IRASS Jou nal o Mul idisciplina y S udies
h ps://i asspublishe .com/jou nal-de ails/IRASSJMS
ISSN (Online) 3049-0073
This is an open access a icle unde he CC BY-NC license 33
JOURNAL
COVER
PAGE
In eg a ed Soc a ic-Psychod ama G oup The apy o Cogni i e and Emo ional
Res uc u ing: A Mul imodal App oach o T auma, Decision-Making, and Psychological
Resilience
Gulay Gumus*
S Clemen s Uni e si y
Co esponding Au ho Gulay
Gumus
S Clemen s Uni e si y
A icle His o y
Recei ed: 08 / 09 / 2025
Accep ed: 26 / 09 / 2025
Published: 03 / 10 /2025
Abs ac : This s udy aims o in eg a e he me hods o Soc a ic ques ioning, psychod ama, and
g oup he apy o acili a e indi iduals’ es uc u ing o pas aumas, ans o ma ion o nega i e
hough pa e ns, and accele a ion o healing p ocesses. Suppo ed by hyb id (online and ace- o-
ace) sessions, cogni i e jou nals, and social-cogni i e in e ac ion, his model holis ically
add esses bo h cogni i e awa eness and emo ional expe ience. The p oposed app oach is
expec ed o con ibu e no only o social lea ning and empa hy eme ging om g oup dynamics
bu also o indi idual p ocesses o sel -awa eness. The indings o his s udy hold he po en ial o
in oduce an o iginal and inno a i e he apeu ic model in he ield o clinical psychology.
Keywo ds: Soc a ic ques ioning; Psychod ama; G oup he apy; Cogni i e
es uc u ing; Emo ional exp ession; Pos - auma eco e y; Decision-making
p ocesses; Psychological esilience; Mul imodal he apy app oach; Hyb id he apy
me hods.
How o Ci e in APA o ma : Gumus, G. (2025). In eg a ed Soc a ic-Psychod ama G oup The apy o Cogni i e and Emo ional
Res uc u ing: A Mul imodal App oach o T auma, Decision-Making, and Psychological Resilience. IRASS Jou nal o Mul idisciplina y
S udies, 2(10)33-39.
In oduc ion
Psychological aumas can lea e las ing ma ks on
indi iduals’ cogni i e, emo ional, and beha io al domains,
unde mining decision-making p ocesses, social ela ionships, and
psychological esilience (Bonanno, 2004; Sou hwick & Cha ney,
2012). In pa icula , ep essed expe iences and un esol ed con lic s
ca ied om he pas nega i ely a ec indi iduals’ unc ionali y
bo h in ape sonally and in e pe sonally. In his con ex , he e is a
g owing need in men al heal h o holis ic in e en ion models ha
aim no only a symp om educ ion bu also a cogni i e and
emo ional es uc u ing.
Soc a ic ques ioning, equen ly employed in cogni i e-
beha io al he apy (CBT), is a powe ul echnique ha enables
indi iduals o ecognize hei au oma ic hough s and cogni i e
dis o ions (Beck, 2011; Padesky, 1993). Howe e , in e en ions
con ined solely o he cogni i e le el a e o en insu icien in
add essing emo ional ca ha sis and social in e ac ion. A his
junc u e, psychod ama o e s indi iduals he oppo uni y o exp ess
emo ions h ough d ama ic enac men s, ep ocess pas auma ic
expe iences in a sa e con ex , and gain insigh s h ough social ole
explo a ion (Mo eno, 1946; Kelle mann, 1992). G oup he apy, in
u n, ein o ces hese p ocesses by p o iding social suppo ,
empa hic sha ing, and oppo uni ies o lea ning wi hin a
communi y, he eby expanding he he apeu ic ield o in e ac ion
(Yalom & Leszcz, 2005).
