Positive Psychology and Psychodrama

Action Explorations: Using Psychodramatic Methods in Non-Therapeutic Settings

by Phoebe Atkinson and Nancy Kirsner

Positive Psychology is the study of the conditions that contribute to wellbeing and flourishing. It is evidenced based and its research and practices provide a powerful scientific foundation. The field has credibility and utility. Positive Psychology interventions (PPI) are strategies to increase wellbeing all based in research. These include: activating positive emotions, harnessing strengths, developing positive relationships, building psychological and social capital, pursuing mastery, utilizing flow states and developing purpose and meaning.

Psychodramatists and Sociometrists have the experiential skills that can be deployed to concretize and maximize these evidence based tools. Psycho- dramatists are uniquely positioned with an action methodology that informs and empowers experience. Action based interventions go beyond writing and verbalizing. As Psychodramatists, we can pay the Positive Psychology work forward in powerful and unique ways. We can capitalize on our training and bring the Positive Psychology Interventions into a full expression of embodied learning.

This was in evidence when, during a lecture based on Positive Psychology training, Nancy observed the confusion around a segment of the teaching related to Jeffrey Schwartz (2011) work on distorted brain messages and negative self-talk (a.k.a. neuronal gossip). As a psychodramatist Nancy thought, too much talk without action. She corrected that limitation during her pre-sentation later that day. Nancys paper bag hand puppet, Critical Rat, made her Positive Psychology debut. In a quick action vignette, Critical Rat declared, Who do you think you are? as Nancy demonstrated how one’s negative self-talk could be visually represented. This modelled the defining charge for all psychodramatists: tell me . . . show me!

History

The historical roots of Psychodrama, Positive Psychology, and Positive Psychotherapy have overlapped for nearly 50 years (Tomasulo). Beginning with the human potential movement of the 1960’s, led by great pioneers such as Abraham Maslow and Carl Rogers, there has been a focus on finding the good within and understanding what makes life worth living. While these early years drew a wide range of thinkers and writers and produced many self-help books, there lacked a substantial empirical base to guarantee any academic rigor or sustainability.

A long period of time has elapsed and the past two decades have finally yielded a more contemporary evidenced based field of Positive Psychology, fathered by Dr. Martin Seligman. As APA President in 1998, Dr. Seligman initiated a charge to study what is best in people.

Benefits of Positivity

Plain and simply put . . . the findings from the field of Positive Psychology deserve our attention. Positive Psychology researchers study Positive Emotions, Character Strengths and Meaning. As an applied science they have created a variety of interventions intended to increase overall wellbeing, motivation and resilience.

Some of the threads of research have to do with:

Ratio of positive/negative emotions
Engagement and flow and its impact on activities and relationships
Strengths awareness and greater sense of meaning
Health and wellbeing motivation
Self Determination and Choice
Developing skills of resilience
Altruism/Belonging connecting to a larger community

Positive Psychology and Psychodrama:

A Perfect Fit (Nancy’s Reflections)

Positive Psychology and Action methods fit together like hand and glove. Both share a common humanistic view of mankind as having everything within to live an authentic rich life. As practitioners, we can mindfully cultivate the core conditions for growth and can encourage the actualizing tendency within our clients as they grow into their possible selves having a full role repertoire: satisfying roles to play, positive relationships and experiencing a healthy mind- body connection. Psychodramatists have a myriad of tools that explore and anchor behaviors. In Psychodrama this is called role training the process of applied practice as one acquires new cognitive and behavioral strategies (roles). Positive Psychology and Psychodrama are also inherently teachable, accessible and practical as practices everyone can learn. While there are experiential exercises in Positive Psychology (interventions), the additional skills of a Psychodramatist can deepen the experiential aspects as it impacts behavioral and cognitive domains while witnessing and sharing the experiences within the client and/or group.

