Create educational projects through psychodrama: methodology and results

For the development of new educational projects it is necessary to have the people who can carry them out, as true agents of change. If we think of a social process that guarantees the common good and that promotes development at all levels, we must guarantee that people are prepared to take on this challenge. Social progress will only be achieved if there are people aware of their own needs, responsible for taking decisions, skilled in emotional control, and that are capable of promoting the benefit of others, without harming themselves themselves. In this study of Online Psychology we are going to discover how create educational projects through psychodrama indicating the methodology to follow as well as the results obtained.

Index

1. Introduction to the study
2. Summary of this study
3. Development of the study on the creation of new educational projects
4. The psychodrama technique
5. Methodology carried out
6. Methodology for carrying out the role play:
7. Results of the first group
8. Results of the second group
9. Results of the interviews carried out with the adolescents by the group
10. 3rd group results
11. Results of a role play
12. Results of the 4th group of sessions
13. Conclusions

The new educational model, at the proposal of humanistic tendencies, should focus on the experience of the person, emphasizing the responsibility and qualities of change of the human being; it should focus on the problems and what they mean to humans; being his ultimate interest, rather than proposing a common archetype of socially valued traits, respect of individual characteristics, which leads to dignity and human values, that is, an interest in the development of the potential of each person.

The Chinese writer Lin Yutang, in his book: The Importance of Living ”(1937) said:

“The ancient people who wanted to have a clear moral harmony of the world, first ordered their national life; Those who wanted to order their national life first regulated their family life; those who wanted to regulate their family life cultivated their personal lives first; those who wished to cultivate their personal lives first straightened their hearts; those who wanted to straighten their hearts first made their wills sincere; those who wished to make their wills sincere came to understanding first; understanding comes from conscious exploration of things ”.

From this it follows that in order to develop educational projects aimed at the transformation of society, the construction of new forms of democracy, to overcome social inequalities, without violence, it is necessary begin to focus on the person as a conscious psychological subject. How to promote that awareness? How to prepare man for social change?

To promote the development of new educational projects, a modification of attitudes in the agents of change is necessary. We present an experience with a group of Secondary School teachers, who had little motivation towards their performance and negative attitudes towards adolescence, as a supposed stage of crisis.

Starting from the humanistic approach, we base ourselves on the participatory methodology, fundamentally on the Psychodrama as a technique that allows the modification of attitudes from the awareness of the educational difficulties that arise in a group.

We use other fundamental techniques in the study of the group, such as participant observation, individual and group interviews. The dynamics were structured in 4 groups of sessions, during fifteen weeks, the objectives of these sessions range from taking awareness of attitudes and prejudices before this evolutionary age, external observation of adolescents in various contexts, participant observation from the same activity (in and out of school), focus groups and interviews with students teenagers, role reversal from the imitation of their behaviors, and the modification of attitudes, from a new adolescent perspective. The results point to the achievement of a modification of attitudes, with the consequent better preparation to face education according to the new demands of the contemporary world.

The objectives of the humanistic model are structured according to the nature of the person. This conception of the human image was developed by Suitch, Rogers, Maslow, and others, emphasizing the personal potential of self-transformation, growth and freedom, regardless of biological demands or social status (Garrison A, 2001).

In this conception primary awareness (realization), the responsibility of ongoing processes and the organism's wisdom to regulate itself, interacting with the environment, to maintain balance. For the design of this methodology we rely on the assumptions of Humanist Psychology and Gestalt Psychotherapy, where the human being is observed within the context of him as a being who has the ability to choose and decide, conscious of himself, contemplated holistically, his thoughts, feelings and relations.

He also relies on the precepts of phenomenology and existential philosophy, where experience comes first. He guides the human being in his process of self-realization, trusting in his ability to build himself day by day as a human being. The theory of development is taken into account in the four major areas that make up development: physical-sensory, emotional, intellectual and social, and it is given a comprehensive treatment.

We well know that freedom and responsibility of action are a great challenge for man. Not all people are prepared for this challenge, as society itself restricts growth personal and independence, despite retaking it in the objectives of almost all projects educational. Above all, we must trust that the child is a being that feels, thinks, investigates, innovates and learns. We must interact with it and take advantage of the potential it brings.

Since the child is born he is being influenced by multiple beliefs, which he inherits from his environment social, until they become his own, as introjections that generate attitudes towards himself and towards everything that surrounds. How is it possible that generations with old thoughts and attitudes form a new man? How to make these generations trained in traditionalist thinking develop critical thinking and become aware of the imposed beliefs, which give rise to erroneous attitudes?