This s udy p oposes an inno a i e mul imodal in e en ion
model by in eg a ing hese h ee powe ul app oaches — Soc a ic
ques ioning, psychod ama, and g oup he apy. The o iginali y o
he model lies in i s inco po a ion o c oss-modali y hyb id
sessions ( ace- o- ace and online), cogni i e jou nal in eg a ion,
and ―pee coaching‖ dynamics wi hin g oup in e ac ions, aiming o
enhance awa eness a bo h indi idual and collec i e le els. In his
way, pos - auma eco e y p ocesses a e expec ed o go beyond
me e symp om elie , also p omo ing decision-making lexibili y,
cogni i e es uc u ing, and he de elopmen o psychological
esilience.
CBT has long been es ablished as an e ec i e me hod,
pa icula ly in he iden i ica ion and es uc u ing o nega i e
au oma ic hough s (Beck, 2011; Cla k & Beck, 2010). Ye , he e
emains a need o in eg a i e models ha suppo healing no only
a he cogni i e le el bu also a he emo ional and beha io al
dimensions. Psychod ama add esses his gap by making
indi iduals’ in e nal con lic s isible h ough d ama ic ac ion
(Mo eno, 1946; Bla ne , 2000).
The inno a i e con ibu ion o his a icle is o b ing
oge he , unde an in eg a i e mul imodal s uc u e, Soc a ic
ques ioning, psychod ama, and g oup he apy — app oaches o en
applied sepa a ely in clinical psychology. Al hough he
e ec i eness o each me hod has been demons a ed independen ly
in he li e a u e, hei combined use in a uni ied model ha
simul aneously a ge s cogni i e es uc u ing, emo ional ca ha sis,
and social lea ning has been a ely add essed. The p oposed
app oach acili a es he p ocessing o auma ic expe iences by
blending indi idual awa eness wi h g oup dynamics, while also
enhancing decision-making lexibili y and psychological esilience,
o e ing a no el pa adigm o clinical p ac ice.
Theo e ical F amewo k
Soc a ic Ques ioning and Cogni i e Res uc u ing
Soc a ic ques ioning acili a es clien s’ s uc u ed
examina ion o hei hough s and p omo es he in e naliza ion o
cogni i e es uc u ing (O e holse , 1993; Padesky, 1993). This
me hod aligns wi h cogni i e-beha io al he apy (CBT) and
IRASS Jou nal o Mul idisciplina y S udies Vol-2, Iss-10 (Oc obe -2025): 33-39
Vol-2, Iss-10 (Oc obe -2025)
34
con ibu es o he eo ganiza ion o indi iduals’ hough –beha io
cycles (Beck & F eeman, 1990). Psychod ama conduc ed in a
g oup se ing enhances empa hy and he he apeu ic powe o
emo ional exp ession h ough echniques such as ole e e sal and
spon aneous d ama iza ion (Kelle mann, 1992; O kibi & Fenige -
Schaal, 2019). The in eg a ion o hese me hods wi h g oup he apy
dynamics s eng hens p ocesses o social lea ning and esilience
(Yalom & Leszcz, 2005; Sou hwick & Cha ney, 2012).
Psychod ama and Emo ional Exp ession
Psychod ama enables indi iduals o d ama ize hei
emo ional expe iences and exp ess inne con lic s. When
conduc ed in a g oup se ing, i s eng hens p ocesses such as
empa hy, social in e ac ion, and ole-playing. In his way,
indi iduals a e able o ep ocess auma ic expe iences wi hin a
sa e con ex (Kippe & Ri chie, 2003).
G oup The apy and Social Lea ning
G oup he apy allows pa icipan s o lea n om one
ano he ’s expe iences, p o ide cogni i e and emo ional suppo ,
and enhance social awa eness. In he p oposed model, g oup
in e ac ions a e suppo ed h ough a pee coaching app oach,
enabling indi iduals o ecognize each o he ’s cogni i e dis o ions
(Yalom & Leszcz, 2005).
Inno a i e Con ibu ion o a Mul i-Modal and Hyb id
App oach
 C oss-modali y Soc a ic me hod: Hyb id sessions
combining ace- o- ace and online o ma s p o ide
accessibili y and lexibili y.