Here are some of the parallel concepts in Positive Psychology and Psychodrama:

Positive Psychology Psychodrama
Social Psychological	Social Psychological
Humanistic Existential Theory Responsibility Choice, Social Responsibility	Humanistic/Existential theory Co-Creation Choice Social Responsibility
Living in deep connection with ourselves, each other and our Planet	A deeply human and co-created process between man and the Godhead
A science of Happiness & Wellbeing	A life of ultimate spontaneity/ creativity A Full role repertoire
Cultivating Positivity, Flow, Resilience	Warming up to spontaneity and Creativity S/C Theory
At every moment we have a Choice Here and now Growth throughout lifespan	In Vivo all done in here and now Protagonist makes all choices Growth throughout lifespan
Our brains co-regulate together	Tele intuitive knowing can be trained Sociometrist awareness
Possible Selves /Best self-narratives	The self develops through the many roles we play
Mindfulness is a practice, Skills can be learned and cultivated	We live in action Role Training Behavioral practice Rehearsal for living; roles can be trained
Permission to be Human Self- Compassion Theory	Aim for adequacy; a good enough response
The power of the word Words create reality/set intentions Personal storytelling for connecting	Re-storying our narratives for healing Help people tell their story
Savoring (past present future )	Zerka: Everything should be experienced 3 times (Actual, surplus reality, change-redo)

Psychodrama, Sociometry, and Mindfulness

Mindfulness the state of focusing awareness on the present moment while calmly acknowledging one’s thoughts, feelings, and body sensations through a lens of nonjudgement is innate to change. Psychodrama at its core is a mindfulness practice. It turns reality into surplus reality and slows it down to be felt, examined, recrafted, or responded to in new ways that the linear passage of time does not allow. Sociometry, the science and research branch of Psychodrama, is about making mindful social choices: i.e., who do I choose in each moment and for what role? Conscious, mindful choices (role and person specific) make for a good enough life of wellbeing.

Example: Scene Setting and Mindfulness

In Psychodrama there are basic steps: Warm up, select and contract with a Protagonist about their drama, and then set the scene before beginning. Scene setting concretizes the protagonists internal and external world in sensate detail using all 5 senses (visual, auditory, kinesthetic, smell, taste), asking:

Where does this story take place?
Describe in detail the people, what to you see around you?
What are people wearing?
What’s the temperature like?
Are there any smells?
How do you feel walking in the sand?

This brings the teller and the audience into a shared reality. We have been invited into the Protagonists intrapsychic theater which now exists through scene setting right before our eyes. This creates a shared mindfulness in action which is the rich playground psychodramatists love to co-create with protagonist and audience alike. Our basic tool of Scene Setting is in and of itself, a rich mindfulness technique and experience as we play and co create in the here and now and notice the new. It can stand alone in its power to engage, enrich, savor, and inform.

Here are some suggestions for scene setting prompts:

Your room as a child; the family table; a favorite birthday or holiday celebration you would like to revisit. As a Director, slow down, be very curious and interested. Get as many details as you can, and use auxiliaries where possible to represent objects, furniture, pictures. Using auxiliaries allows for easy feedback of narrative description to the Protagonist that furthers the instillation of the sensorial, emotional and verbal aspects of the scene.

Positive Psychology Action Interventions

This Chapter specifically explores three well known positive Psychology interventions using action methods from Psychodrama:

The Values in Action (VIA) Character Strengths with the Segura Strengths Clusters Mat
Gratitude in Action: Create A Bucket full of Gratitude! Be a Bucket Filler; and
The Language of Positive Emotions in Action: The Ten Positive Emotions

The VIA Character Strengths and Action Methods

Our character strengths (CS) represent our best core qualities that endure over time. Our top five strengths are called signature strengths. With knowledge of our strengths we can be more deliberate and align ourselves to improve our lev- els of engagement, productivity and happiness. Because of our Negativity Bias (Baumeister) most of us have a tendency to focus on our weaknesses seeing them as more important for our growth. Findings in the strengths literature have shown that It is actually the opposite. It turns out that people who focus on their strengths are disproportionally more engaged and successful! (VIA research) than others.

Strengths Workshop

This workshop was designed to teach the VIA (Values in Action) character strengths in action. Prior to the workshop all participants took the free VIA survey.2 The Segora Strengths Clusters Mat 3 provided visual-kinesthetic enhancement to the experiential teaching.

Experiential / Action Teaching Learning Objectives:

For participants to begin a paradigm shift by learning and speaking the language of strengths; moving from wrong to strong.
Use the VIA teaching model of aware, explore, apply
Locate, identify and apply your top five signature strengths through story
Doing a walk-about on the Mat to increase strengths awareness by naming the strengths, reading the definition and sharing examples from real life experiences. Do as many as time allows
http://www.viacharacter.org/www
https://www.strengthclusters.com
Construct and amplify generative narrative practice using the VIA and Action techniques

After a brief introduction to the Via CS, dyad partners were created through a fun candy matching exercise (courtesy of Dr. Bill Wysong). Dyads got to know each other by telling Best Self stories. Everyone had a list of the 24 VIA strengths as they listened. Instructions were to notice all their partner strengths throughout the telling of their story. Upon completing the story, listeners did strength spotting naming all the strengths they heard. The teller also names their strengths. Both dyad partners complete this.

