ROLE PLAY

INTRODUCTION
Role play is educational methods in which people spontaneously act out problems
of human relations and analyze the enactment with the help of other role players and observers.
Role-playing is the changing of one's behavior to assume a role, either unconsciously to fill a
social role, or consciously to act out an adopted role. Role playing is a learning structure that
allows students to immediately apply content as they are put in the role of a decision maker who
must make a decision regarding a policy, resource allocation, or some other outcome.

DEFINITION
“Role playing is a discussion technique that makes possible to get maximum participation of a
group through acting out an example of some problem or idea under discussion.”
Or
Role playing ‘as the changing of one’s behaviour to fulfil a social role’.
- Oxford English Dictionary

VALUES
• The actor really tries to feel the part of the character he is portraying and put himself in
that person’s situation.
• Adopting simulation techniques to solve problem.
• It is enjoyed by people who do it.
• It does not need equipment.
• It can be used to train in leadership skills.
• The student not only hears about a problem or tells about it, he lives through, it by acting
it out; he experiences it emotionally.
 • Develop new skills for dealing with problems in human relations.
• Understanding adequate awareness about social and psychological issues
• Understanding feeling and opinion of others.
• Developing interpersonal communication skills
• To encourage thinking and creativity.
• It is a way of presenting human relations problems, the students can experiment with
behaviour , make mistakes and try new skills.

PURPOSE
1. Role playing helps the students
 Develop real communication skills in leadership, interviewing and social
interaction and obtain constructive feedback from peers.
 Develop sensitivity to another’s feelings by having the opportunity to put oneself
in another’s place, by noting that there is a difference between what a person says
and what a person does and develop empathy and understanding.
 Develop skill in group problem solving.
 Develop ability to observe and analyze situations.
 Practice selected behaviours in a real life situation without the stress of making a
mistake.
2. Role playing helps the teacher
 Note the individual student need by observing an analyzing her needs in a
simulated real life situation.
 Assist the student in meeting her own needs by either giving her or encouraging
group members to give her on the spot suggestions.
 Encourage independent thinking and action by stepping aside or giving indirect
guidance.

PRINCIPLES
• Based on the philosophy.
• Should be flexible.
• Clarify our understanding of each other’s meanings.
 • Should be stimulant to think and should not be an escape from discipline.
• Require rehearsal
• Should be able to analyse and evaluate.
• Should be done for brief period.
ADVANTAGES
For students:-
• Develop communication skills, leadership, interviewing skills&
• Social interaction.
• Develop sensitivity to another’s

For teacher:-
• Note the individual student’s ability.
• Feeling by having the opportunity to put oneself in another’s place.
DISADVANTAGES
• Time consuming process
• It requires expert guidance and leadership.
• Sometimes participants may feel threatened.
• It is a failure when the group does not understand.
• Strongly depended on student’s imagination
• Require willing volunteers who would ready to act.
TYPES
It is a part of two broad methods
- Socio drama
- Psycho drama
• Socio drama:-
Deals with the interactions of people with other individuals or groups like mother,
nurse and leader. It always involves situations of more than one person and deals with problems
related to majority of the group.

• Psycho drama:-

Practiced in group setting, and is mainly concerned with unique needs and
problems of a particular individual. The audiences identify with roles in a role playing or critical
observations brings about learning.
POINTS TO REMEMBER WHILE DOING ROLE PLAYING
• There should never be one answer to a situation presented.
• The time of the play should be brief.
• Enough time should be allowed for discussion and analysis of the situation.
• Evaluation concerns the teacher and the participants through discussion or follow up as to
specific individual behaviour.

