Information for Trainees
A training plan is developed by the trainee. New trainees will develop this document in their first year of training. Trainees who are re-enrolling will update their training plan before they enrol. The training plan is a written document to be created by the trainee. New trainees will develop this document in their first year of training. Trainees who are re-enrolling will update their training plan by the end of the year. Your trainer, primary trainer or supervisor can assist. Other TIA trainers may review the plan. The following topics can be used as a guide:
- A review of the previous plan if this is not your first training plan.
- Overall aim for the training, for example:
- to learn the basics,
- to see if this a method that is for me,
- to work towards certification,
- professional development.
- Employment plans related to the training.
- Application of the method. Groups you are conducting or are planning.
- Specialty areas: psychodrama, sociodrama, sociometry, role training.
- Your level of commitment and ability to progress.
- Experiential or training workshops you plan to attend.
- Short term and long term writing plan.
- Some psychodramatic skills or techniques you would like to develop.
- AANZPA membership.
- Non-psychodrama professional training.
- Peer relationships you have, and wish to develop to further your training.
- Stepping stones and milestones with dates.
Please email a Word document of the plan to you trainer who will store it in your training file.
TIA offers scholarships to new trainees entering the Psychodrama Training Program.
- Prospective trainees will be able to apply what they learn in their work.
- Applicants are seeking to fund because of financial hardship, or their work is unable to fund professional development.
- Applicants are likely to make an increased contribution to the community as a result of training.
- Applicants are able to attend all training events and participate in a peer practice group.
- Applications are open to Aotearoa New Zealand residents only.
- Written applications to be received by 10th January.
Guidelines for Psychodrama Peer Practice Groups
Psychodrama Peer Practice Groups are an important part of the training and integrated into the training program. The groups arrange their own venue and meeting times. It is envisaged the groups meet every two weeks, this may vary.
Purpose of the Groups
The purpose is for all members to practice psychodrama directing and writing. Sessions include warm-up, enactment and sharing. The aim of the group is to foster peer connections, collaborative learning and to gain confidence in using the psychodrama methods.
Forming the Groups
This usually happens at the start of the training year. These guidelines are discussed. The groups are formed sociometrically based on criteria that may include frequency of meeting, location, time, and the interests of members.
It is recommended that the groups have an organiser who ensures the dates and venue are clear to all members and a facilitator to plan with the group who will direct sessions. These tasks can be shared throughout the year.
Relationship with the Training Group
Matters from the peer practice group can be brought back to the Training Group. The peer practice groups are part of the larger group, and confidentiality is maintained within the training group as a whole.
From time to time the groups report back to the training group, this may be in action and can be used to further psychodrama training.
Each peer group session appoints someone to write a short piece on the session and send it to the training email group. This is to inform and share learning with all group members and to develop writing ability that is enlivening, informative, and sensitive to the group participants.
The groups conclude at the end of the year and members make a plan for the final session.
Last updated: Monday, 13 October 2014
Curriculum and Accreditation
It has been said that a person who writes clearly on a particular subject really knows it and is in a position to teach it to somebody else..
From the AANZPA Standards and Training Manual. For an inspiring warm-up, read the whole section on Writing (page 13) Below are listed the requirements for each of the three stages of training; Core Curriculum, Intermediate and Advanced.
Trainees complete five short assignments, 500-1000 words. The purpose for completing these assignments is the integration of theory and practice. You will develop a love of writing by wholeheartedly embracing this task. Your trainers will give a response to the work that you present.
1. Self Presentation
Write a letter to a significant other in which you let them know your motivation for entering training, what you are discovering and how you are beginning to apply what you are learning and developing in you life and/or work.
2. Being an Auxiliary
Taking up an auxiliary function for another person, is a therapeutic act.
Discuss this statement and describe, giving examples, the function of the auxiliary ego at different stages of a dramatic enactment, or in group work or in social life.
3. Integration of Role Theory
Describe the roles operative in a social and cultural atom you have investigated, using diagrams, discussing what changes are called for in the roles, and what interventions you recommend, together with a rationale for the interventions. Completion of this assignment meets the requirement in AANZPA Training and Standards Manual: Integration of Role Theory Section f (page 6).
4. Integration of Sociometry
Make a description as part of your work in a training group of the use of a sociometric measure in a group, setting out the nature of the group, how the sociometric measure was introduced and administered in the group, the criteria, the sociogram, the use made of the measure in the group, and the interventions made as a result of the sociometric investigation. Completion of this assignment meets the requirement in the AANZPA Training and Standards Manual: Integration of Sociometry – Section f (page 6).
Describe an organisation that to a large degree functions as an open system and one that to a large degree functions as a closed system. Completion of this assignment meets the requirement in the AANZPA Training and Standards Manual: Organisations Section b, (page 6).
Complete an ‘Initial Paper’ that will be 2000 – 3000 words in length and is passed by the Training Institute. The paper reflects the area of speciality that, at this stage, you think you are heading for. Refer to the AANZPA Training and Standards Manual, Part E, Section 1 – Initial Paper (page 25) for guidance.
A description and discussion of a role training session that you have conducted with a person in an individual or group session. The discussion includes an outline of your understanding of the group warm-up, your analysis of the role system of the protagonist in the situation enacted, your rationale for focusing on the area in which you choose to work in the session, and a description of the role training session including the techniques used. This is followed by a critique of your leadership in the session.
A written analysis of two separate and different organisations or cultural groups indicating changes in the system over time.
A description of the roles operative in a social system you have investigated, using diagrams, discussion of what changes are called for in roles and what interventions you would make, together with a rationale for the interventions.
A written paper in which you present your understanding and integration of the concepts and theory of the Social Cultural Atom and your application of this in your work with a person over a period of time. This includes a description of what took place over several sessions including your use of the psychodramatic method, discussion and analysis of each session including diagrams, and clinical plans based on the analysis.
Complete a thesis. Refer to AANZPA Training and Standards Manual, Part E Section 2. Procedures for Assessment (page 25) for guidance. TIA – updated May 2017
Training in Action
TIA is a part of the CITP Christchurch which is an Educational Trust, registered with the Charities Commission and is operated by a Management Committee in liaison with a Board of Trustees. The Trustees are Grant Walker (chair), Simon Gurnsey (Secretary/Treasurer), Ali Begg, Joc Phiskie and Carolyn Murray. Training has been provided in Christchurch and Dunedin since the CITP was established in 1986.
Sandra Turner is the Convener of the Dunedin training programme; she is a Trainer, Educator and Practitioner (TEP, AANZPA), a psychodramatist, and a Psychotherapist who works in private practice as well as in community settings in Dunedin.
Sara Crane is the CITP's Director of Training. She is a Psychodramatist, a Trainer Educator Practitioner (TEP, AANZPA) and is a Registered Psychotherapist with a special interest in children and families and has a long-standing involvement with Playback Theatre. (More...)
Paul Baakman has a background in Mental Health Nursing and Residential Social Work. He is a Psychodramatist, a Trainer Educator Practitioner (TEP, AANZPA) and a Registered Psychotherapist in private practice.
Walter Logeman is a Psychodramatist, a Trainer Educator Practitioner (TEP, AANZPA) and Psychotherapist who works in private practice and specialises in relationship therapy and supervision.
Simon Gurnsey is a Sociometrist and AANZPA’s webmaster. His work for city-making organisations like Greening the Rubble and Gap Filler includes many opportunities for relationship building. His dog, Mr. Brock, goes to work with him every day, mainly to fetch sticks.
Lynne is the CITP's lovely, friendly Administrator.