NCJ Number
77615
Journal
Federal Probation Volume: 45 Issue: 1 Dated: (March 1981) Pages: 17-25
Date Published
1981
Length
9 pages
Annotation
The history, design, and techniques of action methods, specifically role playing, role training, and psychodrama, are discussed, as used in criminal justice personnel training.
Abstract
The trend toward the use of action training within the criminal justice system accelerated during the 1960's and 70's. While few empirical research designs have been conducted to attest to the efficacy of action methods, the greatest testimony to their effectiveness is the degree to which they are being used in the training of criminal justice personnel. Role training is the teaching or training for defined roles which have rigid behavioral and affective expectations. Role training sessions common to the criminal justice system include training in the presentation of evidence, use of standard security procedures, and implementation of standardized procedures for rules of arrest or seizure of property. Modeling, mirroring, and coaching are the primary techniques used in role training. In role playing, certain prescribed roles provide broad outlines for action, although a high degree of spontaneity and creativity is essential in producing the desired outcomes. Law enforcement training which uses role playing includes intervening in domestic family crisis situations, suicide and rape calls, and other dynamic and fluid situations. In the use of action techniques in role playing, the object of training is on individuals' unique adaption of their personalities to functions within a specific situation. Psychodrama, the most advanced form of action training, requires the highest degree of spontaneity and creativity from those participating. Psychodrama is most effective when dealing with highly emotionally charged contexts, such as riots, hostage situations, or extreme crisis intervention cases. The use of action methods in training is considered to be just one step removed from learning from the experience of an actual situation without the consequences that may come in learning from actual experience. In all action method training, it is essential that the trainer be highly skilled. Charts illustrating action training designs and methods and 31 references are provided.