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The role playing utilised in the training of members of a guidance team, especially during technical seminars, may require a structure which protects participants and liberates their personality. A first part describes the spirit and technics most used, of the type "laboratory of human relations". A second part analyses by point differences between structured role playing and therapeutical psychodrama.
A videotape-administered role-play test of children's social skills was developed and its psychometric properties tested. Performance criteria for the test were derived from popular children's ratings of the effectiveness of different role-play responses. The test was administered to 157 fourth- and fifth-grade boys and girls who had been classified as popular, average, neglected, or rejected, on the basis of sociometric testing. The test evidenced good interrater, test-retest, and internal consistency reliabilities. Children's role-play performance correlated significantly with teacher ratings of social competence and with peer-liking ratings. Neglected children performed more poorly on the role-play test than popular children. When differences in intelligence among social status groups were statistically controlled, social status groups did not differ on the role-play test. Results of the discriminant analyses support the conclusion that teacher ratings are better than role-play tests for identifying rejected children, whereas role-play tests and measures of intelligence appear more accurate than teacher ratings for identifying neglected children.
Alcoholic clients were given role-play tests, involving various social and drinking-related scenarios, before and after two types of aftercare treatment. The assessments were used both to evaluate the effects of treatment and to determine whether any dimensions of pretreatment role-play performance interact with treatment type to predict treatment outcome. Eighty-nine patients were randomly assigned to aftercare group treatment involving either interactional therapy or coping skills training. Clients in both treatments experienced declines in their urge to drink during the role-play scenes from pre- to posttreatment, and these declines were related to reductions in heavy drinking. Three pretreatment role-play variables interacted with type of treatment to predict outcome: observer-rated skill, observer-rated anxiety, and self-reported urge to drink. In general, those patients who did better in the role plays had better drinking outcomes following interactional therapy. Those who experienced more difficulty in the role plays fared best with coping skills training. The results suggest that role-play measures could be used for patient-treatment matching, although it remains to be determined whether they will be superior to more easily assessed patient characteristics.
The purpose was to examine the effects of two types of role-playing experience on prosocial behavior in preschool children. Subjects were 72 6-year-olds. In the Empathy role-playing (E), each pair of children enacted alternately a victim and an eyewitness using a glove puppet, in which the emphasis was only on empathizing with the victim. In the Empathy and Helping role-playing (EH), they enacted alternately a victim and a helper, in which the emphasis was on empathizing and helping a victim. In the Control role-playing (C), they played roles alternately of a customer and a salesman in a grocery store. All children were assessed as for helping and sharing behaviors for a real victim before and after the role playing session. In the comparison between pre- and post-tests for helping behavior. All groups (C, E, EH) increased helping tendency, but only in EH group the proportion of subjects, whose attitude changed from helper to non-helper. As for sharing behavior, all three groups increased the number of sharing significantly in the post-test.
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Two experiments (N = 169) focused on involvement in role playing. Subjects rated their level of involvement after each enactment; in addition, a probe procedure was used with prompts, increasingly disparate from the content of the role play. In the first experiment, subjects role played an anger of sad scenario; both measures of involvement correlated with emotional response, but were not correlated with each other. In the second experiment, involvement was manipulated experimentally; both measures varied as expected with the manipulation.
Explored the application of role playing, as a research technique, in a test of Sarbin's self-role congruency theory. Forty male Ss volunteered to play either the role of a therapist or client in a simulation of psychotherapy. The CPI dominance scale was used to select high dominant Ss to play the role of therapists. Half of these high dominant Ss were instructed in directive therapy (creating a self-role congruent condition with high dominance and directiveness being congruent) and half were instructed in non-directive therapy (creating a self-role incongruent condition). Judges' ratings were used to compare Ss' role playing ability and visible comfort between the self-role congruent and self-role incongruent conditions. The results supported Sarbin's theory of self-role congruence. These findings suggest methodological improvements in psychotherapy research via the use of role playing and have practical implications for the practice of psychotherapy.