Working on the Segura Strength Clusters Mat

Training and teaching the VIA character strengths has been enhanced by the creativity and design genius of Giselle Segura. Giselle is an alumnus of the Certificate in Positive Psychology and her final project birthed the colorful Strength Clusters Mat which brought clarity, playfulness, and kinesthetic action dimensions and possibilities that the printed VIA survey did not elicit. The Mat is multi-sensory and activates different learning pathways that are visual, colorful, playful and kinesthetic.

As Psychodramatists we jumped on the Mat and let the VIA action begin! On the Mat, individuals did a strength walk-about using their top five signature strengths. Starting by locating their #1 strength on the Mat, people shared how this strength showed up in their daily lives or how that strength was useful. Signature Strengths are core to who you are and show up easily for us. When several people are on the Mat a natural sharing begins we both have Love for folks connect and hug. When bigger groups of 8 or more (a family or a team) share the Mat, sharing begins spontaneously like more of that strength. The character strengths start interacting naturally, as they do in actual life. The colorfulness of the Mat invites a playfulness that reminds many of the game Twister.

The questions you can ask are many:

What is the strength you can always count on?
What’s your favorite strength?
What’s a strength friends and family count on you to have?
What strength(s) would you like to grow and have more of?

Character Strengths and the Appreciative Lens

While the first layer of learning about Character strengths is individual, you learn about your own; their richness lies in their application towards having an appreciative lens toward others with different character strengths. When couples, families, and teams explore and navigate the tension of their different character strengths on the Mat, it provides a positive language that shifts one’s perspective.

In this work, the director elicits narrative stories from individuals, which can be followed with a psychodramatic vignette that concretizes the differences and explores the shifts in perception and action that are possible. All of the skills of Psychodrama role reversal, doubling, mirroring can help individuals explore their use of character strengths in relationships. Let your curiosity and compassion direct your questions to everyone on the Mat so that a full exploration of top strengths emerges. As director you will facilitate some application however much emerges spontaneously from the participants through interaction on the Mat.

The group ends with individuals sharing what they learned about their own and others CS. As well, asking individuals about how they might apply this in their lives and work helps them to consolidate their learning and translate their insights into next steps as they continue to live into their strengths.

Gratitude in Action: Filling our buckets

Gratitude and Appreciation are core elements of Positive Psychology research. Expressing gratitude is often awkward and thus it goes unexpressed. Gratitude as the heavy hitter of the positive emotions and is also one of the 24-character strengths related to wellbeing. Gratitude has been most researched by Dr. Robert Emmonds (Gratitude Works). Creating a practice around gratitude is one of the most expedient ways to boost your wellbeing. Gratitude Is Its Own Reward, and it gives everyone giver and receiver a lot of bang for your buck! Gratitude interventions can be amplified through the use of action methods. In 2017 Dr. Dan Tomasulo was honored with the Innovation Award for the Clinical Division of the International Positive Psychology Association for his Virtual Gratitude Visit(VGV).

Experiential Action Learning on Gratitude

This activity includes use f sociometry, priming warm ups, group interaction, and a creative art activity as a unique, meaningful, and fun way to translate Gratitude into a visible form that all can easily do and share.

Learning Objectives:

Learn the significance of gratitude work/research in the field of Positive Psychology
Create, fill buckets as vehicles to express gratitude into visible forms to see and speak easily
Cultivate/Practice expressing gratitude in the moment; face to face

Supplies:

Small colored plastic buckets (6” diameter and 5” deep), colorful small paper, pens, markers, stones, seashells, stickers, colored pipe cleaner. Printed assortment of Gratitude Quotes/Poems on attractive paper to hang on walls for Warm Up.

Action of Workshop

This workshop was given on the last day of an ASGPP Conference. Last days are frequently sparsely attended and Nancy was delighted to have over 20 people and several pairs of long time colleagues in the room. The workshop began by inviting participants to quietly mill around the room. Twenty Gratitude quotes on pretty paper lined the walls of the room. Participants were to select a quote and pair and share with someone about their choice. We did a sharing with the larger group after the dyads. Then we read out loud the book, Have You Filled a Bucket Today? by Carol McCloud. This book is often used for teachers, parents and kids for teaching children to love and give to others in other words: to be a bucket filler!