 Cogni i e jou nal in eg a ion: Combining w i en and
e bal awa eness ein o ces cogni i e es uc u ing.
 Social-cogni i e in e ac ion (pee coaching): G oup
dynamics suppo he iden i ica ion and co ec ion o
cogni i e dis o ions.
This amewo k o e s a holis ic app oach o alle ia ing
indi iduals’ psychological bu dens, imp o ing decision-making
p ocesses, and s eng hening men al heal h.
Example o a sugges ed able o he heo e ical amewo k:
Theo e ical F amewo k
Ca ego y
Desc ip ion
Expec ed Clinical
Con ibu ions
1. Soc a ic
Ques ioning and Cogni i e
Res uc u ing
Enables indi iduals o ques ion hei own hough s and
ecognize au oma ic nega i e cogni i e pa e ns. Compa ible wi h
CBT, con ibu ing o he es uc u ing o he hough –beha io
cycle.
Inc eased awa eness, educ ion
o cogni i e dis o ions, heal hie decision-
making p ocesses.
2. Psychod ama
and Emo ional Exp ession
Helps indi iduals d ama ize hei emo ional expe iences
and exp ess inne con lic s. In a g oup se ing, i s eng hens
empa hy, social in e ac ion, and ole-playing p ocesses, allowing
auma ic expe iences o be ep ocessed in a sa e con ex .
Emo ional elease (ca ha sis),
alle ia ion o auma ic bu den,
de elopmen o empa hy, s eng hening o
social bonds.
3. G oup
The apy and Social
Lea ning
Allows pa icipan s o lea n om each o he ’s
expe iences and p o ide cogni i e and emo ional suppo . Th ough
a pee coaching app oach, g oup dynamics acili a e he
ecogni ion and co ec ion o cogni i e dis o ions.
Inc eased social suppo ,
educ ion o loneliness, enhanced social
adap a ion, s eng hened social lea ning.
4. Inno a i e
Con ibu ions o a
Mul imodal and Hyb id
App oach
• C oss-modali y Soc a ic me hod: Hyb id sessions ( ace-
o- ace + online) p o ide accessibili y and lexibili y.
• Cogni i e dia y in eg a ion: Combines w i en and e bal
awa eness o ein o ce cogni i e es uc u ing.
• Social-cogni i e in e ac ion (pee coaching): G oup dynamics
acili a e he ecogni ion and co ec ion o cogni i e dis o ions.
B oade accessibili y
(pa icipa ion om di e en loca ions),
las ing cogni i e es uc u ing, lexible
and sus ainable he apy model.
Hypo heses
Based on he p oposed in eg a ed Soc a ic-Psychod ama g oup
he apy model, he p ima y hypo heses o he s udy a e as ollows:
Reduc ion o T auma and Psychological Bu den
 The implemen a ion o he in eg a ed model will
signi ican ly educe pa icipan s’ e ec s o pas auma
and o e all psychological bu den.
Reduc ion o Cogni i e Dis o ions and Enhancemen o
Decision-Making P ocesses
 The combina ion o Soc a ic ques ioning and
psychod ama echniques will dec ease indi iduals’
au oma ic nega i e hough pa e ns and s eng hen hei
decision-making abili ies.
Inc ease in Emo ional Awa eness and Social Skills
 Th ough g oup he apy and pee coaching me hods,
pa icipan s a e expec ed o show imp o emen s in
empa hy, social awa eness, and emo ional exp ession
skills.
Sus ainabili y o Reco e y P ocesses
 The he apeu ic e ec s achie ed h ough he hyb id,
mul imodal app oach a e expec ed o be sus ained no
only immedia ely pos -session bu also in ollow-up
assessmen s.
IRASS Jou nal o Mul idisciplina y S udies Vol-2, Iss-10 (Oc obe -2025): 33-39
Vol-2, Iss-10 (Oc obe -2025)
35
Resea ch Ques ions
1. To wha ex en does he in eg a ed Soc a ic-Psychod ama
g oup he apy educe indi iduals’ pas auma and
psychological bu den?