We must foster a change of attitudes in those who act as educators of the new generations (parents, teachers, community promoters, politicians). TO. Rodríguez [2] defined the attitude as a lasting organization of beliefs and cognitions in general, endowed with an affective charge in favor of or in favor of against a defined object, which predisposes to an action consistent with the cognitions and affects related to said object (Rodríguez, A., 1991).

Identifying and working with these patterns is important, because they come from the subject's past and are unconsciously repeated. They were learned through the introjection of behaviors, feelings, thoughts, postures before life that are not questioned, they are simply learned from parents, they are automatically repeated, even when sometimes they have no reason for being or go against their own needs. Simply put, introjected behavior is stronger than reason.

Attitudes are ways of reacting to a fact, they are behavioral manifestations. There is a unity between the cognitive and the affective that explains their behavior. Every subject has a representation of the environment of him. Many of them are based on his direct experience, others are imposed by other people, without having had a previous experience. This representation can be descriptive or evaluative. It will always be subjective, regardless of the amount of information the subject has about the attitudinal object.

These representations of the object will be in relation to the satisfaction or not of the needs of the subject. In this way, the affective component of the attitude arises, while emotions and feelings related to said object, with a positive or negative valence, depending on how the satisfaction of those needs. Attitudes differ from opinions precisely because of their affective component. In the attitude the affective component is very strong and it is the one that encourages to act in a sense of approximation or rejection towards the object in question.

In the educational process throughout life, attitudes emerge that will mark our way of conducting ourselves and expressing ourselves in the face of different events. When speaking of new educational models, non-violent, respectful of the human essence, we are referring to a change in attitudes to the rigid and predetermined ways of interpreting the reality.

Accept the person as they are

Accept the subject as it is, it is a principle of Humanistic Psychology. Begin to relate to the individual, accepting his aptitudes and natural potentialities, not imposing a prejudiced criterion of the model of person that we have in mind, even before born. However, since the child is born he encounters the first social violence, namely, having to adjust his natural aptitudes and needs to pre-established social behaviors, to the idea that they have formed of him, before the birth. This adaptation to the pattern that he has already formed will be conditioned to the affection that the closest people offer him.

When the educator accepts the person as he is, the learner stops fighting with himself, stops blaming himself and It opens up new learning opportunities, it does not need to resort to defense mechanisms or resistance of the self. That is why we talk about the convenience of taking the person to experience, from the present, the past situations that have generated conflict with himself, so that the emotion emerges, being able, in this way, to work with the attitude of the person and modify it in case necessary. From imaginary situations in which they can be expressed, as if they were happening, modes of interrelation, behaviors that have led the subject to make use of resistances. This is precisely the goal of psychodrama or role play.

The psychodrama was introduced by J. L. Moreno, inspired by the improvisational theater and initially conceived as a group, it was later used in the treatment of the individual, transcending verbal methods and relying on action. "Psychodrama puts the patient on a stage, where he can solve his problems with the help of a few therapeutic actors. It is both a method of diagnosis and treatment. "(Moreno, 1946, p.177).

This expressive technique is part of the participatory methodology and is aimed at diagnosing situations related to learning and modifying attitudes. The Role Play or Sociodrama it is a situation in which a group of people are given a series of roles to play them, just as they would in real life. According to C. Selltiz, by observing how a person plays a certain role, we can better understand his attitudes (Selltiz, 1980).

Expressive techniques are procedures that allow the subject to externalize, in “imaginary” situations, the psychic content, generally unconscious. They are resources or means that give the subject the possibility of becoming aware of those aspects that are possibly hidden and that he cannot perceive by himself. The technique allows to express the unexpressed, as well as to complete the unfinished expression.

To facilitate the expression of the subject, it must be given an unstructured context, through situations imaginary, whether familiar or totally unfamiliar, and ask you to freely express what feel. Situations that he has left unfinished can be offered to him, so that he can end it, living them again. Imaginary inductions can also be used to reconstruct the situation and live it again in a healthier way, expressing and experiencing everything that was avoided the first time.

Gestalt technique of the empty chair

One of the techniques most used by Gestalt Psychotherapy ands the "empty chair", which is a variant of the role play technique. This technique can be used with a single person and establish a monologue with himself, which allows the unfolding of his own self.

