Information for Trainees
The CITP offers training in psychodrama through year-long programmes, training and experiential workshops, reading, writing, peer practice group, social activities and supervision. Most courses are open to those who wish to develop their professional abilities without necessarily becoming certificated practitioners.
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 CITP 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.
The CITP 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 a vital 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 of the peer practice groups is for members to
- practice forming a cohesive, active group
- practice directing psychodrama
- develop writing skills by reporting on the group
- foster collaborative learning
- gain confidence in using the psychodrama methods.
Forming the Groups
This happens in a training session at the start of the year. These guidelines are discussed. The groups are formed sociometrically based on criteria that may include frequency of meeting, location, time, and the training focus of members.
The director for the evening will ensure the dates and venue is clear to all members and create a warm up to the event.
The director is responsible for the whole peer practice group session, including when others take turns at directing dramas or vignettes. Keep in mind the three stages of the group:
- Warm up
The warm up stage can be director directed or group centered. The action phase can be sociodrama, role training or psychodrama. Sometimes group work can be considered as the action phase of the group, it is then followed by a round of sharing of the experience of being in the session.
At the end of the session the director ensures the group plans who will be the director for the next session.
Each trainee will have at least one turn during the year as director of the group. Peer supervision or supervision with a trainer for the director before the group is recommended.
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 PPG could be planned or processed in the training group to consolidate and practice specific learning.
The director will write a report on the group and send to the online group. Please follow the format suggested for a report on p33 of the 2015 Training & Standards Manual. The purpose 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.
End of year closure
The groups conclude at the end of the training year and members make a plan for the final session.
Updated Tuesday, 25 June 2019
Curriculum and Accreditation
The curriculum for each programme is based on the material set out in the AANZPA Training and Standards Manual and includes teaching, practice, coaching, and supervision.
The process of accreditation is described in the AANZPA training manual, and involves both written and practical assessments.
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..
The purpose of you 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.
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 of 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 your 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 Standards and Training Manual: Integration of Role Theory (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 Standards and Training Manual: Integration of Sociometry (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 Standards and Training Manual: Organisations (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. CITP – updated May 2017
Supervision is an integral part of the training process. As trainees progress in their training, and apply the method in their life and work, supervision assists in the integration of new learning.
Individual and group supervision sessions are available from the Institute staff. A suitable supervisor is selected in consultation with the current trainer.
The Institute maintains a record of the courses it conducts. In addition to this trainees are expected to keep a record of their own attendance at training events.
The CITP maintains an up to date library, with a range of articles, books, journals and theses. These may be borrowed by trainees.
As mentioned in the Training Agreement, trainees are expected to be familiar with and abide by the AANZPA Code of Ethics. All CITP staff members are AANZPA members, and as such are bound by the AANZPA Code of Ethics. The CITP has a Complaints Procedure.
Christchurch Institute for Training in Psychodrama
The CITP 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.
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. (more...)
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.
Judith works in private practice as a Registered Psychotherapist. Her pathway to attaining her interim psychotherapy registration was by qualifying as a Psychodramatist.
Lynne is the CITP's lovely, friendly Administrator.