability to identify deficits and excesses in roles, blocks to role warm-up,and role conflict, and to relate these to the private and collective aspectsof social roles.

iv) Ability, in an action-oriented group, to facilitate warm-up to elements of asocial role and to explore the relationship of the role to the total system.

v) Ability to facilitate resolution of role conflict in a variety of groups.vi) Ability to facilitate role values clarification.vii) Ability to modify the sociostasis of roles in a system through direct

strategic intervention.

e) Communicationi) Understanding of the principles and techniques used for effective

communication and exposure to several models, e.g. Egan, Gordon,Organisational Development Models, Watzlawick, Neurolinguisticprogramming.

ii) Understanding of the application of several communication models to thedyad, small groups and large organisations.

iii) Understanding of communication in relation to the media and publicrelations.iv) Understanding of Morenian encounter, and the concept of role reversal.v) Understanding of methods of conflict resolution as part of a

communication model.

f) Integration Of Communication Theory i) The ability to model clear, effective communication.ii) The ability to teach communication using the psychodramatic method.iii) The ability to facilitate and teach conflict resolution in a variety of ways

and in a variety of settings.

g) Professional Identity i) Reports or writes up the outcome of the research and consults with thegroup or organisation on the basis of the findings.

ii) Ability to integrate a systems analysis into a range of consulting styleswith an organisation or group.

iii) Ability to develop appropriate interventions in different situations.iv) Ability to negotiate so that parties with differing views develop a working

relationship.v) Ability to clarify the nature of conflict between parties, elucidate complex

aspects of the system, use role reversal and mirroring and differentiateconflicts arising from the private and social aspects of roles.

vi) Ability to warm up and sustain a stance within an organisation or groupand to use communication skills to create a cooperative environmentwithin which a strategic intervention may be carried out.

vii) Produces a drama of a group, organisation or culture that is realistic andmaintains the interest of the participants. The production of a sociometricinvestigation displays the following characteristics: Produces new rituals within the group, organisation or society that

contribute to the expression of values which are productive andappropriate.

Uses creative drama to inspire and direct participants in a group or organisation to maximise their involvement towards group achievementof aims.

Displays wisdom through appreciating areas of meaning and valuesand takes an overview of the sociological situation.


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h) Written Work There are two pieces of written work to be completed in accordance with theprevious sections on Writing and Requirements for Thesis Writing:A written analysis of two separate and different organisations or culturalgroups indicating changes in the system over time. This paper will be 2000-3000 words in length and is passed by the Training Institute.A socioanalytic thesis that demonstrates the application of sociometricprinciples in a group, organisation or society.

i) Application for Practical Assessment After having fulfilled the training requirements, the trainee makes application tothe Board of Examiners for a practical assessment.

j) The Nature of the Session Conducted for Practical Assessment as aSociometrist Conduct a sociometry focused session before an Examining Board for a oneand a half hour session and discuss the session in a professional manner,

giving a rationale for what was done and identifying strengths andweaknesses in leadership and strategy.

3 REQUIREMENTS FOR CERTIFICATION AS A SOCIODRAMATISTThe trainee in the field of Sociodrama focuses on the broad fields of systems theory,sociometry, organisations, role theory, and family theory. They have a clear understanding of the sociodramatic method and an ability to warm up an individualor group, so that ability as a member of society is developed.

a) Written Work There are three pieces of written work to be completed in accordance with theprevious sections on Writing and Requirements for Thesis Writing.i) A description of the roles operative in a social system you have

investigated, using diagrams, discussion of what changes are called for inroles and what interventions you would make, together with a rationale for the interventions.This paper will be 2000-3000 words in length and is passed by theTraining Institute.

ii) Written analysis of one organisation that to a large degree functions as anopen system and one that to a large degree functions as a closed system.

iii) A sociodrama thesis that demonstrates the application of sociodramaticprinciples in a, group organisation or society.

After having fulfilled the training requirements, the trainee makes application tothe Board of Examiners for a practical assessment.

b) The Nature of the Session Conducted for Practical Assessment as aSociodramatist Conduct a sociodrama session before an Examining Panel for a one and ahalf hour session and discuss the session in a professional manner, giving arationale for what was done and identifying strengths and weaknesses inleadership.


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iii) A psychodrama thesis that demonstrates the use of the psychodramaticmethod in clinical work.

iv) After having fulfilled the training requirements, the trainee makesapplication to the Board of Examiners for a practical assessment.

g) The Nature of the Session Conducted for Practical Assessment as aPsychodramatist Conduct a psychodrama session before an Examining Panel for a one and ahalf hour session and discuss the session in a professional manner, giving arationale for what was done and identifying strengths and weaknesses inleadership.