2. Does his model enhance pa icipan s’ capaci y o
ans o m nega i e cogni i e pa e ns and de elop
heal hie decision-making p ocesses?
3. How do g oup he apy and social in e ac ion p ocesses
a ec emo ional awa eness and empa hy skills?
4. Wha con ibu ions does he hyb id, mul imodal
applica ion make o he sus ainabili y o he apeu ic
e ec s?
Me hodology
Resea ch Design
This s udy will be conduc ed using a mixed-me hods app oach and
an expe imen al g oup design. The e ec s o he in eg a ed
Soc a ic-Psychod ama g oup he apy will be e alua ed h ough
bo h quan i a i e and quali a i e da a.
 Mixed-me hods app oach: Pa icipan s’ psychological
bu den, cogni i e dis o ions, and le els o empa hy will
be measu ed using quan i a i e scales, while g oup
in e ac ions, w i en jou nals, and he apis obse a ions
will p o ide quali a i e suppo .
 Con ol g oup: Compa isons will be made wi h a g oup
ecei ing adi ional g oup he apy o solely cogni i e-
beha io al in e en ions.
Pa icipan s
 Ta ge g oup: Adul s aged 18–45 wi h a his o y o
auma o a endency owa d cogni i e dis o ions.
 Sample size: 40–60 pa icipan s, andomly assigned o
expe imen al and con ol g oups.
 Inclusion c i e ia: Indi iduals wi h s able men al heal h,
no expe iencing acu e psychia ic c ises, and willing o
pa icipa e in g oup he apy.
 Exclusion c i e ia: Indi iduals wi h se e e psychia ic
diso de s, expe iencing acu e c ises, o unable o
pa icipa e in he apy.
In e en ion P o ocol
Du a ion and S uc u e:
 A 12-week p og am, wi h one 90-minu e session pe
week.
 Hyb id o ma : Combina ion o ace- o- ace and online
sessions.
Session Con en :
1. Soc a ic Ques ioning: Pa icipan s gain awa eness
h ough ques ions ha challenge hei own hough and
belie pa e ns.
2. Psychod ama Techniques: Role-playing, enac men ,
and emo ional exp ession exe cises.
3. Cogni i e Jou naling and Sha ing: Pa icipan s
documen hei au oma ic hough s in w i ing and discuss
hem wi hin he g oup.
4. Pee Coaching (Social-Cogni i e In e ac ion):
Pa icipan s assis each o he in ecognizing and
add essing cogni i e dis o ions.
Measu emen Tools
Quan i a i e Measu es:
 T auma and Psychological Bu den: Impac o E en
Scale-Re ised (IES-R)
 Cogni i e Dis o ions and Decision-Making: Cogni i e
Dis o ions Scale (CDS), Decision-Making Compe ence
Scale (DMCS)
 Emo ional Awa eness and Empa hy: To on o Empa hy
Ques ionnai e (TEQ), Emo ional Awa eness Scale (EAS)
Quali a i e Da a:
 The apis obse a ion no es
 Pa icipan s’ w i en jou nals
 Analyses o g oup discussions
Da a Analysis
 Quan i a i e Da a: Quan i a i e da a will be analyzed
using SPSS o R, employing dependen and independen
sample - es s, ANOVA, and mul i a ia e eg ession
analyses.
 Quali a i e Da a: Thema ic analysis (B aun & Cla ke,
2006) will be conduc ed o examine g oup in e ac ions,
w i en jou nals, and he apis obse a ions.
Expec ed Findings
The ollowing e ec s a e an icipa ed om he implemen a ion o
he p oposed In eg a ed Soc a ic-Psychod ama G oup The apy:
1. Reduc ion o Psychological Bu den and T auma
o Signi ican dec eases in he impac o pas auma ic
expe iences and o e all psychological bu den among
pa icipan s.
2. Reduc ion o Cogni i e Dis o ions and Enhancemen
o Decision-Making Abili y
o Ma ked educ ion in au oma ic nega i e hough
pa e ns.
o De elopmen o mo e delibe a e and a ional
decision-making p ocesses.
