THE DIALOGUE AS A METHOD IN THE THEORY OF UPBRINGING: AN AUTHORIAL PSYCHODRAMATIC MODEL FOR PSYCHOLOGICAL AND SOCIO-PEDAGOGICAL SUPPORT OF PEDAGOGY STUDENTS THROUGH SYMBOLIC TRANSFORMATION OF FEARS
DOI:
https://doi.org/10.35120/sciencej0501053aKeywords:
Theory of upbringing, expressive arts therapy, symbolic transformation, teacher education, socio-pedagogical support, catharsis, self-regulation, reflective practice, holistic educationAbstract
This paper presents a pedagogical model that integrates the principles of psychodrama and expressive arts therapy within the classical framework of the pedagogical dialogue. The study investigates the potential of symbolic transformation as a pedagogical mechanism for reducing anxiety and enhancing emotional resilience among pedagogy students. Developed by Dr. Avi Abner and grounded in the theory of upbringing, the model unites cognitive, emotional, and social dimensions of learning through creative expression and reflective interaction. It introduces a holistic process in which dialogue becomes a transformative medium for self-awareness, emotional regulation, and personal growth. The research was conducted at Burgas State University “Prof. Dr. Assen Zlatarov” with students of pedagogy and social pedagogy in part-time study programmes, who participated in a structured pedagogical experiment. The findings demonstrated a clear reduction in students’ anxiety levels and an increase in emotional stability and self-reflective competence. These results validate the pedagogical significance of dialogical and creative approaches in shaping future educators who can maintain psychological balance and empathy in professional contexts. The proposed model contributes to contemporary pedagogical theory by bridging the artistic, emotional, and cognitive dimensions of education. It redefines the pedagogical dialogue as both a diagnostic and transformative tool, enabling future teachers to internalize mechanisms of self-regulation and emotional resilience. The study affirms that the integration of psychodramatic and art-therapeutic principles into teacher education represents a valuable innovation in developing reflective, emotionally mature, and socially responsive professionals.
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