The fakability of two methodologically different role-play tests of assertion was examined, 30 undergraduates low in assertiveness were tested and retested on the Behavioral Assertiveness Test--Revised and the Idiographic Role-play Test. Half of the testees were instructed to fake assertion during the second testing. Analysis indicated that both tests were fakable; however, testees reported more difficulty faking the latter test than the former. The detection of faking may be possible, particularly on role-play tests employing an idiographic methodology.
This report describes a way in which role-playing can be applied in nursing research. The questions investigated were how much the memory capacity is influenced by different methods of providing information, and in what manner objective and comprehensive information about a disease with all its possible consequences is experienced by the recipient. To elucidate these questions, 48 healthy persons imagined that they had a chronic disease. The study was arranged as a 2 x 2 factorial design, the factors being group information versus individual information about the disease, and provision of the whole information at once versus division of the information into three parts separated by 15 minutes. The information was given orally and a structured interview was consequently conducted. After 1 week the subjects were telephoned and were asked to tell the investigator what they remembered about the disease. The results showed that the amount and type of information recalled was not affected by the way in which it was given. The information in itself, however, had the effect of making the subjects calmer. Several parallels between the results of the role-playing study and observations in patients demonstrate that role-playing provides useful knowledge and should be applied to a greater extent in nursing research.
The differential effects of role-played vs. hypnotically induced simulation of a paranoid syndrome on diagnostic and validity scales of the MMPI were tested with 30 female undergraduate Ss. Hypnotized Ss given the paranoid syndrome suggestion simulated the MMPI more accurately than did role-playing Ss. The F scale and Gough F-K index of dissimulation identified the role-playing group, but not the hypnosis with simulation suggestion group. It was concluded that further refinement of the validity scales of the MMPI is needed to improve their effectiveness in detecting deception on this test.
Role playing constitutes a precious instrument in training responible people for help relations. It permits to by-pass defense mechanisms through induced avoidance in group situation. It makes personal involvment easier, for efforts as well as for representations, and permits to confront reality in the other person. Under the control of the animator, the player has always the right to limit his personal involvment within the boundaries he wishes : this combination of facilitation and involvment framing is especially interesting.
The role played by the adrenal hormones in the regulation of liver proliferation in adult rats was investigated under various experimental conditions. In untreated control groups, cell growth was very low and endogenous corticosterone levels showed a clearly-defined circadian rhythm with a peak in the evening. Adrenalectomy depressed the level of endogenous corticosterone immediately and the growth rate of the liver increased significantly. We were able to prevent this effect by repeated injections of corticosterone at physiological doses. After a 1/3 hepatectomy and a sham-operation, the corticosterone blood level maintained its normal circadian pattern with the exception of a transient increase during the first two post-operative hours. After a hepatectomy of this kind, a negative correlation was found to exist between the adrenal hormone level and the waves of DNA synthesis; the subsequent mitoses appeared in two successive circadian waves of decreasing amplitude, a maximum value being reached in the morning. In rats submitted to a 1/3 hepatectomy and an adrenalectomy simultaneously, the endogenous corticosterone level fell significantly after a post-operative peak. The regenerating pattern was completely different from that induced by 1/3 hepatectomy alone. The rise in the labelling index began earlier and rose to significantly higher values; it was then followed by a single large mitotic wave without any circadian rhythm. These results favour the hypothesis that adrenal hormones have a significant effect on the negative control of liver regeneration. Circadian changes in the corticosterone level were responsible for the nycthemeral pattern observed in the regenerating liver after a partial hepatectomy. The results show a marked inhibition of the G1-S transition, particularly in the evening, when the endogenous corticosterone concentration was at its highest. Also discussed is the relationship between corticoids and 'chalones', which synergetically inhibit the passage from G0 into the cell cycle.