Instructions for Bucket Filling

Fill your own bucket with your expressions/symbols of gratitude; and put some- thing in the buckets of 5 others in the room. Or you can fill your bucket for someone you have not expressed Gratitude towards in your life. Allow around 20” and leave instructions open so people feel free to create their buckets in ways meaningful to them.

The creating and delivering phase took around thirty minutes. Next, invite folks to begin giving and receiving from the buckets to each other and express- ing their Gratitude and specifically what it is about. The instructions to be specific about expressing Gratitude are important. For example, â€œI am grateful to you for the fact that every time I see you I get the warmest smile and hug. You seem genuinely happy to see me. From the quietness of the bucket filling time, the group became alive with close connection, warm looks and smiles.

Gratitude Worked its Magic in the Final Group

The whole group came together to share what the experience was like for them. How was this experience for you ? Was it easier to express or receive Gratitude? What did you learn about yourself and Gratitude?

Sharing in the large group was very powerful. The connection, love, attunement, and depth of sharing was deep as most people had known each other many years, there were three dyads of longtime friends. They expressed things to each other they had never said before; loved ones and mentors no longer with us were also mentioned. Two group members were new and I was concerned that they might feel isolated. Not so ! Members of the group had been in workshops with them over the prior Conference days, and had â€˜Gratitude Gifts for them as well. I re-learned the power is in the group.

The timing of the workshop, the last day and last session which could have been a deterrent actually turned out to be a gift. People were able to integrate their time together over the days. Participants expressed that it was a wonderful way to consolidate their conference experience and end feeling deeply seen and appreciated.

The Language of Positive Emotions in Action: The Ten Most Frequent Positive Emotions

Historically, little or no emphasis or research looked at the Positive Emotions. Most of Psychiatry and Psychology studied negative emotions as related to disease and diagnosis. While Seligman’s later work (1975 onward) focused on the use of positive interventions, it was the not until the groundbreaking work of Dr. Barbara Fredrickson that Positive Emotions were demonstrated and linked as significant to our very existence, not just our happiness and wellbeing. Frederickson was one of the first researchers that Seligman enlisted to join in the emerging field of Positive Psychology.

The Ten Positive Emotions (PE)

Dr. Fredrickson’s first research explored the nature of the ten most common Positive Emotions: joy, love, gratitude, awe, serenity, interest, hope, pride, amusement, and inspiration. This Positivity research established an evidenced based foundation for the impact of positive emotions on the brain power to think and be creative. These ten emotions are the focus of much research and it has been discovered that experiencing these on a regular basis broadens people’s minds, builds their resourcefulness, increases resiliency and achievement, facilitates connections with others helping individuals become their Best Selves. Positive emotions help us have a bigger picture and increase social awareness. They soothe, regulate, and calm us. Each positive emotion has its own action tendency (act hunger) and these mechanisms are important for our very survival.

As with most of the positive psychology interventions, use of positive emotions can be developed through practice. A large part of experiencing our positive emotions is cultivating the capacity to slow down; being open minded; and choosing to really take in the many micro-moments of our lives.

The Neuroscience and Kinesiology of Positive Emotions Fredrickson has studied in depth the brain science behind Positive Emotions. It turns out that positive emotions are fleeting and have a light valence. Dr. Rick Hanson describes positive experiences as Teflon-like they are here and gone. Without a practice of mindfulness actively savoring, slowing things down and installing them (Hanson calls this taking in the good) . . . these micronutrients can be missed and likewise the opportunity to really integrate them into our whole being. In contrast, negative emotions (depression, anger, fear) are stronger with a heavy valence. They can be characterized as being Velcro-like as they stick and continually draw in our brains attention. While they were once needed to protect us and be vigilant for our very survival, now we could call them, the bully in our brain. In neuroscience this is called the negativity bias. (Baumeister)

Learning Objectives for Positive Emotion (PE) Action Workshop

Utilize you at your best stories to practice spotting positive emotions in yourself/others
Create a PE Social Atom who? which PE evoked?
Enact a vignette you at your Best, Precious Moment PE double to amplify.
Practice slowing down, savoring, double, mirror, echo (Savoring = noticing precious flowers in our garden Dr. Rick Hanson).
Use the PE worksheet P/N together (Positivity ratio P/N)

Materials Needed:

Names of Positive Emotions/Definitions. Print the names of the 10 Positive Emotions in large letters on regular 8″ by 11″ paper. Letters should be easily readable. I like to use attractive paper and I laminate the paper so that I can reuse the sheets. You can type the definitions of the emotions on the back of each card.