We do not interpret the performance of the subject, but he "act out" your feelings, emotions, thoughts, and fantasies; We want him to put them into practice so that he identifies with them and integrates them into his personality. This allows her to realize what his body feels, to recognize and accept his hidden feelings, to relate them to the situations and people that provoke them, to use his language to describe how you feel and express his emotions, use his thoughts and ideas to find healthier ways to satisfy your needs.

This way, you are ready to work through your conflicts. It is here where the games and processes are directed to work with the emotions in conflict, with the negative introjections, with the integration of their polarities, with the rejected parts of the self.

Differences from real psychodrama

We find it necessary to establish the difference with traditional psychodrama by emphasizing the projective value of real psychodrama. If the group knows in advance the activity and knows who will participate, as well as the role that each one will play, it is traditional psychodrama. On the other hand, if the event is planned without the group being informed of the situation it will experience, we are facing a real psychodrama.

The real psychodrama is organized with the purpose of observing the behavior of a group before a real situation, that is, to know their attitude towards a conflict directly and immediate. Before its application, part of the group can formulate a hypothesis to predict the behavior of the individuals who will carry out the representation. (Rojas Soriano, "Real psychodrama in the classroom", 2000).

This technique should never be used if the teacher or therapist has not developed a close relationship with the students. participants, based on trust and respect, nor if the group is not sufficiently identified as such. In addition, participants must be in the group voluntarily and endorse the philosophy and way of working of the person who directs an educational process (Rojas Soriano, R., 2000).

Tips for performing this technique

This technique can be applied at any age. Applying it to children is very easy because in the first ages until adolescence, the defense mechanisms have not been consolidated, because their personality is in formation. There are no defenses of the self. In addition, the emotions and experiences are very recent, they are "skin deep". On the other hand, one of the fundamental activities carried out by the child is play, including role play, so it is very easy for them to assume different roles.

The role play develops those skills that have to do with the area of ​​interpersonal relationships. By dramatizing, you learn to listen, describe your experience, to have greater body awareness and mobility, to move, touch and feel with more objectivity; to accept and express their emotions and feelings without fear of being judged.

Very important for awareness is the I work with complementary polarities. Every role has its counter role. That is why we use role reversal and role reversal, which consists in indicating the protagonist to act from the place of another person, object or part of himself. Roles, due to their interactive nature, always have a complementary role, which is the one that the protagonist will have to take. Moreno considered it very useful so that each one could understand the other's point of view and thus facilitate the resolution of the conflict.

The roles that the protagonist can play include a range without limitations, totally open to creativity and the convenience of the process. This may include, as a non-exhaustive example, in addition to all the people who are related to the protagonist, those who do not have it, those already deceased, imaginary, fictional characters, animals, plants, objects, parts of one's own body or the body of others, different styles or points of view of the protagonist, abstract concepts (such as destiny, love, chaos, beauty, etc.) and many other possibilities (Obst, J. 2009).

Role reversal facilitates the adoption of other points of view, see themselves from the outside, accept needs, feelings, behaviors of other people, discover alternative responses to a problem, know the behaviors, attitudes, thoughts or words that he should represent (according to the vision or expectations of the other.

To illustrate what has been stated so far, we present an experience with a group of Secondary School teachers, who were imposed on the The need to cover classrooms, given the shortage of teachers, in a municipality of Havana City, which has a high incidence of disadvantaged cases Social. These teachers showed little motivation towards their performance and had negative beliefs and attitudes towards adolescence as a supposed stage of crisis. For them adolescents were considered disrespectful, rebellious, immature, irresponsible, unstable, carefree, impulsive and aggressive, among other unfavorable criteria.

Population: initial 39, final 35 (age range: 22 to 60 years).

Our methodological proposal used the following techniques: psychodrama, participant observation, individual interview and group interview.

Applied Instruments

Questionnaire, applied in the first group of sessions, in order to determine the referents about those positive and negative qualities that, according to them, the current adolescent possesses. They proceeded to explain that the word adolescent, from the Latin "adolescere", which means change, transition. Thus we clarified the popular misconception that "adolescent" is derived from the verb to suffer, as a synonym for suffering, suffering, becoming ill, hurting. In other words, adolescence is synonymous with change, not illness or disease.

• Self-report, they are asked to describe the experiences of these teachers when they were adolescents, with the aim of compare the qualities assigned to adolescents and their experiences as adolescents (according to the memory aware).
• External observation: We asked them to observe the behavior of various adolescents (family members, acquaintances, or strangers) and classify them into positive behaviors and negative behaviors. This was done to determine attitudes for or against the defined object.
• Interview with the adolescent: They had to select up to 5 teenagers and ask them a series of questions.
• Role Games: From the third group of sessions, the dramatizations are carried out, starting from the imitation of the activities described in previous sessions. A total of four sessions are devoted to this. This approach will be from their experience, no longer from the memory, as in the first group of sessions.

