Thesis (doctoral)--München, 1981.

This thesis consists of a review of psychodrama literature, and an empirical application of the method in a psychotherapeutic context.' The literature review describes the classical psychodrama method, its history, techniques, associated and derivative methods. The descriptive part of the study also reviews applications of psychodrama, sociodrama, and role playing relevant to social work training and practice, with special reference to the field of alcoholism treatment.· The empirical study compares the use of psychodrama and role playing with inpatients receiving treatment in an alcoholism programme.

This dissertation comprises an introduction, seven previously published papers dealing with aspects of psychodrama and the person-centred approach, criticisms of the person-centred approach, an assessment of my contribution to person-centred theory and practice and an 'afterword' which brings my exploration up to date. Although each of the papers draws on my practical experience as a therapist, researcher and educator, two of them are accounts of research, the others are broadly 'conceptual'. They are presented in the context of an heuristic journey which demonstrates my development as a person-centred thinker and practitioner. The introduction establishes this over-arching heuristic framework and gives my rationale for including these papers. The papers are followed by a consideration of the criticisms of the person-centred approach in which I show (with reference to the literature) how, if I can, I answer these criticisms. In the penultimate chapter I examine my papers in the light of some of the 'critical issues' with respect to the person-centred approach.

Kassel, University, Diss., 2006.

Thesis--Claremont Graduate School. / Bibliography: p. [259]-273.

Thesis--Claremont Graduate School. / Bibliography: p. [259]-273.

Thesis (M.S.)--University of Wisconsin--Madison, 1969. / Typewritten. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 41-44).

Universiẗat, Diss., 2002--Bremen.

M.Ed. / Merriam (1998) says that “learning involves a sensory experience, a mental activity and emotional dimension”. We therefore use our senses to make sense of our environment. Impaired sensory integration affects learning and development as the individual is often unable to execute and handle the normal demands of everyday life. Sensory integration difficulties manifest in the classroom as learning difficulties (Kranowitz, 2005). As educational psychologists, we intervene in learning difficulties and need to know how to assist children who present with sensory integration difficulties. The research study explored psychodrama as a possible intervention for a preschooler who presents with sensory integration difficulties. The value of drama in education has been emphasized throughout history (Way, 1967; Slade, 1995, Read, 1949) and has been called the most effective method in developing awareness of the world around us (Way, 1967). The research study explored how psychodrama allowed a preschooler the opportunity to make sense of the environment and use play, creativity, movement and spontaneity to become an active artist who established change in her life. For the purpose of this research study, a qualitative research approach was chosen as the key concern was to understand psychodrama from the participant’s perspective (Babbie & Mouton, 2001). A case study design was utilized to explore psychodrama as a therapeutic intervention for sensory integration. Data collection methods included interviewing the parents, teacher and occupational therapist of the preschooler, observations during sessions as well as documentation such as a reflective journal. In order to explore how psychodrama can be used with a preschooler with sensory integration difficulties, I chose thematic data analysis. Themes that emerged during the data analysis included that psychodrama should take place in conjunction with occupational therapy, be used as an opportunity for social skills development, and be based on the child’s unique sensory profile and consistent messages within a structured environment. The study concludes with a discussion of recommendations for future research and limitations of the study.

Author's Thesis (doctoral)--Universität Wien, 1988. / Includes bibliographical references (p. [108]-116).