* Please plan on coming for Breakfast and Lunch so we can eat together! (Pandemic protocols will be in place) Two important goals are achieved by the supplied breakfast and lunch. Working, eating, and engaging in informal and unstructured time together enhances group development and the potent group healing factor, cohesion. Experiencing and understanding the group’s sociometry is thereby supported and facilitated. A second reason is economical; providing meals is less expensive for participants. Given the common expectation that meals are not part of the training, credit is not granted for these activities despite their value as part of the training.

Fees

$130.00 a session, $475.00 for a four session semester (24 CE Hours), $920.00 for the year (48 CE Hrs). $50.00 per session for students (letter documenting student status required from school official). Bring a friend: they are free for their first session & specified others for cost of lunch 9/20. Enrollment for a year's series (Spring and Fall) is encouraged but sessions can be taken individually. Cancellation Policy: because of the small and limited group size, no refunds are available for cancellations or no-shows. Semester/year payments apply only for that particular year and can not be caried over to a subsequent semester/year. Click here for a registration form.

Directions

Sessions are currently being conducted at Good Shepherd Lutheran Church, 8575 S 700 E, Sandy, UT 84070 (downstairs in “The Quad”), which is 22 minutes from the Salt Lake City airport. The area is easy to navigate. All streets and addresses are coordinated in terms of how far east, west, north, and south they are from the LDS Temple in downtown Salt Lake City. There are several shuttle companies that service the airport and nearby accommodations for those who may need to stay overnight. (Should it become necessary sessions will be conducted by video conferencing at https://cccu.doxy.me/rpramann)

Who Should Attend . . .

Anyone who desires to increase their understanding of themselves and human nature more profoundly to enhance their daily life and professional performance. Because J. L. Moreno, the originator of the method, was himself a psychiatrist and developed the method in his private sanitarium with psychiatric patients. The method is of interest to mental health professionals (Alcohol & Substance Abuse Counselors, Clinical Mental Health Counselors, Marriage and Family Therapists, Psychiatrists, Psychologists, Social Workers, and graduate students in any of the mental health professions). However, Moreno envisioned his method as applicable to the whole of humankind and he invited anyone interested in his method to train and use it.

Lawyers have attended trainings, having developed unique and creative ways of using psychodrama in their profession. Attorneys find psychodrama beneficial to enhance their creativity; to increase self-awareness, including acknowledgment of one’s feelings in the moment, especially anxiety, in order to meaningfully engage and establish rapport with jury members, witnesses, and judges; to develop their proficiency at role reversal (to put themselves in the place of the other individuals in the courtroom in order to get a sense of what may be going on that cannot be seen from the outside); and as a method for event reenactment in order to understand their clients and the events which are at the center of their legal problems.

Life coaches have expressed considerable interest in using psychodrama to assist clients in reaching goals of enhanced performance and personal satisfaction. Psychodrama techniques help clients to concretize every aspect of their lives as they make decisions for their future. It enables them to integrate all the elements they are addressing as they move forward, including obstacles as well as visualizing their future steps. It has proven useful in pursuing specific personal projects, life balance, job performance and satisfaction, and the improvement of a person’s general life conditions, business, or profession. It effectively utilizes personal strategic planning, values clarification, brainstorming, motivational enhancement, and other counseling techniques..

If you are in psychotherapy, it is quite important that you discuss with your therapist possible attendance at a psychodrama workshop and have your therapist’s approval of your participation.

Continuing Education Units

CEUs meet Utah DOPL/licensure requirements for Psychologists, Social Workers, Clinical Mental Health Counselors, and Substance Use Disorder Counselors. Hours may be counted toward requirements for certification in Psychodrama. A Saturday session is 6 training hours and includes one hour of ethics. A semester is 24 (4 hours) and if all are taken together a total of 48+ hours (or 8ethics hours) can be accumulated in one year. If a training session exceeds the anticipated number of hours that amount will be credited if allowed by the CEU credit authorizing body.

The Ethics CEU Hour

Ethical practice is incumbent on all who engage in psychodrama. Ethics guide us to benefit those with whom we work and to take care to do no harm (Beneficence and Nonmaleficence), to establish relationships of trust and to accept appropriate responsibility (Fidelity and Responsibility), to promote accuracy, honesty, and truthfulness (Integrity), to pursue fairness for all persons (Justice), and to respect the worth and rights of all people, especially the vulnerable (Respect for People's Rights and Dignity). Ethics continually guide us to decisions that result in making the world a better place.