Positive Emotions Sociometry

My go to positive emotion, easy and natural for me?
Which PE supports you the most?
Which is your strongest PE?
Which PE do you want to grow that would help you in your life?
Ask participants to sculpt, make a motion, or a sound for each of the positive emotions.

During sociometry (mostly locograms), all of the positive emotions were on large index cards on the floor. When folks responded to Sociometric prompts, they were asked to read aloud the definitions on the back of the cards. Everyone had their turn at speaking one or more times. Interaction and examples are invited.

Dyads

Best Self stories were shared with a partner. The listener noted the PEs either directly expressed/or inferred. After this was completed by both partners, we shared and noticed our barometer of PEs. How had the experience effected them? (Director notes Frederickson’s concept of the upward spiral that is created as Positive Emotions are ignited during the exercises).

Positive Emotions Worksheets Warm Ups to Action

Depending on time available, you can choose which worksheets to use
The Ten Positive Emotions: Where? With who? How? Rate1 – 10
The Positivity Ratio in Action P/N: Who? What?

The Positive Emotions Social Atom

Everyone drew a PE Social Atom naming the people that evoked PEs. Who? What activity? What PE? From this experience a Protagonist can be chosen or someone can volunteer.

PE Social Atom in Action this follows the traditional instructions with the Director taking time to slow down the action, with a PE double to amplify and savor all PE’s. Enrole at least 3 individuals in their atom.

Prioritizing Positivity and Group Sharing

The group ended with everyone in the audience sharing and noting which PE they wanted more of in their life. Frederickson’s theory of prioritizing positivity was woven into experiential exercise through directors questions about how? when? and frequency? Frederickson’s research illustrates that over the long term, people that prioritize positivity have more positive experiences which leads to more spontaneous positive thoughts. She suggests that with intention, these positive thoughts can be linked to behaviors that are good for us.

The research encourages us to deliberately select situations each day where we are more likely to experience positive emotions. A closing micro-Intervention suggested by Dr. Fredrickson and colleagues (2014) can be offered as part of any workshop using the concept of prioritizing positivity. Frederickson notes: Instead of wishful thinking about the future, put actions on today’s to-do list that bring you joy.

Phoebe’s Reflections: Standing on the Shoulders of Giants As stated above, positive psychology has been gaining momentum because of the research of visionary Martin Seligman as well as many others. Positive psychology studies the conditions and processes connected to the optimal functioning of people, groups and institutions.4 Moreno also took a positive approach to helping individuals. Like practitioners of positive psychology, psychodrama practitioners follow Moreno’s teachings and seek to encounter people where they are and assist them in contacting and developing the best that is within them (Moreno). The theme of hand in glove as mentioned above . . . and/or finding commonalities within the two fields continues to excite and engage me.

One of the early researchers in the field of positive psychology Sonja Lyubormirsky (2011) wrote in her book The How of Happiness: the premise of positive psychology that it is as important to investigate wellness as it is to study miseryâ€” has reached the mainstream. Positive psychology as an applied science uses interventions which are are simple strategies that seek to increase wellbeing. These interventions all based in research attempt to: enhance positivity; increase engagement; and further a sense of meaning.5

Psychodramatist and positive psychologist Dan Tomasulo writes that the positive psychology movement is all about savoring and flourishing. Here follow some reflections as to some of what has informed my thinking as a sociometrist and psychodramstist as I’ve used key findings from the field of positive psychology with savoring and other evidenced based interventions in order to create generative communities.

Enhancing Positivity: Use of Positive Emotions to Generate Positive Affect

Earlier in the chapter the work of Frederickson was discussed and her ground-breaking work which focuses on the role of positive affect (positive emotions, positive moods and positive attitudes) and correlation to increased energy, enthusiasm and engagement. As has been shown by work on the Negativity Bias negative emotions seem to be stronger than the positive.

Therefore, cultivating awareness as to the why and how of positive emotions is a cornerstone when working within the field of positive psychology. Frederickson has coined the term positivity resonance which she defines as shared micro moments of positivity that individuals can experience in their daily interactions. As a Sociometrist use of positive emotions can be a powerful tool to activate and seed many micro moments of positivity activating the positive affect within a group at any stage of group formation.