Interview with the adolescent

The questions that had to be asked were the following:

• Asking a teenager for advice.
• How would you like your teacher to be?
• List of most frequent words used by teenagers.
• What issues are teens concerned about?
• List tastes and preferences.

This interview was conducted with the aim of bringing them closer to the adolescent's life and comparing the criteria from their referents and the criteria of the adolescents interviewed. When asking for advice, the aim was to bring them closer to breaking the role of counselors that adults generally assume in front of children and adolescents, in their role as "wise". Help them to pay attention, for the first time, without making evaluative judgments and to estimate the criteria of adolescents. It was also intended that they begin to become familiar with the language or jargon of adolescents, which allows them to improve communication with them. And finally, promote an approach to the tastes and preferences of adolescents.

• Formulate precisely the expected problem (conflict that affects the group the most).
• Define the purpose of the representation.
• Choose the actors among the group members (use fictitious names).
• Define the observation criteria.

Homework

From the selected problem:

• Define objective of the representation and possible hypothesis of the cause of the problem.
• Describe a situation.
• Choose the roles.
• Define the observation criteria.
• Define the evaluation criteria.

Discussion

• Assess the fulfillment of the main objective
• Interpreters: Express criteria.
• Describe moods.
• Observers: Present observation criteria.
• Group: Assess the staging.
• Question the interpreters.
• Suggest ways to approach the problem.

Behavioral indicators

Regarding the roles for the analysis of the dramatized performance:

Assumed role: Depending on how the person acts the role in the representation, this could be:

• Manifestation of conflict with the role he represents: He resists acting, laughs, pretends to play, looks at the group of observers, he forgets what to say.
• Identification with the role, positive attitude towards the role: When he acts naturally, he gets into the character, he forgets the group of observers, he acts seriously.

Every time the subject feels that he is approaching some situation that he cannot handle, resistance appears, in the form of laughter, jokes, isolation, anger, crying, etc., indicating how difficult it is to get in contact with the material that has emerged. The process is designed to counteract resistance in each phase of therapy; Through exercises and games, the subject acquires resources to face her problem.

The objective was the evocation of experiences of adolescence. Three sessions were available. Said experiences were compared with the behavior of the current adolescent. The vision that the current adolescent is different from that of other times prevailed. They evoked songs, ways of dressing and combing their hair, their first crush, the schools they attended, their relationship with their parents.

They mistakenly thought that the term adolescent meant "suffering." It was made clear to them that this was a term that came from the Latin "adolescere" and that it meant change, transition, and that no adolescent suffered from anything, because they don't hurt at all. Anyone who was willing to change, to leave behind old habits and conditioning, could be conceptualized as a teenager. Then, they were losing their fear of the word adolescent, and even, when they perceive some change in them, they already call themselves adolescents. This change in significance was very interesting, according to the assessment of the whole group.

Considerations on the adolescent by the group: There was a predominance of negative qualities over positive ones. Examples of negative qualities: They are disrespectful, rebellious, immature, they do not think long term, they are offensive, irresponsible, self-sufficient, they must be scold a lot, they are daring, do not listen, are imposing, angry, carefree, adventurous, negativistic, self-conscious, liars, unstable, have social misconduct, are mischievous, impulsive, aggressive.

As positive qualities they refer: They are spontaneous, firm, not fearful, bold, impetuous, sincere, optimistic, tireless, enthusiastic, interested, affectionate, they love their parents.

The goal was lo approach adolescent behavior by observing the adolescent and interviewing a group of adolescents. Four sessions were available. Observations were made outside the meeting room and as inter-session activities. The sessions in the premises were dedicated to making a report with the description of what was observed and qualifying them as positive or negative. It was recommended in the last session of this group, to participate in the activities with the adolescent.

Observations referred to by them as negative behaviors: They talk in class, throw little seeds at the girls, take off their uniforms, pull backpacks, push each other, They yell, throw stones at houses, lower girls 'shorts, swear, girls respond to boys' jokes, play handheld, criticize parents, They tire quickly, they touch all things, they touch their penis, they do ropes with the furniture, they are always hungry, they go through the middle of the street, they walk in groups, they ignore the horn of the cars.

