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The effectiveness of psychodramatic techniques: a meta-analysis

The effectiveness of psychodramatic techniques: a meta-analysis
The effectiveness of psychodramatic techniques: a meta-analysis
Questions concerning the scientific basis of the clinical application of psychodramatic techniques have been raised primarily because of the infrequency of research publications that validate the clinical observations. A meta-analysis conducted on the basis of 25 experimentally designed studies showed an overall effect size that points to a large size improvement effect similar to or better than that commonly reported for group psychotherapy in general. The techniques of role reversal and doubling emerged as the most effective interventions. Of the 4 techniques investigated, 3 were significantly different from each other. There was no difference between the techniques' effectiveness when used with clinical versus student populations or between their use in single versus multiple sessions. The meaning of the findings is discussed.
1089-2699
13-25
Kipper, David A.
3ec0f48f-6adf-45d0-ae3d-b4b89e5ec999
Ritchie, Timothy D.
5e91c0e9-36e5-4912-8b50-3b5a9f1e709a
Kipper, David A.
3ec0f48f-6adf-45d0-ae3d-b4b89e5ec999
Ritchie, Timothy D.
5e91c0e9-36e5-4912-8b50-3b5a9f1e709a

Kipper, David A. and Ritchie, Timothy D. (2003) The effectiveness of psychodramatic techniques: a meta-analysis. Group Dynamics: Theory, Research, and Practice, 7 (1), 13-25. (doi:10.1037/1089-2699.7.1.13).

Record type: Article

Abstract

Questions concerning the scientific basis of the clinical application of psychodramatic techniques have been raised primarily because of the infrequency of research publications that validate the clinical observations. A meta-analysis conducted on the basis of 25 experimentally designed studies showed an overall effect size that points to a large size improvement effect similar to or better than that commonly reported for group psychotherapy in general. The techniques of role reversal and doubling emerged as the most effective interventions. Of the 4 techniques investigated, 3 were significantly different from each other. There was no difference between the techniques' effectiveness when used with clinical versus student populations or between their use in single versus multiple sessions. The meaning of the findings is discussed.

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Published date: 2003

Identifiers

Local EPrints ID: 44831
URI: http://eprints.soton.ac.uk/id/eprint/44831
ISSN: 1089-2699
PURE UUID: 0cba0712-5479-43c4-8b11-68683f1f957f

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Date deposited: 16 Mar 2007
Last modified: 15 Mar 2024 09:08

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Contributors

Author: David A. Kipper
Author: Timothy D. Ritchie

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