The Thespian Client: The Benefits of Role-playing Teaching Techniques in Psychology

Sean Issac Gibbs

doi:doi:10.11648/j.ajap.20190805.12

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The Thespian Client: The Benefits of Role-playing Teaching Techniques in Psychology

Sean Issac Gibbs

Published in American Journal of Applied Psychology (Volume 8, Issue 5)

Received: 26 September 2019 Accepted: 12 October 2019 Published: 23 October 2019

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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.

Published in	American Journal of Applied Psychology (Volume 8, Issue 5)
DOI	10.11648/j.ajap.20190805.12
Page(s)	98-104
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Role-Playing, Teaching Techniques, Psychology and Theater Arts Students

References

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Sean Issac Gibbs. (2019). The Thespian Client: The Benefits of Role-playing Teaching Techniques in Psychology. American Journal of Applied Psychology, 8(5), 98-104. https://doi.org/10.11648/j.ajap.20190805.12

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ACS Style

Sean Issac Gibbs. The Thespian Client: The Benefits of Role-playing Teaching Techniques in Psychology. Am. J. Appl. Psychol. 2019, 8(5), 98-104. doi: 10.11648/j.ajap.20190805.12

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Sean Issac Gibbs. The Thespian Client: The Benefits of Role-playing Teaching Techniques in Psychology. Am J Appl Psychol. 2019;8(5):98-104. doi: 10.11648/j.ajap.20190805.12

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@article{10.11648/j.ajap.20190805.12,
  author = {Sean Issac Gibbs},
  title = {The Thespian Client: The Benefits of Role-playing Teaching Techniques in Psychology},
  journal = {American Journal of Applied Psychology},
  volume = {8},
  number = {5},
  pages = {98-104},
  doi = {10.11648/j.ajap.20190805.12},
  url = {https://doi.org/10.11648/j.ajap.20190805.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajap.20190805.12},
  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.},
 year = {2019}
}

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TY  - JOUR
T1  - The Thespian Client: The Benefits of Role-playing Teaching Techniques in Psychology
AU  - Sean Issac Gibbs
Y1  - 2019/10/23
PY  - 2019
N1  - https://doi.org/10.11648/j.ajap.20190805.12
DO  - 10.11648/j.ajap.20190805.12
T2  - American Journal of Applied Psychology
JF  - American Journal of Applied Psychology
JO  - American Journal of Applied Psychology
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PB  - Science Publishing Group
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UR  - https://doi.org/10.11648/j.ajap.20190805.12
AB  - 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.
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Author Information

Sean Issac Gibbs

Department of Psychology, Dillard University, New Orleans, Louisiana

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APA Style

Sean Issac Gibbs. (2019). The Thespian Client: The Benefits of Role-playing Teaching Techniques in Psychology. American Journal of Applied Psychology, 8(5), 98-104. https://doi.org/10.11648/j.ajap.20190805.12

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ACS Style

Sean Issac Gibbs. The Thespian Client: The Benefits of Role-playing Teaching Techniques in Psychology. Am. J. Appl. Psychol. 2019, 8(5), 98-104. doi: 10.11648/j.ajap.20190805.12

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AMA Style

Sean Issac Gibbs. The Thespian Client: The Benefits of Role-playing Teaching Techniques in Psychology. Am J Appl Psychol. 2019;8(5):98-104. doi: 10.11648/j.ajap.20190805.12

Copy | Download

@article{10.11648/j.ajap.20190805.12,
  author = {Sean Issac Gibbs},
  title = {The Thespian Client: The Benefits of Role-playing Teaching Techniques in Psychology},
  journal = {American Journal of Applied Psychology},
  volume = {8},
  number = {5},
  pages = {98-104},
  doi = {10.11648/j.ajap.20190805.12},
  url = {https://doi.org/10.11648/j.ajap.20190805.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajap.20190805.12},
  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.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - The Thespian Client: The Benefits of Role-playing Teaching Techniques in Psychology
AU  - Sean Issac Gibbs
Y1  - 2019/10/23
PY  - 2019
N1  - https://doi.org/10.11648/j.ajap.20190805.12
DO  - 10.11648/j.ajap.20190805.12
T2  - American Journal of Applied Psychology
JF  - American Journal of Applied Psychology
JO  - American Journal of Applied Psychology
SP  - 98
EP  - 104
PB  - Science Publishing Group
SN  - 2328-5672
UR  - https://doi.org/10.11648/j.ajap.20190805.12
AB  - 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.
VL  - 8
IS  - 5
ER  -

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