Articole

An exploration of boundary issues between teachers and students of psychodrama and drama therapy

Eva LEVETON

This article discusses the widely announced, but seldom clarified, difference between teaching and doing therapy. If the student is learning to do drama therapy or psychodrama by practicing these techniques, for example, can the teacher be accused of doing therapy? If the student makes changes in her life because of her work in the classroom, has she been therapized?

Gabriela HUM
Positive Psychotherapist
International Trainer of Positive Psychotherapy
President Romanian Association of Positive Psychotherapy

A good traveler has no fixed plan, and is not intent on arriving. – Lao Tzu

Multicultural seminars and workshops are challenging and growth experiences for trainers. As a trainer I was taught communication skills: verbal, non-verbal, para-verbal, and also to be attentive to different sensations, to “feel” what is happening in the group, with people: hearing, touching, and seeing. I learnt how to interpret all the information received from the outside world – from the training room and trainees, and I was pretty sure that it would be the same in other cultures like it is in my country, but it was not true and when I realized this, my own process of learning and self discovery started.

While challenges remain, Tom WARNECKE explains that it is becoming easier for UK psychotherapists to work in Europe.

An increasing number of psychotherapists migrate between European countries, but getting to grips with variations in psychotherapy regulation across Europe can be confusing. So far, ten countries out of 27 have established some form of statutory regulation for psychotherapy. Some of them (Germany, Italy, Sweden, Netherlands) have restricted the practice of psychotherapy to psychologists and medical doctors. Others (Austria, Finland, Romania) have established legal frameworks that recognise psychotherapy as an independent profession. And efforts are being made to make it easier for psychotherapists to migrate or work temporarily in other EU countries.

Ivan O. KIRILLOV, Russia

Summary

In this research we analyze experience and effectiveness (impact on psychotherapeutic practice) of supervision in positive psychotherapy training. The method we use for supervision has been designed according to a five – stage model (Braeuer H.G., 1997), adapted from the five stages ofintervention in Positive Psychotherapy (Peseschian N., 1987). This technique is based on the concept that the professional difficulties of a therapist are intimately associated with the key to the solution of the patient’s conflict. This key leads to the discovery of what the actual capabilities are, to why they are involved and to how the balance has been lost. This approach allows one the opportunity to establish dynamic equilibrium in life and to make progress toward the development of deep conscious identity and emotional maturity.

Keywords:

Positive psychotherapy, supervision, effectiveness

Christian HENRICHS
M.Phil., Dipl.-Psych. is Psychological Psychotherapist and board member of the International Center for Positive Psychotherapy (ICPP), Wiesbaden

Christian Henrichs (2007). Supplementary Approaches – Positive Therapy. Deutsches Ärzteblatt. Psychologische Psychotherapie. Deutscher Ärzte-Verlag. Köln

As Response to: Sonnenmoser (2007). POSITIVE PSYCHOTHERAPIE: Positive Emotionen, Engagement und Lebenssinn. Deutsches Ärzteblatt. Psychologische Psychotherapie. Deutscher Ärzte-Verlag. Köln

Translation from German:
The contribution of Dr. Sonnenmoser informs very well about both „positive” approaches to psychotherapy like they were developed by Martin Seligmann in the USA since the early 90s years and Nossrat Peseschkian in Germany since the late 60th. Both approaches share a positive, i.e. resources and growth-oriented perspective that they strive for a reasonable etiology and academic evaluation of treatment. Besides, both stress the meaning of „virtues” (with Peseschkian’s „actual capabilities”) like politeness, justice or hope. I see an important difference first in the respective traditions: Peseschkian developed his method from the psychodynamic practice which was at that time in its mainstream predominately deficit- oriented and had long duration of treatment.