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F REQUIREMENTS AND CERTIFICATIONPROCEDURES FOR EDUCATORS AND TRAINER,EDUCATOR, PRACTITIONERS

1 EDUCATORThere are a number of people who have been certified in a particular area whopossess an ability to teach. These people may not have the time or the interest tobe involved to a great degree in the work of Training Institute or in the detailed andcomplex process of supervising trainees over a lengthy period of time. Such peoplewho are engaged in presenting knowledge of their area of practice in the communityat large, to the psychodrama community, and also present the psychodramaticmethod to their colleagues and peers in their professional community may berecognised as Educators. They may be able to fulfil a very important function in thedevelopment of our training courses and thereby develop in themselves a greatsense of satisfaction and fulfilment.

2 PROCEDURE FOR CERTIFICATION AS AN EDUCATORThe Board of Examiners may certify practitioners who have demonstrated that theypossess the ability and professional identity relevant to teaching in particular areaspertinent to the training of Role Trainers, Sociometrists, Sociodramatists or Psychodramatists, or in the general field of group work, as Educator. A regionalassociation or a Training Institute initiate consultations with the Board with a view tocertification of individuals and the Board itself may also initiate such consultations.

3 TRAINER, EDUCATOR, PRACTITIONER (TEP)The function of the TEP is to train in the context of the Australian and New ZealandAssociation and in accordance with the principles and standards developed by theAssociation and the Board.

The major qualification is an inner process, which we term, at present, apsychodramatic process which supports the role of trainer.

A TEP is a Practitioner or Educator who has also demonstrated that they possessthe identity of a supervisor-teacher, a commitment to assisting trainees in the widerange of areas involved in their development as certified directors, and a satisfactoryworking relationship with groups and individuals within the PsychodramaAssociation and with an accredited Training Institute. Thus a person who becomes aTEP, has continued on in a supervisory process since certification as a director, andhas been involved with writing, teaching, supervision and administration.

A TEP in training (TEPit) continues to sustain their involvement in the process of experiential learning as already outlined in the Training and Standards Manual. Indoing so a high degree of commitment and involvement is shown. This isdemonstrated by taking initiative to meet with their primary trainer or supervisor andby sustaining their warm-up to completing assignments, including written papers.They also show ability to role reverse with trainees, colleagues, and a trainer or supervisor is shown in work done to develop clear communication, clear concepts,and respectful collegial relationships.


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4 REQUIREMENTS FOR CERTIFICATION AS A TEPa) Trainee must have prior certification at a Practitioner level.

b) A graduate degree in a field relevant to the trainee's area of practice from anaccredited university or an acceptable equivalent to the graduate degree.

c) Three years of progressively responsible, supervised training and educationexperience in psychodrama, sociodrama, sociometry, role training and grouppsychotherapy after receiving Practitioner certification. During the period thetrainee shall have achieved:i) Excellence as a Practitioner with all roles well developed.ii) Discipline in maintaining ethical standards and personal integrity under

stress as demonstrated by maintaining a focus on the work of the groupunder conditions of stress, maintaining confidentiality, following throughwith agreements, and development of a love for the work.

iii) Experience working with a wide range of value systems and roleconfigurations.

iv) Wisdom as demonstrated in the giving of well-timed, appropriateguidance.

v) Flexibility as demonstrated in the avoidance of doctrinaire solutions inambiguous situations.

vi) Development of a broad background in group psychotherapy, childdevelopment, and development through the life cycle.

d) An accredited Training Institute accepts this person as a TEPit and they areattached to this Institute.

e) A written contract with a primary trainer is developed. The trainee notifies theSecretary of the Board of Examiners that this has been done, that their Training Institute accepts them as a TEPit and requests the Board to formallyrecognise them as a TEPit. The primary trainer is not necessarily the personwho was primary trainer in connection with certification as a Practitioner.

f) Supervised training in curriculum development and the development of curricula.

g) Supervised training in individual supervision and the development of a set of guiding principles of supervision.

h) The TEPit will design, implement and evaluate training programmes, initiallyunder close supervision from their primary trainer and then working with anincreasing degree of independence, in consultation with their primary trainer.i) The programmes will involve individual and group teaching and

supervision. The initial training seminar will involve a time of 140 hourswith an additional 30 hours of supervision.

ii) The independent training programme will involve time of 60 hours with anadditional 10 hours of consultation, such consultation involving in vivoobservation from time to time.

i) Development of a set of lecture-demonstrations.

j) The development of a set of guiding principles of training.

k) Extensive teaching experience in different settings.