There is a great need to review and critically assess medical education. Role-play has seen increasing use as an educational tool. We investigated its role in a 'conventional speciality', Obstetrics and Gynaecology. This is a part of the medical curriculum where communication skills are particularly important, but difficult to learn in practice. Twenty-one medical students took part in three role-play case studies. An innovation we implemented was the use of 'time outs' which could be called at any time through a session. After the exercise students were required to complete a questionnaire designed to probe their attitudes towards the experience. The results indicate that this technique can be successfully used in teaching a conventional speciality. Unlike some previous studies we also found this to be a satisfactory tool in teaching the factual part of the course. We found the 'time out' innovation to be an important aid. We argue that there is an important niche for role-play in medical education.
Supervised role-play is presented as a method for teaching the process of the medical consultation. The process of the consultation is reviewed and a brief description of supervised role-play is given with some of its advantages and disadvantages. Some simple devices used in the method are explained with examples. The 'living' nature of the consultation is emphasized and an active method of teaching is advocated.
Following Mussen and Distler (1959) and Bandura, Ross and Ross (1963), the developmental, defensive, and role-playing theories of identification are tested on high school seniors. Previous tests have supported the developmental and role-playing hypotheses about equally, while the defensive hypothesis lacks consistent empirical support. Questions are raised, however, about the merit of these tests. Data are presented on seniors in an Eastern suburban school and a Midwestern small town school which support the developmental (warmth) hypothesis but which are inconsistent with the defensive and role-playing hypotheses. Parental behavior is measured by the Bronfenbrenner Parent Behavior Questionnaire and identification is measured by the semantic differential.
Examined the predictive validity and construct equivalence of the three major procedures used to measure assertive behavior: Self-report, behavioral role-playing, and in-vivo assessment. Seventy-five Ss, who spanned the range of assertiveness, completed two self-report measures of assertiveness, the Rathus Assertiveness Scale (RAS) and the College Self-Expression Scale (CSES); two scales from the Endler S-R Inventory of General Trait Anxiousness, the interpersonal and general anxiety scales; eight role-playing situations that involved the expression of positive and negative assertiveness; and a telephone in-vivo task. In general, the study revealed the following: (1) assertiveness measures are task-dependent in that there was more overlap within task than between tasks; (2) there is a moderate degree of correspondence between self-report and role-playing measures, although this was true only for negative assertion; (3) positive and negative assertion do not appear to have the same topography of responding; and (4) there appears to be no consistent relationship between the in-vivo measure and any other type of assertiveness measure.
Several authors have demonstrated that vasopressin (VP) plays a role in the metabolism of various cell lines, cancerous or not, and in particular acts upon the growth and the multiplication of cell cultures. Less known are the data concerning the existence of an adrenal-postpituitary imbalance in favour of VP in cancerous patients. Seeing that adreno-cortical hormones (ACH) are able to exert an inhibiting action on cell multiplication in vitor, a similar effect being very moderate or even absent in vivo, one can see the advantage of taking such effects into account. They allowed us to explain the discrepancy between the in vivo and in vitro effects of ACH, since VP is able to counteract the expected effects of ACH. A model, first empirical, then mathematical, of the so-called adrenal-postpituitary system, was proposed for this purpose. It enables us to propose some hypotheses in the fight to escape the action of ACH in cancer. Paradoxically, it seems that a bipolar therapy, using ACH and VP, would be useful in reaching this goal.
Rorschach responses of three subjects were used to stimulate the type of role-playing popularized by Fritz Perls' Gestalt therapy. The standard Rorschachs were given first. Afterwards, each subject was presented with certain of his or her own images as a stimulus for the role-playing. The subjects consisted of a 19-year-old female with severe anxiety attacks, an 11-year-old lad diagnosed as having minimal cerebral dysfunction, and a 46-year-old man who had undergone two years of successful psychotherapy. It is proposed that the resulting data are valuable in expanding and clarifying the psychological meaning of the Rorschach images. Further, the procedure can be utilized, if desired, as a spur to therapeutic involvement.