Frederickson has shown that positivity is associated with the expansion of physical, social, and psychological resources. Frederickson in describing her Broaden and Build Theory states that positive emotions broaden an individual’s momentary mindset, and by doing so help to build enduring personal resources . . . thus encouraging resilience and strengthening an individual’s capacity to cope with adversity.6 Questions and prompts can be shaped connected to each of the positive emotions. When working with groups, these can be woven in to turn on the social engagement brain and help individuals find their commonalities as they orient to a new group setting. Strategic use of PEs can be utilized at the beginning of a meeting and/or can be used to close a meeting on a high note!

Gable, Haidt, 2005
Seligman 2018

Individuals experience the broaden and build effect within themselves as well as experience increased cohesion as a group. Frederickson’s research suggests that people who regularly feel positive emotions are lifted on an upward spiral of continued growth and thriving. As group and team facilitators we can ignite a groups upward spiral. Each person’s positive emotions can become helpful to others through the phenomenon of positive emotional contagion. When the group facilitator highlights the positive emotions of pride, gratitude or appreciation for example, this can broaden people’s mindsets. When we are experiencing positive emotions we have more behavioral flexibility and this allows us to build â€˜intellectual and psychological resources.

When considering sociometry for either large or small group encounters, I refer to what Dr. Rick Hanson calls highlighting the ordinary jewels (Re-Wire for Happiness). Suggested criterion for exploration might be connected to sharing examples of experiences in order to activate positive emotional states related to: joy, hope, love, interest, pride, amusement, serenity, gratitude, inspiration or awe the emotions connected to the science of positivity. Layering in prompts using the positive emotions can prime any group and can promote mutuality and an incremental build of pro social connections increasing the likelihood of experiencing both the ME and the We. This can also enhance a sense of belonging and group efficacy.

Increased Engagement Tapping into Strengths

The study of character strengths grew out of the question researchers were asking, namely:what is virtuous character? Developing virtuous character and working with character strengths are key concepts in positive psychology. As in the prior section, regarding use of the Segura Strengths Mat strengths work with a team is a powerful intervention. Strengths awareness mobilizes the inherent capacities within an individual and their team. When we listen to strengths stories for instance, we are pulling out of the conversation the things a person holds dear and listening for the important aspects of a person’s orientation as per what motivates them to take action. Increased awareness of an individual’s strengths can lead to greater engagement and this also relates to meeting a core need of mastery/competency and contribution. When developing strengths language within a group it can be impactful to use the intervention of me at my best stories where the facilitator asks the participant to share a story related to when this individual has been at their best.

Frederickson, 2009
Frederickson, 2003

Possible Selves (1986) is a concept rooted in social psychology and aligns with role theory in psychodrama. When a person describes a best self-story, the facilitator can amplify what is strong (through use of a double) and elevate the story through the lens of character strengths. This helps the individual with their own self-perception as the role and character strength become illuminated within a context which then can be generalized as a resource in other settings. Selves exploration is foundational for use with action methods. Action oriented practitioners have the methods to amplify and bring to life all aspects of best self-stories and can act as a mirror of hope as a new aspect of an individual is in the process of becoming. When we hear stories of human goodness we are elevated as Haight (2003) suggests. When we witness others at their best we are all lifted up and inspired. Yalom’s (1998) therapeutic factors can also be brought in and heightened when a skilled facilitator can bring their awareness of character strengths and positive emotions and how these relate to group learning. As Frederickson and others have shown, micro moments occasions related to strengths awareness and strengths development can build incrementally and become resources as a team leader (or peer) can use the skill of strengths spotting within their team.

The same intervention of spotting strengths can be directed at oneself as individuals are taught to self-appreciate and notice what has gone well in their day and how a strength was used. There is abundant research on strengths which shows that focusing on signature strengths can increase wellbeing. Appreciative Inquiry founder David Cooperrider says we must study what gives life to a system and use that to paint a picture of the future.

One of the founders of the VIA Character Assessment Chris Peterson called for researchers to consider that the focus of research and interventions not only be applied to individuals but also to enhance larger community settings. Helping individuals and groups build awareness of their strengths shines the light on the positive core. Strengths work and best self-stories linked to a practitioner’s knowledge of role theory can create a powerful foundation for both individuals and group when looking at themselves and the groups and communities they are a part of. This can lead to a virtuous cycle as relates to sociometry and the concept of co-creation and choice.