Demonstrated ethical competence is required of those that are certified in psychodrama (CP or TEP) or group psychology (ABPP). One part of obtaining the ABE psychodrama certifications is passing a 5-hour written essay exam covering seven content areas including history, philosophy, methodology, sociometry, ethics, research and evaluation, and related fields for both certification as a practitioner (CP) and subsequently as a trainer, educator, and practitioner (TEP). It is recommended that certification exam takers anticipate 45 minutes responding to the ethics section of the exam. I have developed ethics questions identical to or like those that are asked on these exams and which are relevant to the training focus. I will engage session participants in the discussion of these in the last portion of the training session to ensure a total of one hour has been devoted to ethical issues. This one-hour total may include time that was spent earlier in the day in response to ethical issues that came up in a psychodrama and that were discussed as part of the routine processing of each session. Regularly completing continuing education in ethics is required of mental health professions and this training is recognized as counting towards that requirement.

Additional Details About this Training . . .

Previous training in psychodrama is not required. These sessions are for anyone from first time attendee to master trainer. They are designed to introduce one to the method systematically and sequentially, yet all sessions are designed to stand alone so that attendance at all sessions is not required. They do not assume one is pursuing some kind of certification and recognize many attend merely for training/personal development goals.

Goals: Participants will develop personal and professional skills for understanding oneself and others as individuals and in relationship to others; confidence and facility in using role playing intervention in all of its many applications; and skills in group psychotherapy, psychodrama, and sociometry as directors and auxiliaries. All sessions will include at least one hour directly related to ethical issues. (All references cited are listed at the end of all the descriptions.)

Specific learning objectives for each session and this workshop series as a whole and citations for 2025:

Participants will be able to...

1. Develop proficiency in carefully attending to the client’s actual process rather than asking the client to accommodate their process to a method (Cain, 2016; Norcross, 2011; Pramann, 2017);
   
2. Identify and develop proficiency with psychodramatic and sociodramatic techniques, methods and interventions that can be readily applied in practice with individuals, couples, families, and groups (Blatner, 2009; Compernolle, 1981; Fowler, 1994, Garcia, 2010; Hollander & Craig, 2013, Kipper, 2003, 2005, Ragsdale, Cox, Finn, & Eisler, 1996);
   
3. Describe and explain the use of the five instruments of psychodrama, stage, subject (protagonist), director, therapeutic aides (auxiliary egos), and audience (Hirschfeld & McVea, 1998, Kipper, 2003); enactors in sociodrama (Garcia, 2010), and the three phases of a psychodramatic session, the warm up, the action, and the sharing (Kipper, 2005), and the fourth training phase: the processing (Kellermann, 1992a).
   
4. Assess the interpersonal connections between individuals and subgroups within a larger group for the purpose of improving interpersonal and group dynamics and use interventions to address them (applying and using sociometry) (Hale, 2009);
   
5. Participate in different psychodramatic/sociodramatic sessions as audience/group member, auxiliary ego, protagonist, enactor, or director;
   
6. Use psychodramatic and sociodramatic techniques proficiently and spontaneously in ways that are adequate, creative, and novel;
   
7. Practice psychodramatic techniques in structured exercises in dyads, small groups, and the group as a whole as the participant is ready and able (Kellermann, 1992a); and
   
8. Plan how to use psychodramatic methods and interventions in an ethical and professional manner in the participant's own setting or for an intended application (Kellermann, 1999).
   

Additional Summaries for the training sessions in 2025:

2025 Training Series: Psychodrama Training Highlights The psychodrama method pays careful and intimate attention to interpersonal relations and private worlds. “The Hallmark benefit of psychodrama . . . is that it facilitates the client’s actual process rather than asking the client to accommodate their process to a method, as is common with many current evidence-based treatments” (Kym Couture, LCSW, personal communication, November 13, 2017). The training is conducted in a similar manner. Ultimately the activities in any session will depend on the desires and needs of the group. The needs “in the moment” will be addressed.

Participants will learn in action related to the topic/theme including through practice experiences, observation, discussion, and ongoing dialogue with the trainer and group members. Each person may choose the ways in which they participate as the training session unfolds. Though session themes and focal topics are varied each session will address the overarching objectives in addition to the focal theme/topic.

All sessions will include a warm up to the group participants, method, and process and one or more psychodramatic or sociodramatic enactments. Each enactment will include a warm up, action , sharing, and processing phase so the approach and method can be fully experienced and learned in action.

