Social Sciences

What is a Sociodrama

A sociodrama is a work of psychodrama in which a group of people take a social role and develop it to analyze, study and find solutions to problems presented in communities or groups.

Although it is also based on psychological aspects , sociology is the main basis for this representation. The study of social conflicts attempts to explain people’s behavior.

The sociodrama serves to make people have a kind of practice dealing with real problems and human beings with all kinds of personalities .

What is psychodrama and what are its objectives?

It is a type of psychotherapy that is carried out in a group in which patients play roles within a group relationship in which there are conflicts or traumas.

This therapy was created by Jacob Levy Moreno . Dramatization techniques are put into practice in it . Its objectives are:

  • Investigate the psychological problems of group members.
  • Improve your mental states.
  • Resolve internal conflicts.

Stages of sociodrama

  • Choice of topic : refers to choosing a topic that has to do with a social problem that afflicts or may afflict most of the members of the group.
  • Previous discussion: once the topic has been selected, the participants will discuss what they know about the subject and will expose their experiences, drawbacks and make a list of the most common problems.
  • Organization of the sociodrama: it is chosen what problem or problems will be represented, as well as what role each person will have to dramatize what happens in a community or group that experiences such problem. In this part the script that will be interpreted is created.
  • Representation: the dramatization is carried out.
  • Discussion: participants discuss what they have learned and translate it into an essay writing the causes, consequences and possible solutions.

Example of social dramas

TOPIC : Typhoid fever


  1. Help students develop a systematic approach to problem solving.
  2. Learn to record vital signs and use them in diagnosing diseases.
  3. Gain experience in the diagnosis, treatment, and prevention of typhoid fever.


  • The patient
  • Parents or relatives of the patient
  • One or two health promoters


  • Paint 4 or 6 pink spots, about 3 mm each, on the chest of the “patient”.
  • Plan with the “sick person” and their “parents” how to act the role of a person with typhoid and what story to tell (flood, lack of latrines, work on coastal farms, etc. Whatever corresponds to the region where they live).
  • Advise the “patient” and the “parents” not to give any information unless the promoters ask them.
  • Have the “sick person” practice the artificial pulse until he can do it at the correct pace.


  • The parents enter with the “sick person” and report that he has a fever and that it has worsened in recent days. Now he is very weak and sick and does not eat. They have him wrapped in a blanket.
  • The students who play the role of promoters have not been informed what the disease is, and they try to find it using their books, asking questions and examining the “sick”.
  • Promoters take temperature and pulse using the dummy thermometer and the adjustable artificial pulse. The first time they find the following: temperature 40 ºC
  • pulse 82 per minute.
  • Because the fever is high, the promoters should ask the parents to uncover the sick person and give him aspirin and fresh water. Between them they can put fresh canvases on his chest and forehead.
  • Promoters must recognize that the pulse is below normal for a 40 ° C fever.
  • Half an hour later (as indicated by the simulated clock, which someone advances), the promoters take the temperature and the pulse again. Now they find them: temperature 39 ° C
  • pulse 88 per minute.
  • Promoters note that the pulse is faster now, although the temperature has dropped.
  • Participants can find several clues to guide them to consider typhoid fever.
  • The promoters make this probable diagnosis based on the history, examination and tests (taking the temperature and the pulse several times).
  • To review their diagnosis, they continue to take the “vital signs” (temperature, pulse and respiration) every half hour, and record the results in a simple chart.
  • By recording vital signs in this way, students can see how the pulse actually slows down as the temperature rises, which is a sign of typhoid (all students should practice writing these simple facts on the chart) .
  • The promoters decide the treatment, checking the medicines and the doses in the green pages of the DNHD book (or, if the family can afford the expense, they can decide to send the patient to a nearby hospital).
  • They discuss with the family the care for the sick, the causes, the development and the dangers of the disease. They explain what to do to avoid transmitting the disease to others.

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