Further a Sense of Meaning

Researchers continue on the quest in psychology as relates to the overarching question: what makes life worth living? Positive Psychology researchers have sought to contribute to the field and to move the discussion along by empirically examining the different facets of life associated with meaning. Humans need to make sense of their world, find direction for their actions and find a sense of worth in their lives. As a TEP, in my first year in the Certification of Positive Psychology, I recognized the possible intersection of the two compatible fields as they both touched on coherence (making sense); motivation (direction); and worth and belonging (significance). Questions related to these facets of life initially drew me to psychodrama. Since 2011, I have been exploring how these two field can complement each other. As a trainer and practitioner of psycho- drama working in a positive psychology oriented educational setting, I’ve had the unique opportunity to introduce the Science of Sociometry into both design and application and have been blessed with working on a team with exceptional colleagues who are dedicated to building connections within a learning community and welcoming information regarding systems interventions and the strategic application of sociometry. I’ve tapped the science of sociometry along with foundational concepts from group psychotherapy and team effectiveness and action methods, along with the science of positive psychology and have seen and felt the lasting positive impact these interventions have had on both students and faculty. We’ve accelerated team effectiveness using the broaden and build theory. We have elucidated a sociometric consciousness and the tenet of co-creation throughout the course design which has helped to accelerate connections and create the conditions for flourishing teams both in the faculty and amongst the students and alumni.

In Summary: Vines Woven Together

Psychodramatist and Positive Psychologist Dan Tomasulo (2017) has likened positive psychology, psychodrama, and positive psychotherapy as three strands of a braided vine which have been woven together since their beginnings. Positive Psychology researcher, Alex Linley (2006) has written: positive psychology can prosper through integration, rather than whither through isolation and for several decades, Blatner (2000) has written that psychodramatists have a variety of therapeutic orientations as Moreno’s triadic system is readily compatible and adaptable to most modalities.

Seligman (2013) has written about the concept of prospecting as part of a proposed framework called: navigating the future. Prospecting has been identified as a core organizing principle in animal and human behavior. This orientation includes activating the hope circuitry and imagining the future. Prospecting is a forward looking framework (similar to future projection) that stimulates mental activity about future possibilities. Seligman’s writing sets the perfect stage for psychodramatists and sociometrists who using their tools of time lines or future projections can activate the hope circuitry and help others dream again.

Blatner, along with Linley, call out for practitioners to explore opportunities for integration and expansion. Blatner has gone in new directions writing this book, applying Psychodrama in service of other fields rather than merely psychotherapy. It is an exciting time for practitioners trained in action methods we are in the front row. There is a growing interest in evidenced based positive interventions with their focus on improving the lives of individuals and communities healthy applications of Psychology. In this article we have given examples of how we have integrated best practices from both fields into our work.

These ideas are snapshots of creative growth which emerged from our explorations in the intersection of positive psychology practices and action interventions. We are filled with gratitude for all of our trainers who inspired us. We have stood on your shoulders as we have shaped our work in the world.

Nancy Kirsner, Ph.D, TEP, CPP, MFT, OTR has experience as an Occupational Therapist, University Assistant Dean/Professor, Marriage and Family Therapist, Trainer, Educator, and Practitioner of Psychodrama, Sociometry, and Group Psyhotherapy (TEP), a Certified Positive Psychologist, a Forensic Consultant and over four decades in private practice in Miami, Florida.
You can contact her at www.positivepsychologyworks.com

Phoebe Atkinson is a Licensed Clinical Social worker (LCSW), a Fellow of the American Society of Group Psychotherapy and Psychodrama (TEP) and is a Board Certified Coach (BCC).
You can contact her at www.psychodramacertification.org

Originally published in: Action Explorations: Using Psychodramatic Methods in Non-Therapeutic Settings

References

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Blatner, A. (1987) Foundations of psychodrama: History, theory and practice. New York: Springer.

Catalino, L.I., Algoe, S. B., & Fredrickson, B. L. (2014). Prioritizing positivity: An effective approach to pursuing happiness. Emotion, 14, 1155 â€“ 1161.)

Emmons, R. (2007) Thanks! How practicing gratitude can make you happier. New York: Houghton in Company

Frederickson, B. (2009). Positivity: Top-notch research reveals the 3 to 1 ratio that will change your life. Harmony Press.

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