STEPS
1. Select a problem for role playing. It may be done by-
 The group leader, who recognize a problem that can be used effectively and
suggests it to the group.
 The group can list problems on the blackboard and decide which problem they
want to work out.
2. Set up the role playing scene-
 The group should come to a clear agreement on the chief objectives to be
realized in role playing.
 The group working together with the leader decides-
- What characters are to be involved.
- The attitudes and personalities of the characters.
- The setting of the story.
- The point on which the story should begin.
 The leader may brief the players on the situation, which they have decided
they want to portray.
 The player’s lines are never fixed but for just what the player thinks his
character would say in a given situation.
3. Getting underway in role playing-
 The role takers usually go out of the room and are a given a few minutes to
‘warm up’ or to get the feelings of the roles they are about to play.
 The role players should attempt to express the attitudes which the group has
-assigned to the various characters as well as to achieve the goals decided
upon.
  The story grows out of the natural reactions of the characters enacted in the
role playing.
4. The part the group plays-
 Those members not involved in the actual role playing act as observers. They
may be assigned to watch particular role players or to look for important
clues, which come out of role playing.

5. Cutting the role playing-

 The leader may cut at point where enough action has already occurred to
provide a basis for discussion.
6. After the role playing is cut-
 Get immediate reaction of the role players. How they felt in their roles and
how they responded to other responses in the scene.
 Use in the discussion the role name of each person so that the player will not
feel he is being evaluated.
7. The audience observers-
 The comments of the audience observers constitute the heart of the role
playing as a discussion technique.
- How did the group think the role was handled?
- What were the good points of the action?
- What were the poor points?
8. The role playing scene-
 It might be played by different people so that there might be a comparison of
the behaviours of different people.
9. Cautions in the use of role playing-
 Use ole play only if, when it will be useful.
 Be careful about the interpersonal relationship within the group.
 If there is a popular role, give it to a person with enough status in the group to
carry it successfully.
 10. Summarize-
 The leader sums up with the group the chief points or principles which have
come out in the role playing and the comments of the observers which follow.
 The comments on the specific problems should be related back to the more
general problem under consideration.

PROCESS
 Need- Develop within group, concerns all members.
 Role play- Explained as a method.
 Problem- Controversy and conflict
 Purpose- all members identify objectives
 Situation- specific attitudes and motivations delineated
 Casting role- Ask for volunteers. Provide atmosphere which allows for volunteering or
choosing actors. Do not use own names.
 Stooping- cut when purpose is achieved.
 Discussion and analysis- Actor discusses own performance first. Teacher encourages
discussion, but keeps in background.
 Evaluation- Observe whether the purpose is achieved or not.
CONCLUSION
Role playing is a learning structure that allows students to immediately apply content as they are
put in the role of a decision maker who must make a decision regarding a policy, resource
allocation, or some other outcome. Role-playing is the changing of one's behavior to assume a
role, either unconsciously to fill a social role, or consciously to act out an adopted role.
BIBLIOGRAPHY
 Aggarwal J.C. (1996). “Principles, methods & technique of teaching” (2nd edition) New

delhi vikas publishing house Pvt Ltd.

 Aggarwal J.C (2003). “Essentials of educational technology Teaching” (1st edition) New

delhi, Vikas Publishing house Pvt

 Mohanty Jaganath (2005). “Educational Technology” (2nd edition) New Delhi, Keep &

Deep publication Pvt Ltd.

 Siddiqi Nasim, Gaur Poonam (2004). “Educational Technology & Teaching Skills” (2nd

edition) New Delhi, DOABA house.

 K P Neerja (2003) “textbook of Nursing Education” (1st edition) New Delhi, jaypee.

 E. Lynne (2007) “Teaching Nursing developing a student centered learning environment

(3rd edition) New Delhi, Lippincott Williams.

 Taylor & Francis (2018) Journal of role play 13(4) 260-262.

 Palgrave macmillan (2017) journal of simulation& role play 11(42)1747-1749.

 https://serc.carleton.edu/introgeo/interactive/roleplay.html
 JABALPUR INSTIUTE OF NURSING
SCIENCES AND RESEARCH
SUBJECT ON –NURSING EDUCATION
TOPIC PRESENTATION ON
ROLE PLAY

Submitted To Submitted By
Mrs. SURBHI R.KEHERI miss PREETI SHARMA
Professor M sc (N) 1st year
Jinsar, Jinsar,