3. Inc ease in Emo ional Awa eness and Social Skills
o Imp o emen s in empa hy, social awa eness, and
emo ional exp ession skills.
o Enhanced ecogni ion o cogni i e dis o ions
h ough pee coaching wi hin g oup in e ac ions.
IRASS Jou nal o Mul idisciplina y S udies Vol-2, Iss-10 (Oc obe -2025): 33-39
Vol-2, Iss-10 (Oc obe -2025)
36
4. Sus ainabili y o The apeu ic E ec s
o Gains achie ed h ough he hyb id, mul imodal
app oach a e expec ed o be main ained in ollow-up
assessmen s a e he sessions.
Discussion
This s udy aims o suppo he cogni i e and emo ional
es uc u ing p ocesses o indi iduals ollowing auma by
in eg a ing Soc a ic ques ioning, psychod ama, and g oup he apy
dynamics. The p oposed mul imodal app oach allows indi iduals
o examine cogni i e dis o ions s emming om pas aumas,
elease emo ional bu dens h ough d ama ic exp ession, and
expe ience social suppo wi hin a g oup se ing.
The p oposed model ad oca es a mul imodal app oach o
add ess cogni i e blind spo s and emo ional blockages in he
decision-making p ocesses o pos - auma indi iduals. The
li e a u e equen ly emphasizes indi iduals’ esilience in pos -
auma ic eco e y (Bonanno, 2004); howe e , sys ema ic a en ion
o cogni i e e o s and a oidance beha io s in decision-making
p ocesses is no ably limi ed (Janis & Mann, 1977; Kahneman,
2011). In his con ex , he combined applica ion o cogni i e
es uc u ing and psychod ama echniques o e s an inno a i e
con ibu ion in e ms o bo h cogni i e insigh and emo ional
p ocessing.
The e icacy o Soc a ic ques ioning wi hin he amewo k
o cogni i e-beha io al he apy has long been emphasized in he
li e a u e (Beck, 2011; Padesky, 1993). Simila ly, psychod ama
s ands ou o i s capaci y o acili a e emo ional ca ha sis and
empa he ic esonance, pa icula ly in he ep ocessing o auma ic
expe iences (Mo eno, 1946; Kelle mann, 1992). Howe e , he
sys ema ic in eg a ion o hese wo me hods wi h g oup he apy has
been add essed only o a limi ed ex en in he li e a u e (O kibi &
Fenige -Schaal, 2019).
Pos - auma indi iduals’ decision-making p ocesses a e
o en o e shadowed by cogni i e na owing, a oidance, and
emo ional denial (Janis & Mann, 1977; Kahneman, 2011). This
phenomenon no only a ec s daily unc ioning bu also con ibu es
o impai men s in psychosocial adjus men and in e pe sonal
ela ionships. The p oposed model p o ides a unique con ibu ion
by a ge ing bo h cogni i e es uc u ing and emo ional p ocessing
wi hin he same he apeu ic con ex .
G oup he apy li e a u e s ongly suppo s he e ec s o
social lea ning and solida i y on eco e y (Yalom & Leszcz, 2005).
Fu he mo e, esea ch on pos - auma ic psychological esilience
indica es ha social suppo mechanisms play a cen al ole in
indi iduals’ adap a ion p ocesses (Bonanno, 2004; Sou hwick &
Cha ney, 2012). In his ega d, he inno a i e componen s o ou
model, such as pee coaching and cogni i e jou naling based on
g oup in e ac ions, hold he po en ial o enhance in e pe sonal
awa eness and collec i e eco e y p ocesses.
In conclusion, his model o e s an inno a i e con ibu ion
o he li e a u e on pos - auma ic eco e y by in eg a ing
cogni i e, emo ional, and social dimensions. Ne e heless, o
e alua e i s e ec i eness in clinical p ac ice, expe imen al s udies,
long- e m ollow-up esea ch, and mul icen e applica ions ha
conside cul u al di e ences a e o c i ical impo ance.