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l) Extensive experience in a variety of community settings and implementation of psychodramatic interventions in these settings.

m) Development of responsible attitudes toward trainees including:i) Ability to develop individualised training goals and contracts.ii) Ability to assist students with learning problems.iii) Ability to maintain a professional relationship with trainees until the

completion of training and a real interest and commitment to this.

n) Ability to relate to a wide range of professional people and to a wide range of professional students without allowing personal biases and values to interferewith a training task.

o) Ability to develop an adequate administrative structure and record system anda commitment to these. Computer literacy is required.

p) Development of relationships with other trainers and trainers-in-training in

which peer-group supervision occurs easily and effectively.

5 PROCEDURE FOR CERTIFICATION AS A TEPa) A written request for an oral certification interview with the Board of

Examiners.b) A letter from the primary trainer supporting the request for certification.c) Two unbound copies in 1 1/2 spacing format of the following material

typewritten and in acceptable form prepared in consultation with the primarytrainer.i) A written summary of experience that fulfils the training standards, which

includes a description of the process of development during training.ii) A paper of 3000-5000 words on the guiding principles of training

illustrated by the applicants own work as a trainer.iii) A paper of 3000-5000 words on the guiding principles of supervision

illustrated by the applicants own work as a supervisor.d) Forward the required fee as detailed in the Supplementary Documents

appended to this manual.

6 OVERSEAS CERTIFICATION AND TRAININGPolicies, procedures and guidelines in relation to these and related matters areavailable. These include:

a) Certification and Recognition of Credentials of Overseas Trainers andPractitioners. Application is made to the Membership Secretary of ANZPA. b) Accreditation of Training Conducted by Overseas Trainers.

Institutes apply to the Board of Examiners for recognition of up to 200 hourstraining conducted by overseas certificated trainers.

c) Recognition of Training Undertaken with Australian and New Zealand TrainersConducting Training Overseas . Contact the Secretary of the Board of Examiners on this matter.

d) Those seeking certification and recognition of training undertaken outsideANZPA accredited Training Institutes initially approach the MembershipSecretary of ANZPA and subsequently the Board of Examiners.


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G STANDARDS FOR TRAINING INSTITUTES

1 TRAINING STANDARDSAccredited Training Institutes are to have a demonstrated commitment to thestandards of training as set out in the Training and Standards Manual of theAustralian and New Zealand Psychodrama Association Inc.

2 PROVISIONAL AND FULL ACCREDITATIONAccreditation of any new Training Institute is on a provisional basis for at least oneyear during its establishment, and subsequent to further satisfactory consultation,the provisionally accredited institute is granted full accreditation.

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

4 FAILURE TO MAINTAIN STANDARDSWhen an accredited Training Institute is no longer deemed to be maintainingadequate standards, the Board may after discussion with relevant personsrecommend remedial action. A Training Institute that is unable to maintain adequatestandards after a reasonable time period may be given provisional status or have its

accreditation revoked.

5 PROCEDURE FOR ACCREDITATION AS A TRAINING INSTITUTEApplication for accreditation as a Training Institute is made to the Board of Examiners in writing and demonstrates that the standards for Training Instituteshave been fulfilled.

A fee as specified in the schedule is to be submitted along with application for accreditation. In addition the Board may organise an on-site visit to the proposedinstitute. This may involve negotiation of a fee to meet the costs of the on-site visit.

The Board usually grants provisional accreditation for a limited time period, andsubsequently full accreditation.

6 STAFFING OF TRAINING INSTITUTESThe aim is that all accredited Training Institutes have at least one certified TEP onthe staff. Other members of staff will normally be TEPs, TEPits or possess suchother qualifications that they may be appointed to the staff after the Board hasgranted approval. In granting such approval the following factors are taken intoaccount: the recommendation of the Director of Training, the demonstrated ability of the individual to supervise and teach the psychodramatic method, their overall

professional development and aims, and their demonstrated commitment and abilityto qualify as a TEP within a reasonable period of time. The number of staff in aninstitute is to be adequate to ensure that the institute programme can run, that there


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

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

12 HOURS OF TRAININGHours of training are normally recorded by the Training Institute in the region inwhich the trainee resides.

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


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H HISTORICAL DEVELOPMENT OF TRAININGSTANDARDS

Training in psychodrama in Australia was commenced in Perth, Western Australia,in 1972 and in New Zealand in 1974, by Dr Max Clayton and Mrs. Lynette Clayton.The Psychodrama Institute of Western Australia, which they established at the endof 1971, adopted the