The intersection of religion and homosexuality in the social work classroom: A drama-based approach.

摘要

This study examined the role of cognitive dissonance in conflict and the effectiveness of a drama based teaching methodology for resolution of this dissonance. Eighty Master of Social Work (MSW) students participated in a drama-based course exploring professional dissonance related to sexual orientation and religion. Fifty-two of these students consented to a content analysis of written course assignments. Themes of safety, distance, characterization and suspension of beliefs were related to engagement in attitude exploration and recognition of cognitive/attitude dissonance. Further, beginning insights regarding formation of empathy for previously rejected "others" were uncovered. Finally, an important pathway was noted from dissonance recognition and mediation to attitude change that supports affirmative practice behaviors. Further studies of the impact of drama-based methodologies on professional dissonance and concomitant practice behaviors are needed. Additionally, research related to empathy formation, and how drama based teaching methodologies support it, could provide critical guidance for social work education.