集団療法への心理劇の導入―非行少年を中心として―

抄録

It seems to be characteristic in the human relations around juvenile delinquents that:

1) they see themselves and others self-centeredly;

2) they are poor in verbal communication with others and much inclined to act out;

3) they make opposite relationship against authorities. It is expected to psychodrama that; 1) the self-centered cognition will be broken by role play, 2) the poorness of verbal communication supplied by acting as drama, and 3) the opposite relationship against authorities loosened by acting of the therapist as an auxiliary-ego or a player.

Psychodrama has been recently introduced into group therapy to delinquent boys in Tokyo Juvenile Detention and Classification Home. This study was reported from the data of forty-eight sessions of the therapy from November ’62 to August ’63.

The main task of this study is to describe their responses to psychodrama and to abstract such functions of it as operate in these group works of delinquent boys.

The records were made on paper as memorandum by the therapists and sometime on tape all through the session. No test was used.

Subjects, Grouping, Process of the group work.

In Tokyo Juvenile Detention and Classification Home, boys who have been taken into such a Home for the first time are classified into three groups according to the degree of their emotional or character disorderliness and delinquency. Our subjects were picked up from the slightest group among three at random but restriced about age and I. Q.. One hundred and fifteen boys took place in the therapy for this period. The age was from fifteen to nineteen years, average seventeen point six; the I. Q. was from seventy-five to one hundred and and nineteen, average ninety-three point three; the frequency of participation was from once to six times, average two point five.

A group consisted of about six boys and one or two therapists. The group therapy was held once or twice a week. In the group conversation was led non-directively and dramas were put in whenever the therapist felt it as the chance.

Description of their action and abstraction of the functions of psychodrama.

Their behavior in the therapy was recorded and discussed between the therapists in such points of view as spontaneity, manner of role playing, development of human relations in drama, and it was infered how psychodrama operated behind their behavior.

Thus records of every sessions were made. In them functions regarded as essential were abstructed and classified as followings:

1 Change from self-centered cogntiton to relation-centered one. An example out of six sub-categories;

When two-men-relation is played, they become to accept that phase of real community as it is which may be uncomfortable to them but may not be improved immediately, and get such self understanding that they should respond to the situation selectively.

2 Experiencing to act in drama.

An example out of five sub-categories;

Knowledge about some social resources are vividly put in practice in role playing.

3 The opposite relationship against authorities gets loose.

An example out of two sub-categories;

When the therapist participates in a drama taking a role, or lets the members do so giving them some roles, the degree of the slope from the authority to them gets loose, and the frame of reference and the feeling of the therapist or community can be expressed, and accepted by them, then the drama can be stimulated to develop, problem solving checked not to be easy-going and the focus of the problem cleared.

Conclusion

Thus we can expect psychodrama to help delinquent boys to adjust socially. It is hoped that further study about techniques of psychodrama to them and methods to abstract and measure the operation of psychodrama is to be promoted by this infant study.