List Digest, Vol 40, Issue 21
Jacob Gershoni
gej9001 at nyp.org
Thu Oct 29 15:11:31 CDT 2009
Hi Rosa,
Leyla Navarro form Turkey has presented so many times on envy that I
thought she is writing a dissertation about it. She presented in
international conferences and also at the AGPA. I don't know whether she
is on Grouptalk and I don't have her contact information.
New York hugs you back!
Jacob Gershoni, LCSW, CGP, TEP
19 West 34^th Street, Ph floor
New York, NY 10001-3006
212.795.1192
212.947.7111
Email: JacobG12 at gmail.com <mailto:JacobG12 at gmail.com>
www.GrouPsychodrama.com <http://www.groupsychodrama.com/>
Rosa Cukier wrote:
> Hy Everyone
>
> I´m writting about Envy. Did anyone know any article about such
> issue? Thank you for any information.
> Brazilian hugs to all
>
> Rosa Cukier
> fone/fax (05511) 3062 82 82
> e-mail:rosacukier at uol.com.br
> site: www. rosacukier.com.br
>
>
>
> Em 29/10/2009 15:00, *list-request at grouptalkweb.org* escreveu:
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> Today's Topics:
>
> 1. re-visioning psychodrama 2 (Adam Blatner)
> 2. job in Wernersville, PA (HV Psychodrama)
> 3. comments on re-visioning psychodrama (Adam Blatner)
> 4. Re: comments on re-visioning psychodrama (Connie Miller)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Wed, 28 Oct 2009 14:03:03 -0500
> From: "Adam Blatner"
> Subject: re-visioning psychodrama 2
> To:
> Cc: iagp-psychodrama at yahoogroups.com
> Message-ID:
> Content-Type: text/plain; charset="iso-8859-1"
>
> My thought has been how to get the ideas of Moreno into the
> greatest number of hands. The first point is that psychodrama was
> only one---albeit the best known---of his many interests.
> I think that we should try to get Moreno's theological and
> philosophical ideas out there, without having to require that
> anyone who learns about these ideas has to attend psychodrama
> workshops.
> Of course there are areas of cross-over and complementarity, but
> that should be elective, not mandatory.
>
> Ditto for his social psychological ideas. Indeed, we might attract
> a good many more people if they came in a door other than
> psychodrama, which may be daunting, threatening to them, because
> to direct groups or even act in groups requires levels of
> self-disclosure and performance that many people find overwhelming
> ly threatening.
> I can imagine people learning a certain amount of sociometry and
> role theory in a more didactic fashion, with a few gentle, and
> well-paced experiential exercises to make it more of a
> participatory learning process... yet no psychodrama per se. (They
> can learn that this edge is available, but not required.)
>
> Similarly, some may come in the doors of spontaneity training,
> playback theatre, improvisational drama, and the like.
>
> Psychodramatic methods may be used as action methods and
> sociodrama in education at most levels (if not all levels),
> adapted, and yet no one would be doing classical psychodrama. I
> mean here to appeal to teachers who want to learn about social
> intelligence and then to be empowered in part to some day teach it
> This kind of education can also be adapted for business people,
> executives, management trainees, in men's or women's
> consciousness-raising workshops and so forth.
>
> In fact, many of our associ ates and members are already applying
> psychodrama and Morenian ideas beyond the context of therapy or
> requiring that participants imagine themselves in the sick role,
> needding help. So if this is so, might it change the way we market
> ourselves, what kinds of introductory programs we offer?
> Sincerely, Adam Blatner
> -------------- next part --------------
> An HTML attachment was scrubbed...
> URL:
>
> ------------------------------
>
> Message: 2
> Date: Wed, 28 Oct 2009 16:28:40 -0400
> From: "HV Psychodrama"
> Subject: job in Wernersville, PA
> To:
> Message-ID: <60250748FA0A495E853427E72B021262 at Rebecca2>
> Content-Type: text/plain; charset="iso-8859-1"
>
> CARON TREATMENT CENTERS, internationally recognized for excellence
> in chemical dependency treatment, is seeking the following:
>
>
>
> Therapist
>
>
> Will facilitate experiential group therapy in Caron's 5-day
> residential Breakthrough pr ogram. Requirements include a
> Bachelor's degree in Psychology or a related discipline required;
> Master's degree preferred. A minimum of one year experience
> facilitating experiential therapy preferred. Certified
> Experiential Therapist (CET) Certification through the American
> Society of Experiential Therapists (ASET) preferred.