Observations referred to by them as positive behaviors: They listen to music, they imitate artists, read, clean the house, approach the adult, do homework, talk to the animals, dress in sport.

Activities preferred by teenagers: Playing sports, going to the beach, the amusement park, the disco, dancing, bathing in the downpour. Play ball, soccer, swim in pools. Some prefer not to have a girlfriend and others prefer to have one. They have many friends.

They love the family very much, they help them. They don't like TV. They love video games. They like to visit museums, attend Circles of Interest, go camping, attend knowledge competitions.

They like teachers who are good and explain them well, who talk to them about sexuality. They don't like to be punished.

In general, they trust their mother more than their father to consult a problem.

Some do not like to study, although most do like school. They have a desire to study. They like dynamic and participatory classes.

They don't like very young teachers. At school they like computers, history.

In the future they would like to study Computer Science, Accounting, Law, Engineering.

Favorite foods: Ice Cream, Chocolate.

They like to listen to music loud. Among the genres they prefer reggaeton, ballads, disco music, rock.

They prefer films of the genre of horror, action, comedies, children, musical shorts.

They would like to travel a lot.

Some like to read, some don't.

His most frequent topics of conversation are the couple, music.

They do not like the problems of the street. They do not like wars, violence, lies. They don't like people to hate each other.

Advice given to adults by teenagers

Some advise them not to be teachers because the "boys" (referring to themselves) are very boring, others recommend that they teach teenagers. Some suggest that they change and others that they stay that way. That they wear the most fashionable hair. That they do not pressure the students so much, that they do not mistreat them and understand their needs.

How teens want them to be their teachers:

That they are good people, that they joke. That they interact with the students. That they give you confidence. That they allow them to express themselves, that they teach well. Have your questions answered. That they recognize when they are wrong and do not impose their criteria. That they do not demand so much. Make them more original. Make them smart. Don't scold so much. That they are not so young. That they know a lot about life. That there are more male than female teachers. Let them be respected. Let the classes motivate. That they dress in sports clothes, fashionable. That they do not put so many homework for the house. That they impart more art education, music and computers. Let them talk to them instead of complaining to their parents.

The biggest concerns of these teens

They worry about the financial stability of the family. Being in fashion. The misunderstanding of the parents. Unfair Teacher Evaluations. The lack of well-prepared teachers. The career they will select in the future. The work they will do in the future. Have more places to play sports. The need to experience things for themselves.

The dramatizations were carried out, starting from the imitation of the activities described in previous sessions. A total of four sessions were devoted to this. This approach was from his experience with the adolescent, no longer from the memory, as in the first group of sessions.

Roleplay

In these sessions the task was to imitate the adolescents. They were asked to come to the session dressed as teenagers. In the last session they had to go out in groups, so they organized a recreational activity. The group proceeded to formulate the problem or conflict that most affects “adolescents”, taking into account the projective value of this technique. The problem they agreed to represent was the adults' lack of communication with the teenagers.

The hypothesis that they assessed in response to this problem was that lack of communication is caused by aggressiveness that characterizes the adolescent. Note that negative attitudes towards this evolutionary stage still predominated. The actors were chosen from among the group members. It should be noted that the selection of the role is taken as a criterion for the analysis of identification with the roles. We warned that no one can assume the roles because someone else wants them to assume it. The decision to play the role must be a personal one.

It was decided to represent a class, where the characters were: two teachers, the school principal, a group of adolescent students, and a group of parents of these adolescents.

The observation criteria were related to the presence of communication skill in the resolution of conflicts between the characters. The possibility of motivating the class by the teacher. The manifestations of indiscipline on the part of adolescents. The authority manifested by parents as mediators in the resolution of conflicts between teacher and students.

The selected evaluation criteria were related to the performance of the subjects in the representation of the roles. Identification with the role. The presence of resistance when playing the role. In addition, as an evaluative criterion, the initial hypothesis would be verified or refuted.

Are presented communication difficulties in resolving conflicts between characters. The class was poorly motivated by the person representing the teacher. This character was permissive with indiscipline or tried to impose order with scolding or speeches. Those representing adolescents rejected the teachers' speeches. There were frequent interruptions in the class by those representing other teachers and the principal. The actor teachers did not interact with those who acted as parents, only one managed to do so.

In the dramatization, the manifestations of indiscipline on the part of the adolescents were constant (they talked, pulled their hair, hid notebooks, stood up). Several characters who acted as adolescents expressed the urgency to satisfy physiological needs such as hunger and sleep. These demonstrations were taken by indiscipline, by the professor.

