Abstract
Role-playing teaching techniques in psychology allows students the opportunity to practice the skills of a psychologist and examine mental health disorders in person. This technique simulates scenarios that students may face in their careers by creating fictional clients and role-playing situations solidifying professional therapeutic skills. Multiple studies have established the benefits of using student actors to play the role of “client” while allowing psychology students to play the role of “psychologist”. The purpose of this study is to examine the process of developing and implementing a role-playing learning project. A literature review was conducted examining the benefits and barriers of role-playing teaching techniques. The article describes how role-playing teaching techniques reinforce theories and skills taught to psychology students and increases their knowledge base through this simulated experience. Recommendations for creating a successful role-playing project are explored and a program curriculum template based on the study’s findings is provided. Future research implications of advance quantitative experimental studies are suggested to explore the overall effectiveness of the training project.
Highlights
Role-playing teaching techniques in psychology allows students the opportunity to practice the skills of a psychologist and examine mental health disorders in person
Role-playing is one of the more effective teaching techniques used for training professional therapeutic skills to undergraduate psychology students [4, 14, 15, 19]
In Wolf and Miller’s research, they discuss that actors are responsible for answering and enacting the question of “Who are you?” Psychologists analyses the “why.” Theater arts students are trained to master the art of acting, it is reasonable for them to deliver a better/ more convincing performance in a role-playing activity than psychology students
Summary
Role-playing teaching techniques in psychology allows students the opportunity to practice the skills of a psychologist and examine mental health disorders in person. This technique simulates scenarios that students may face in their careers by creating fictional clients and role-playing situations solidifying professional therapeutic skills. One student plays the role of the client suffering from the disorder while another student conducts a clinical interview, completes a biopsychosocial assessment, or demonstrates a therapeutic intervention Practicing these skills and observing live client behavior reinforces traditional educational programming. In most academic psychology and theater arts programs, there is limited documented evidence of having incorporated a curriculum that reflects collaborative learning models to simultaneously educate both areas of study. A partnership between these fields of study is appropriate and has the potential of maximizing the students’ educational growth in preparation for their respective careers
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