>
>
>
> Preferred method of resume submission is electronically via
> ://www.caron.org under the career/training link. Or send to: Caron
> Treatment Centers, Attn: Recruiter, Galen Hall Road, PO Box 150,
> Wernersville, PA 19565. Fax: 610-678-8583. Email:
> mailto:recruiter at caron.org
>
> www.caron.org
>
>
>
> Hudson Valley Psychodrama Institute
> 68 DuBois Road
> New Paltz, NY 12561
>
> Ph: (845) 255 7502
> E-mail: hvpi at hvc.rr.com
> Visit us at our website: http://www.hvpi.net
> -------------- next part --------------
> An HTML attachment was scrubbed...
> URL:
>
> ---------------------- --------
>
> Message: 3
> Date: Wed, 28 Oct 2009 22:13:50 -0500
> From: "Adam Blatner"
> Subject: comments on re-visioning psychodrama
> To:
> Message-ID: <8BA6215469174A46BB5546C0D3050F58 at desktop>
> Content-Type: text/plain; charset="iso-8859-1"
>
> Here's my response to Peter Howie's response from Australia:
> Peter Howie wrote October 28, 2009 You are spot on Adam.
>
> We (ANZPA conference in January? ) are developing a program for
> 2010 which only uses the word "psychodrama" as part of the subtext.
> ab: what do you say as your theme or text?
>
> PH I think it is the job of those who want it, to translate this
> material into frameworks of others. That capacity is one of our
> standards for a practitioner over here. Is it the same in the US?
> AB: I don't think so, specifically, but it well may be implied.
> What do any of those who are on the Board of Examiners think?
>
> PH .On another note - I think you are wrong supposing that
> didactic methods are the way to go. Psychodramatic methods -
> specifically concretisation, modelling, role reversal, sociometry
> and realtionship - are all applicable in a wide variety of
> situation when working with mental models and other ideas. I spend
> most of my time in a workshop crafting processes that apply what I
> am saying in one form or another. I call all this stuff a
> technology of creativity.
> AB: I sort of agree. I think though that some discussion, low
> grade group participation, might serve as an initial warm-up, just
> long enough for them to feel safe and oriented, and then slide
> into experiential stuff gradually. I think we agree. The point is
> how to introduce the action approaches so they don't feel too
> threatening, and that varies for group.
> (I do square dancing, and visiting callers do their thing at a
> pace and intensity so that about one out of six squares break
> down, can't follow. If they are breaking down three out of six,
> they scale back to a slower pace or more familiar or less
> demanding calls; if they're not breaking down 1/6, they're too
> elementary for the group and they ramp up a notch and then observe
> the next "tip" (or set of calls). They calibrate their difficulty
> to fit the group.)
>
> PH Even in the the Morenian learning paradigm spontaneity is
> crucial for developing creativity. I don't know anyone apart from
> the Anthony Robins and other charismatic spruikers of this world
> that hold attention for long. I mean, I can't continuously listen
> to world famous musicians for all that long let along complex
> ideas. We have all spent way to long in our respective education
> systems and all this has done is have us develop a range of barely
> functional student roles when in didactic learning situations.
> Dramatic methods bring livliness into group learning settings. And
> lots more could be done - apart from the "Talk to the person next
> to you?". Most of us will be switched off after about 20 minutes
> of talk or putting effort into remaining switched on.
> AB: Agree. I want to see more experiential stuff in ordinary
> education at every level.
>
> Warmly, Adam
>
> responding to adam's previous email:
>
> My thought has been how to get the ideas of Moreno into the
> greatest number of hands. The first point is that psychodrama was
> only one---albeit the best known---of his many interests.