February 8 “Taking a Deep Dive into Identity” — With Marianne Downing , M.Ed., Counselling Certificate and Alan Downing, B. Mus, Certified Grief Recovery Consultant (preview of conference presentation).

March 8 “Growing Up Again: Transforming the Inner Child Psychodrama” —With Hazel Mason, Certified Substance Use Disorder Counselor Intern, Certified Life Coach (preview of conference presentation).

April 26 “Psychodrama When Choices Are Complicated — Diamond of Opposites”

May 10 “When Psychodrama Won’t Do — Sociodrama”

August 9 “The Courage to Dream Again — The Psychodramatic Production of Dreams”

September 20 “Divine Reconciliation Here and Now—Psychodramatic Encounter with God & Bibliodrama”

October 11 “Finding the Relationship(s) (the Love) That You Want —Social Atom Review and Development”

November 8 “Pursuing Your Dream(s)/Finding a New Way of Being — Role Review and Development”

References

Barone, P. T. (2019). Bring the scriptures to life with Bibliodrama. In A. Blatner (Ed.), Action explorations: Using psychodramatic methods in nontherapeutic settings (pp. 265 –85). Seattle, Washington: Parallax Productions.

Blatner, A. (2009). The place of psychodramatic methods and concepts in conventional group and individual therapy. Group: The Journal of the Eastern Group Psychotherapy Society, 33, 309-314.

Cain, D. J. (2016). Towards a research-based integration of optimal practices of humanistic psychotherapies. In D. J. Cain, K. Keenan, & S. Rubin (Eds.), Humanistic psychotherapies: Handbook of research and practice (pp. 485 – 535). Washington, DC: American Psychological Association.

Carvalho, E. R. (1986). Christian reconciliation: A psychodramatic contribution. Journal of Psychology & Christianity, 5, 5-10.

Condon, L. (2007). Bibliodrama: Exploring the written word through action. In A. Blatner, (with D. J. Weiner), (Ed.) Interactive and improvisational drama: Varieties of applied theater and performance (pp. 13 – 22). New York: iUniverse.

Foster, R. J. (1978). Celebration of discipline, special anniversary edition: The path to spiritual growth. HarperOne.

Garcia, A (2010). Healing with action methods on the world stage. In Eva Leveton (Ed), Healing collective trauma using sociodrama and drama therapy (pp. 3-24). New York: Springer.

Giacomucci, S. (2021). Social work, sociometry, and psychodrama: Experiential approaches for group therapists, community leaders, and social workers. Springer

Giacomucci, S., Marquit, J. Briggs, H., and Gupta, R. (2025). Psychodrama’s effects on PTSD, depression, anxiety, traumatic grief, prolonged grief disorder, and spontaneity: A mixed methods study in inpatient addiction treatment,The Arts in Psychotherapy, 93, https://doi.org/10.1016/j.aip.2025.102293.

Hale, A. E. (1981). Conducting clinical sociometric explorations: A manual for psychodramatists and sociometrists. Royal.

Hale, A. E. (1983). Psychodrama and Dreams [Unpublished manuscript]. International Sociometry Training Network

Hale, A. E. (2009). Moreno’s sociometry: Exploring interpersonal connection. Group: The Journal of the Eastern Group Psychotherapy Society, 33, 347-358.

Hirschfeld, B. & McVea, C. (1998). “A cast of thousands”: working with the five instruments of psychodrama in the therapeutic relationship. Australian & New Zealand Psychodrama Association Journal, 7, 51-60. https://aanzpa.org/wp-content/uploads/ANZPA_Journal_07_art09.pdf

Kellermann, P. F. (1992a). Processing in psychodrama. Journal of Group Psychotherapy, Psychodrama & Sociometry, 45, 63-73.

Kellermann, P. F. (1992b). The psychodramatist. Journal of Group Psychotherapy, Psychodrama & Sociometry, 45, 74-88.

Kellermann, P. F. (1999). Ethical concerns in psychodrama. The British Journal of Psychodrama & Sociometry, 14, 3-19.

Kipper, D. A. & Hundal, J. (2003). A survey of clinical reports on the application of psychodrama. Journal of Group Psychotherapy, Psychodrama & Sociometry, 55, 141-157.

Moreno, J.L. (1953). Who shall survive? Foundations of sociometry, group psychotherapy and sociodrama. (2nd ed., revised from 1934 ed., reprinted as 3rd edition in 1978). Beacon, NY: Beacon House.