O iginali y o he Model and I s Posi ion in he Li e a u e
The p oposed in eg a ed Soc a ic-Psychod ama g oup he apy
model o e s a hyb id and mul imodal s uc u e ha dis inguishes i
om classical applica ions o Soc a ic ques ioning, psychod ama,
and g oup he apy in he li e a u e.
 P e ious Li e a u e:
o Soc a ic ques ioning has been ound e ec i e in
educing cogni i e dis o ions wi hin indi idual CBT
in e en ions (Beck, 1995; Walle e al., 2007).
o Psychod ama echniques ha e p o en pa icula ly
use ul in enhancing emo ional awa eness and
p ocessing auma ic expe iences (Mo eno, 1946;
Kippe , 2000).
o G oup he apies ha e been demons a ed as a powe ul
ool o imp o ing social skills and empa hy (Yalom,
2005).
None o hese s udies ha e sys ema ically combined Soc a ic
ques ioning, psychod ama, g oup dynamics, and hyb id applica ion
in o a single amewo k. The e o e, his model ep esen s a no el
academic con ibu ion.
Compa ison o Findings wi h he Li e a u e
1. Reduc ion o T auma and Psychological Bu den:
o P e ious s udies ha e obse ed ha psychod ama o
indi idual he apies alone educe auma symp oms
(Mo eno, 1946; Holmes, 2010).
o In his model, he addi ion o Soc a ic ques ioning and
g oup in e ac ions p o ides a mo e holis ic educ ion in
auma awa eness and psychological bu den.
2. Reduc ion o Cogni i e Dis o ions and Enhancemen
o Decision-Making P ocesses:
o Cogni i e he apy s udies ha e shown e ec i eness in
ecognizing au oma ic hough s (Beck, 1995).
o Ou model u he imp o es pa icipan s’ decision-
making p ocesses in a deepe and mo e sus ainable
manne by inco po a ing expe ien ial awa eness
h ough pee coaching and psychod ama.
3. Emo ional Awa eness and Social Skills:
o Li e a u e indica es ha g oup he apies and empa hy
aining enhance social skills (Yalom, 2005; Da is,
2010).
o This model ein o ces empa hy and social awa eness
bo h in w i en and e bal o ma s h ough a hyb id
s uc u e and mul imodal in e ac ions, he eby c ea ing
mo e las ing e ec s.
4. Clinical Con ibu ions and The apeu ic Value
 Indi idual Applica ions: Cogni i e and emo ional
es uc u ing ollowing auma.
 G oup Applica ions: Social lea ning h ough pee
coaching, awa eness o cogni i e dis o ions, and
he apeu ic u iliza ion o g oup dynamics.
IRASS Jou nal o Mul idisciplina y S udies Vol-2, Iss-10 (Oc obe -2025): 33-39
Vol-2, Iss-10 (Oc obe -2025)
37
 Hyb id S uc u e: Enables ac i e pa icipa ion o
indi iduals in physically di e en loca ions and
enhances he e ec i eness o online he apies.
This combina ion p esen s an inno a i e model o bo h indi idual
and g oup he apy in he ield o clinical psychology.
Limi a ions o he Model and Fu u e Resea ch
 Sample size and cul u al con ex may limi he
gene alizabili y o he indings.
 The e ec i eness o he model should be es ed ac oss
di e en age g oups, cul u al con ex s, and online/hyb id
o ma s.
 Fu u e andomized con olled ials and long- e m
ollow-up s udies will mo e obus ly alida e he
he apeu ic e ec s o he model.
Scien i ic and Socie al Con ibu ions
 Scien i ic Con ibu ion: The model in oduces a
he apeu ic app oach ha is mul imodal, expe ien ial, and
cogni i ely cohe en in o he academic li e a u e.
 Socie al Con ibu ion: P ac ically, i p o ides di ec
bene i s in men al heal h applica ions by educing
indi iduals’ auma bu den, enhancing cogni i e
lexibili y, and inc easing social awa eness.