> I think that we should try to get Moreno's theological and
> philosophical ideas out there, without having to require that
> anyone who learns about these ideas has to attend psychodrama
> workshops.
> Of course there are areas of cross-over and complementarity, but
> that should be elective, not mandatory.
>
> Ditto for his social psychological ideas. Indeed, we might attract
> a good many more people if they came in a door other than
> psychodrama, which may be daunting, threatening to them, because
> to direct groups or even act in groups requires levels o f
> self-disclosure and performance that many people find
> overwhelmingly threatening.
>
> I can imagine people learning a certain amount of sociometry and
> role theory in a more didactic fashion, with a few gentle, and
> well-paced experiential exercises to make it more of a
> participatory learning process... yet no psychodrama per se. (They
> can learn that this edge is available, but not required.)
>
> Similarly, some may come in the doors of spontaneity training,
> playback theatre, improvisational drama, and the like.
>
> Psychodramatic methods may be used as action methods and
> sociodrama in education at most levels (if not all levels),
> adapted, and yet no one would be doing classical psychodrama. I
> mean here to appeal to teachers who want to learn about social
> intelligence and then to be empowered in part to some day teach it
>
> This kind of education can also be adapted for business people,
> executives, management trainees, in men's or women's conscio
> usness-raising workshops and so forth.
>
> In fact, many of our associates and members are already applying
> psychodrama and Morenian ideas beyond the context of therapy or
> requiring that participants imagine themselves in the sick role,
> needding help. So if this is so, might it change the way we market
> ourselves, what kinds of introductory programs we offer?
> Sincerely, Adam Blatner
> -------------- next part --------------
> An HTML attachment was scrubbed...
> URL:
>
> ------------------------------
>
> Message: 4
> Date: Thu, 29 Oct 2009 13:36:43 +0000
> From: "Connie Miller"
> Subject: Re: comments on re-visioning psychodrama
> To: "Adam Blatner" , list at grouptalkweb.org
> Message-ID:
> Content-Type: text/plain; charset="iso-8859-1"
>
> Thank you Adam and Peter.
>
> I have been doing this with Souldrama for 10 years now. The
> process of Souldrama is a transpersonal one that moves people
> through levels of grow th and spiritual development so that they
> can access their spiritual intelligence. Each level builds up more
> love and connection within the group and more self love. One of
> the tools employed is psychodrama, and trainees must learn the
> methods of psychodrama and sociometry ( at least 200 hours).
> Morenos works are mentioned frequently. They also need 250 hours
> of Souldrama which for right now I teach. My trainees can use
> their own creativity within the structure of the stages of
> development such as art therapy, yoga, etc.
> Souldrama has spread quickly throughout the world and has
> generated interest in the methods of psychodrama as many people
> want to access their spiritual intelligence.The process moves us
> through our rational and emotional intelligence and on to our
> spiritual intelligence while removing the blocks that keep us stuck.
> I am off to Indonesia today to present Soiuldrama to the
> international conference of pastoral counselors in Indonesia for
> three days and then at the university there where they have
> invited all the trauma workers, health care workers and
> psychologists from the area to learn Souldrama. - over 500 to
> count now. I have put out many requests for help from our
> community as I do need people who will teach psychodrama to those
> interested in Souldrama. I developed it to give psychodrama
> structure and to offer a more gentle name for the process. I also
> need trainees to help teach this process. Blessings Connie
> Connie Miller TEP, LPC. NCC
> http://www.souldrama.com/
> The International Institute of Souldrama
> 620 Shore Rd
> Spring Lake Heights
> NJ 07762 USA
>
> 1-800-821-9919
>
> -----Original Message-----
> From: Adam Blatner [mailto:ablatner at verizon.net]
> Sent: Wednesday, October 28, 2009 11:13 PM
> To: list at grouptalkweb.org
> Subject: comments on re-visioning psychodrama
>
> Here's my response to Peter Howie's response from Australia:
> Peter How ie wrote October 28, 2009 You are spot on Adam.