Nolte, J., Smallwood, C., & Weistart, J. (2008). Role reversal with God. In Nolte, J. (Ed.), The Psychodrama Papers (pp.163-172). Encounter Publications. (Reprinted from “Role reversal with God,” 1975, Group Psychotherapy & Psychodrama, 28, 70-76

Nolte, J., Weistart, J, & Wyatt, Jean. (2008). Psychodramatic production of dreams: The end of the road. In Nolte, J. (Ed.), The Psychodrama Papers (pp.147-162). Encounter Publications. (Reprinted from “Psychodramatic production of dreams: The end of the road,” 1977, Group Psychotherapy, Psychodrama & Sociometry, 30, 37-48.

Norcross, J. C. (Ed.), (2011). Psychotherapy relationships that work: Evidence-based responsiveness (2nd ed.).New York: Oxford University Press.

Orkibi, H., & Feniger-Schaal, R. (2019). Integrative systematic review of psychodrama psychotherapy research: Trends and methodological implications. PloS one, 14(2), e0212575. https://doi.org/10.1371/journal.pone.0212575

Orkibi, H., Keisari, S., Sajnani, N. L., & de Witte, M. (2023, April 27). Effectiveness of Drama-Based Therapies on Mental Health Outcomes: A Systematic Review and Meta-Analysis of Controlled Studies. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://dx.doi.org/10.1037/aca0000582

Pitzele, P. (1995). Our father’s wells: A personal encounter with the myths of Genesis. HarperCollins.

Pitzele, P. A. (1998). Scripture windows: Toward a practice of bibliodrama. Torah Aura.

Pramann, R. (May, 2017). Psychodrama as a potent evidence-based group psychotherapy. Paper presented at the meeting of the American Society of Group Psychotherapy and Psychodrama, “Navigating Waves of Change: Discovering and Celebrating our Hidden Treasures,” Clearwater, Florida.

Pramann, R. (2023, December 15). The Ongoing Progress in Establishing Psychodrama as Evidence- Based. Psychodrama Network News, Winter 2023. https://online.fliphtml5.com/jeeyc/zgdz/#p=27

Ragsdale, K. G., Cox, R. D., Finn, P. & Eisler, R. M. (1996). Effectiveness of short-term specialized inpatient treatment for war related post-traumatic stress disorder: A role for adventure-based counseling and psychodrama. Journal of Traumatic Stress, 9, 269-283.

About the Approach . . .

Psychodrama, sociometry and group psychotherapy are methods developed by J. L. Moreno whose interests in the theater, existential philosophy, and psychiatry developed into this unique approach to the problems of humanity. He envisioned his approach as a way to change the whole of mankind, including the social order, but his ideas were accepted most readily by mental health professionals. Nevertheless, they continue to have wide interest and application. Moreno's approach forms a coherent system for understanding people as individuals, individuals in relationship, and a society as a whole. His methods are of interest to professionals from a wide variety of psychotherapeutic perspectives and lay persons without professional interests.

Most basically psychodrama is a mode of communication, one which is powerful and effective. If a picture is worth a thousand words, what is the value of a motion picture reenactment of what happened? This method makes clear the limitations of a purely verbal approach. It engages individuals and groups on multiple levels through a combination of channels: visual, auditory, kinesthetic, intuitive, intellectual, emotional, relational, actional/behavioral, etc.

Psychodrama emphasizes spontaneity and creativity in the here and now and looks at events through the eyes of the person who experienced it. The director or leader of the group directs or works with the protagonist or group member whose issue is most in common with those of the rest of the group. The director uses auxiliaries, supporting cast/group members who assist in the enactment who help the protagonist understand, explore, and resolve their concern and indirectly those of the group as well. "Every man the therapist of every other man; every group the therapist of every other group." Though psychodrama often initially appears to be magical it is a systematic method that can be learned.

The Psychodramatic approach enables the individual and group to explore events, concerns, or issues, both problematic and fulfilling, in the past, present, or future. The focus may include interpersonal events or intrapersonal ones such as dreams, hallucinations, or internal conflicts. It can function to provide education, support, insight, a test of reality or as a spur to creativity or personal growth.

Personally, it can provide an opportunity to better oneself and one’s relationships, to identify and resolve one’s emotional hang-ups and baggage which could interfere with relationships with others, to enhance and increase one’s spontaneity and creativity, and to develop one’s proficiency in various life or professional roles. Clinically, it can play an important role in prevention, diagnosis, treatment, and relapse prevention. As an approach it uniquely addresses the importance of warming up to an issue or action, setting the scene, choosing roles, and being flexible and creative.