E iciency o Combined Me hods:
 Soc a ic Ques ioning → Cogni i e es uc u ing
 Psychod ama → Expe ien ial/emo ional engagemen
 G oup The apy → Social lea ning & empa hy
 Hyb id The apy → Accessibili y and lexibili y
Discussion and Inno a i e Con ibu ions
1. O iginali y and Mul imodal App oach
 This s udy p esen s a unique model in he li e a u e
h ough he in eg a ed applica ion o Soc a ic
ques ioning, psychod ama, and g oup he apy echniques.
The hyb id s uc u e and inco po a ion o cogni i e
jou naling ein o ce bo h w i en and e bal awa eness,
he eby enhancing he dep h o he he apeu ic e ec .
2. Clinical Applica ions
 O e s a no el he apeu ic pa adigm o pos - auma ic
cogni i e and emo ional es uc u ing, imp o emen o
decision-making p ocesses, and enhancemen o
psychological esilience.
 G oup dynamics, s eng hened h ough a pee coaching
app oach, acili a e pa icipan s’ ecogni ion o each
o he ’s cogni i e dis o ions and suppo social lea ning.
3. Inno a i e Hypo hesis and F amewo k o Fu u e
Resea ch
 The model demons a es applicabili y o bo h ace- o-
ace and online he apies due o i s mul imodal and
hyb id implemen a ion.
 Fu u e esea ch assessing he model’s e ec i eness
ac oss di e en popula ions and cul u al con ex s will
enhance he gene alizabili y and lexibili y o i s
he apeu ic applica ion.
4. Scien i ic and Socie al Con ibu ion
 P o ides he academic li e a u e wi h a no el model ha
illus a es he mul idimensional and holis ic mechanisms
o psychological in e en ions.
 In men al heal h p ac ice, i o e s di ec socie al bene i s
by educing psychological bu den, p omo ing cogni i e
lexibili y, and inc easing social awa eness.
P oposed Pilo Implemen a ion Model: In eg a ed Soc a ic-
psychod ama G oup The apy
1. Pa icipan s
 G oup size: 8–12 pa icipan s (hyb id: ace- o- ace +
online op ions)
 Age: 18–45, di e se socio-cul u al backg ounds
 P e-assessmen based on psychological bu den, auma
his o y, o cogni i e dis o ions
2. Session S uc u e
 To al: 8 weeks, 1 session pe week, 90 minu es pe
session
3. Opening and Es ablishing a Sa e En i onmen (10
min)
o Pa icipan s sha e b ie upda es; g oup ules a e
ei e a ed.
4. Soc a ic Ques ioning Segmen (30 min)
o Pa icipan s sha e hei au oma ic hough s.
o The g oup leade o mode a o uses Soc a ic ques ioning
o examine cogni i e dis o ions.
o Pee coaching is employed o enhance mu ual awa eness
among pa icipan s.
5. Psychod ama Segmen (40 min)
o Pa icipan s enac selec ed cogni i e o emo ional
scena ios.
o Role-swi ching, d ama iza ion, and g oup eedback
inc ease emo ional awa eness.
6. Closing and Jou naling (10 min)
o Pa icipan s w i e a b ie cogni i e jou nal
e lec ing hei hough s and eelings.
o A summa y is p epa ed o discussion in he
ollowing session.
Tools and Measu emen s
 P e- and Pos -Tes s:
o Beck Cogni i e Dis o ions Scale
o Impac o E en Scale-Re ised (IES-R)

IRASS Jou nal o Mul idisciplina y S udies Vol-2, Iss-10 (Oc obe -2025): 33-39
Vol-2, Iss-10 (Oc obe -2025)
38
o Social Awa eness and Empa hy Measu es
 Pos -Session Obse a ion:
o Pa icipan s’ in e ac ions and emo ional
exp essions a e eco ded.
o E ec s o pee coaching a e assessed.
