top of page
  • Ariel Sánchez Rojas

Why does psychodrama improve school relationships? Part 1

It is true that we cannot change the past, but it is also true that we can modify the affect and effect that lives in us. And in our next columns we will discuss this topic in order to give you the tools that the coexistence team needs so much...

—- /// —-

In recent months we have talked about what the well-being and coexistence indicators are in schools, the coexistence statistics in Colombia and the Latin American region, and what a school coexistence team should be solving (and with what tools ).

The last thing we told you was what we do: role-playing.

An activity that, in its latent content, is psychodrama. A therapeutic technique that integrates the body, emotions, thought and behavior. In this space we intensify feelings and emotions to relive, in a safe context, the person's difficult experiences to correct them with new experiences.

Here we delve not only into our own experiences but also into non-verbalized representations, encounters with people not present, representations in time of aspirations, and other things that each of our teachers and students experience.

Now, when to use this therapeutic tool? When we find that there is a person in pain who is hurting themselves and causing discomfort, it is because they are a person who has blocked emotions. A person who has aggressive impulses because behind it he has anxiety, behind it sadness, and behind it a lack of something that he feels is missing, or was missing at some point in his life).

Why implement it in schools? Because the objective of dramatization is to reconstruct moments so that the person can do things differently than what they did in the original scene; in such a way that you can repair that conflict from the past.


bottom of page