>
> We (ANZPA conference in January? ) are developing a program for
> 2010 which only uses the word "psychodrama" as part of the subtext.
> ab: what do you say as your theme or text?
>
> PH I think it is the job of those who want it, to translate this
> material into frameworks of others. That capacity is one of our
> standards for a practitioner over here. Is it the same in the US?
> AB: I don't think so, specifically, but it well may be implied.
> What do any of those who are on the Board of Examiners think?
>
> PH .On another note - I think you are wrong supposing that
> didactic methods are the way to go. Psychodramatic methods -
> specifically concretisation, modelling, role reversal, sociometry
> and realtionship - are all applicable in a wide variety of
> situation when working with mental models and other ideas. I spend
> most of my time in a workshop crafting processes that apply what I
> am saying in one form or another. I call all this stuff a
> technology of creativity.
> AB: I sort of agree. I think though that some discussion, low
> grade group participation, might serve as an initial warm-up, just
> long enough for them to feel safe and oriented, and then slide
> into experiential stuff gradually. I think we agree. The point is
> how to introduce the action approaches so they don't feel too
> threatening, and that varies for group.
> (I do square dancing, and visiting callers do their thing at a
> pace and intensity so that about one out of six squares break
> down, can't follow. If they are breaking down three out of six,
> they scale back to a slower pace or more familiar or less
> demanding calls; if they're not breaking down 1/6, they're too
> elementary for the group and they ramp up a notch and then observe
> the next "tip" (or set of calls). They calibrate their difficulty
> to fit the group.)
>
> PH Even in the the Morenian learning paradigm spontaneity is
> crucial for developin g creativity. I don't know anyone apart from
> the Anthony Robins and other charismatic spruikers of this world
> that hold attention for long. I mean, I can't continuously listen
> to world famous musicians for all that long let along complex
> ideas. We have all spent way to long in our respective education
> systems and all this has done is have us develop a range of barely
> functional student roles when in didactic learning situations.
> Dramatic methods bring livliness into group learning settings. And
> lots more could be done - apart from the "Talk to the person next
> to you?". Most of us will be switched off after about 20 minutes
> of talk or putting effort into remaining switched on.
> AB: Agree. I want to see more experiential stuff in ordinary
> education at every level.
>
> Warmly, Adam
>
> responding to adam's previous email:
>
> My thought has been how to get the ideas of Moreno into the
> greatest number of hands. The first point is that psychodrama was
> o nly one---albeit the best known---of his many interests.
> I think that we should try to get Moreno's theological and
> philosophical ideas out there, without having to require that
> anyone who learns about these ideas has to attend psychodrama
> workshops.
> Of course there are areas of cross-over and complementarity, but
> that should be elective, not mandatory.
>
> Ditto for his social psychological ideas. Indeed, we might attract
> a good many more people if they came in a door other than
> psychodrama, which may be daunting, threatening to them, because
> to direct groups or even act in groups requires levels of
> self-disclosure and performance that many people find
> overwhelmingly threatening.
>
> I can imagine people learning a certain amount of sociometry and
> role theory in a more didactic fashion, with a few gentle, and
> well-paced experiential exercises to make it more of a
> participatory learning process... yet no psychodrama per se. (They
> can learn that this e dge is available, but not required.)
>
> Similarly, some may come in the doors of spontaneity training,
> playback theatre, improvisational drama, and the like.
>
> Psychodramatic methods may be used as action methods and
> sociodrama in education at most levels (if not all levels),
> adapted, and yet no one would be doing classical psychodrama. I
> mean here to appeal to teachers who want to learn about social
> intelligence and then to be empowered in part to some day teach it
>
> This kind of education can also be adapted for business people,
> executives, management trainees, in men's or women's
> consciousness-raising workshops and so forth.
>
> In fact, many of our associates and members are already applying
> psychodrama and Morenian ideas beyond the context of therapy or
> requiring that participants imagine themselves in the sick role,
> needding help. So if this is so, might it change the way we market
> ourselves, what kinds of introductory programs we offer ?
> Sincerely, Adam Blatner
>
> -------------- next part --------------
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>
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>
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