Assessing the Effectiveness of a Psychodrama Training Video

Abstract

The effectiveness of learning psychodrama, a group psychotherapeutic process, through video, a two-sense modality, was tested on college undergraduates, N = 99. The students were randomly assigned to one of four groups. Five predictions were made: (I) Those in the the video-training group involving demonstration and narration would attain better results in learning action techniques relative to other groups; (2) members of the video-training group involving demonstration and narration would achieve superior results in learning action techniques relative to the other two training groups; (3) those in the video-training group involving demonstration alone would be superior to the written-performance group in the learning of action techniques; (4) the group receiving the video training (demonstration alone) and those receiving written instruction would be better at learning action techniques than the group receiving no video presentation or written instruction; and (S) the group receiving no video presentation or written instruction would learn action techniques at chance level. After each group was exposed to its respective condition, a written multiple-choice instrument
measuring knowledge of psychodrama theory and techniques was administered. Planned contrasts using one-tailed t tests indicated significant effect for the video teaching approach (p < .01). These findings support the predictions made indicating video would be an effective tool for teaching action techniques. The training video is entitled "Basic Theory and Techniques of Psychodrama."