Two frequently employed types of role playing, empirical and hypothetical, are defined and discussed with respect to the type of threat each poses to valid inference when used as substitutes for in vivo experimentation. (Author/AM)

Assigned 36 novice trainees to triads and to levels of ordinal position--counselor first, second, third--during role-play practice. Results showed no difference between the positions in trainees' reflection of feeling responses. There was a significant positive linear trend from first to third counselor role play, with improved reflection of…

A voluntary college orientation weekend which involved roleplaying activities through which the participants learned more about themselves, their companions, and their priorities is described. (JC)

Author suggests methods teachers may find valuable in helping children understand and deal with emotions. (Author/CB)

A look at how science fiction can be used in the classroom as an exercise in speculating on possible alternate futures. (AK)

Authors show that sociodrama can fill an important role by serving the useful purpose of helping to solve current educational problems and promote educational objectives. (Author/LF)

In doubling, the double served both as an auxiliary ego for the patient and as a model from which the withdrawn patient learned effective group participation skills. Results of the study demonstrated significant increases in participation for subjects in both experimental groups using doubling. (Author)

The problems encountered by a student teacher during a school strike are discussed. (CK)

Discusses the use of role playing in training and the reluctance of adults in classroom situations to participate. Presents guidelines to aid in the diagnosis and treatment of role-playing resistance syndrome. (JOW)

Describes a journalism class's visit to a sheriff's office, where students toured the facilities and role-played an arrest and booking situation. (TJ)

How vignettes of real-life situations provide good training tools. (Editor)

In a nursing theory course, the final exam consists of a role play in which students assume the identity of a theorist they have studied and answer questions in the context of that role. Questions are designed demonstrate their knowledge of major nursing theories and models and the relevance of theory to practice. (SK)