• The parents were authoritarian, and they did not know how to act as mediators in the solution of the conflict between the teacher and the adolescents. Only one father was understanding and knew how to listen.
• A parents meeting as a way to solve conflicts with students.
• There was a greater identification of the participants with the roles of the parents. A single mother, absent parents, divorced parents, parents of good economic status were represented.
• In the dramatization, the issue of inappropriate punishments by parents and teachers.

It is concluded that the problems of indiscipline in adolescents are generated by mishandling of authority by adults, Serious problems in communication with them, no skills to solve conflicts and little motivation in the classes on the part of the teachers. Therefore, the initial hypothesis was refuted, that is, the problems in communication with the adolescent are not the product of their aggressiveness, because they are not aggressive per se.

Group members were asked to create their own games. For this they could use as content their childhood experiences, the imitation of the activities described in previous sessions, or give rise to creativity, inventing new activities, such as they, as teachers, would propose to adolescents. The counselors could also propose activities and participate in them, according to the type of resistance identified and according to the awareness achieved by the group. A total of four sessions were devoted to this. The activities could be carried out outside the meeting place. For this, coordination was carried out towards places of interest.

Activities and places visited: Visit to a park, where they sang songs, sat on the grass, told jokes; excursion to the beach, where they swam, ran on the sand, played ball; they organized a dance class at the meeting place, where the most dancers taught those who knew the least to dance; they organized a costume ball, where they danced, made jokes, sang; they serenaded one of the participants who had a birthday, where they sang, laughed, danced, recited poems.

Modification of attitudes

• I have learned to act with teenagers. Share a party, a camping, in all activities.
• I have become friends with them.
• I have realized that we can learn from them, because they are happy, hyperactive, have positive feelings and know how to respect.
• We can laugh like them, we can play.
• Now I understand them better.
• They need to release energy, because they are full of it.
• I feel more relaxed in all areas of my life.
• I interact better with everyone, starting from recognizing their needs.
• Respect for the criteria of others.
• I danced reggaeton with them.
• I understood that there is no need to yell at them, that we must communicate with respect and based on their characteristics.
• That the group plays a fundamental role for the adolescent.
• Now I am a better mother, I no longer scold my daughter so much.
• That we can continue being adolescents because my way of seeing life is in favor of change.
• Before I ignored the adolescent, I was absorbed in my problems, now I feel more identified with them, even with those in my family.
• The fundamental thing is to come to understand why they act this way.
• I understand the need to use phrases of the moment to communicate better.
• I learned to apply the law of small steps. Activities cannot all be done at the same time.
• I have learned to know myself a little more.
• It was great knowing that they love their parents.
• I learned that nothing that happens in a class is inconsequential.
• That teenagers are disciplined, if motivated.
• That it is good to visit the family and establish a pleasant dialogue.

As we can see, this distribution by sessions evolves from the awareness by the members of the group of the attitudes and prejudices before this age evolutionary, the gradual approach to the adolescent's way of thinking, feeling and behaving, first by mere observation, passing through cooperated participation, the investment of roles, imitative behavior, until reaching the modification of attitudes, with the consequent better preparation to face education according to the new demands of the world contemporary.

Discover that it is possible to represent reality without being permeated by value judgments, It allowed them to open their horizons and experience new points of view and ways of facing it. Each of the behaviors described by adolescents has been analyzed, discovering the wisdom they contain. If we are able to create an environment of freedom around adolescents, we will realize that we have many things to learn from it. And in this exchange of learning, adults and adolescents will be able to develop their potential in an unlimited way.

1. The most frequent attitudes detected in the group, at the beginning of the encounters, they were rejection towards adolescents, impossibility of identifying with the role of teachers, impossibility of putting oneself in the place of adolescents and to respect their points of view, in addition to problems related to the ethics of the profession. In the representations, communication problems and lack of skills to establish interpersonal relationships are detected.
2. Psychodrama is an effective expressive technique to become aware of emotions, feelings and attitudes towards a context. It allows modifying attitudes and developing skills necessary to establish interpersonal relationships.
3. The modification of attitudes occurs gradually through the different stages and sessions, from the awareness of attitudes and prejudices before this evolutionary age, to the approach and identification with the way of thinking, feeling and behaving of the adolescent, using the evocation of experiences, observation, cooperative participation, role reversal and behavior imitative.

This article is merely informative, in Psychology-Online we do not have the power to make a diagnosis or recommend a treatment. We invite you to go to a psychologist to treat your particular case.

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