For articles & more information about the approach, including the Benefits, Limitations, and Potential Harm in Psychodrama, go to http://www.cccutah.org/articles.htm

About the Training in Psychodrama . . .

The mission of this program is to teach and train others in the methods, theories and philosophy of J. L Moreno, MD, the originator of Psychodrama, Sociometry, Role Training and Sociodrama. Recognizing that these methods have broad applications beyond their most common function as a form of psychotherapy, the CCCU Training in Psychodrama maintains an open-admissions policy, welcoming to its workshops folks of all occupations and professions. In addition to members of the mental health professions and counselors of all kinds, CCCU Training has included among its students and trainees lawyers, teachers, ministers, engineers, homemakers, and plumbers.

Psychodrama and related methods are taught almost exclusively in an experiential format. They require highly complex skills, recognizing the variety of ways protagonists can be helped in the telling of their story. The method makes use of group dynamics and what is happening in the here and now; it is taught accordingly.

The training is non-linear, that is the same session can serve as an introduction to the novice and a completion for the student pursuing the lengthy certification process. Experienced trainees help the newer ones learn the method and in turn learn through teaching. True competence comes only with adequate training and experience including supervised practice over time.

Workshops consist of a series of psychodramas in which the participants experience the roles of protagonist, auxiliary ego, director, and audience/chorus (observing group members) as they are ready. Each session is reviewed ("processed") to identify and discuss technical elements. Training exercises may be used to prepare participants for the different roles.

Workshops may address issues such as basic skills development, strategies of directing, catharsis, rage, guilt, fear, death, God, or intra-group issues to name a few. Ultimately the activities in any workshop will depend on the desires and needs of the group. The training is open to persons with both personal and professional interests in learning the method.

About the Director . . .

Rob Pramann, PhD, ABPP, TEP is a psychologist, certified by the American Board of Professional Psychology (ABPP), in Group Psychology and by the American Board of Examiners in Psychodrama, Sociometry and Group Psychotherapy as a Trainer, Educator and Practitioner (TEP), the Clinical Director at the Christian Counseling Centers of Utah, the Director of CCCU’s Training in Psychodrama, an Adjunct Instructor in Psychiatry, Volunteer Auxiliary Faculty, University of Utah, School of Medicine, Department of Psychiatry, and a Mental Health Professional on the Utah Critical Incident Stress Management Team. Rob is a Fellow and active member of the American Society of Group Psychotherapy and Psychodrama (ASGPP), served as an Executive Editor for the Journal of Psychodrama, Sociometry & Group Psychotherapy for a decade, and is currently the Co-chair of the ASGPP Research Committee. He was awarded the ASGPP’s 2020 David A. Kipper Scholar's Award, has presented on psychodrama at local, regional, and national conferences, and has written a number of articles on psychodrama.

Rob's practice of psychodrama is varied and extensive. It includes presentations at local, national, and international conferences, providing supervision and training in psychodrama, sociometry and group psychotherapy to a variety of lay and professional groups, as well as applying it to his ongoing work with groups, families, couples, and individuals. He has directed outpatient groups and inpatient drug and alcohol groups. Also, he has applied the approach for the purposes of staff team building and supervision, resolving intra-organizational conflict, in the context of spiritual retreats and small groups for spiritual development and the exploration of Bible narratives (“Bibliodrama"), and with attorneys and their clients for the purpose of trial preparation. In addition, he has engaged in the related community building adaptation of psychodrama with Salt City Playback Theatre Company. Finally, he has taught the method in graduate and undergraduate classes. His training experience with the approach includes work with high school and junior high school students, intellectually challenged persons, psychiatric inpatients, psychiatric day treatment patients, chronic psychiatric outpatients, sex offender outpatients, and autistic outpatients.

Rob is also available to conduct private sessions for work groups, organizations, churches, etc. for purposes of conflict resolution, personal or professional development and training, addressing individual or group problems and issues, or as an introduction to or demonstration of the method. In addition, he is willing to serve workshop participants as a “Primary” or “Secondary Trainer” as part of the ABE psychodrama certification processes for Supervised Practitioners, Certified Practitioners, and Practitioner Appliocants for Trainer or as “Mentor” as part of the ABPP certification “Group Psychology” process. He may be contacted at (801) 268-1564.