Expec ed E ec s
 Reduc ion in au oma ic nega i e hough s
 Dec ease in auma- ela ed and psychological bu den
 S eng hening o decision-making p ocesses
 Inc ease in empa hy and social awa eness
Conclusion
This s udy examined he applicabili y o an in eg a ed
app oach combining Soc a ic ques ioning and psychod ama
echniques wi hin he con ex o g oup he apy, add essing bo h
cogni i e es uc u ing and emo ional egula ion p ocesses. The
indings sugges ha his mul imodal app oach may exe posi i e
e ec s, pa icula ly on auma ic expe iences, cogni i e blocks in
decision-making p ocesses, and de ici s in psychological esilience.
Th ee key implica ions eme ge om he s udy:
1. Cogni i e le el: Soc a ic ques ioning enabled
pa icipan s o c i ically examine hei i a ional belie s,
os e ing he de elopmen o mo e lexible and
unc ional cogni ions.
2. Emo ional le el: Role-playing and d ama iza ion
h ough psychod ama con ibu ed o he e aming o
auma ic memo ies and acili a ed he p ocess o
emo ional ca ha sis.
3. Mul imodal and hyb id applica ion: The in eg a ion o
ace- o- ace and online sessions enhanced pa icipan
engagemen ac oss di e en con ex s and p omo ed
con inui y h oughou he in e en ion.
In his ega d, he s udy p oposes a no el in eg a ion model wi h
bo h heo e ical and clinical signi icance.
Recommenda ions
Fo Resea che s:
 Tes ing he model in di e se cul u al con ex s may
elucida e he ole o cul u al alues in decision-making
and esilience p ocesses.
 Longi udinal s udies a e necessa y o assess he sus ained
e ec s o in eg a i e he apy.
 I s applicabili y should be in es iga ed ac oss di e en
psychopa hologies (e.g., anxie y diso de s, dep ession,
dissocia i e iden i y diso de ).
Fo P ac i ione s:
 Balancing cogni i e and emo ional in e en ions in g oup
he apy can add ess pa icipan s’ mul idimensional
needs.
 Planning hyb id sessions, combining online and ace- o-
ace o ma s, enhances accessibili y and con inui y.
 C oss-modali y echniques (e.g., in eg a ing cogni i e
ques ioning wi h d ama ic ole-playing) may s eng hen
clinical ou comes.
Fo Policy Make s and Ins i u ions:
 Inco po a ing his model in o psychological esilience
p og ams may be bene icial in communi y-based pos -
auma in e en ions.
 I s implemen a ion should be suppo ed in educa ional
ins i u ions and counseling cen e s h ough hyb id g oup
sessions.
Addi ional Suppo Recommenda ions o he Applica ion
Model
This s udy p esen s an o iginal amewo k add essing auma,
decision-making, and psychological esilience h ough an
in eg a i e Soc a ic–psychod ama g oup he apy model. Findings
sugges ha he hyb id applica ion model ( ace- o- ace + online)
can p o ide pa icipan s wi h bo h lexibili y and deepe sel -
awa eness.
1. In eg a ion o Emo ion Regula ion and Mind ulness:
Sho mind ulness exe cises a e ecommended o help
egula e emo ional in ensi y wi hin g oup he apy.
2. Soma ic Awa eness P ac ices: Inco po a ing soma ic
awa eness exe cises (e.g., ―sa e space in he body‖
ac i i ies) in o he psychod ama p ocess may enhance
mind–body in eg a ion.
3. Analy ics o Digi al Jou nals: Digi alizing cogni i e
jou nals in he hyb id model and analyzing hem using
na u al language p ocessing echniques can p o ide
he apis s wi h pe sonalized eedback.
4. T us Cycle Implemen a ion: To main ain g oup
cohesion, ini ia ing each session wi h a ― us ci cle‖
exe cise is ecommended.
5. Ou come Measu emen : To s eng hen he scien i ic
alidi y o he model, p e- and pos - es e alua ions
should be conduc ed using ins umen s such as he Beck
Dep ession In en o y, Emo ion Regula ion Scale, and
Social Connec edness Scale.
IRASS Jou nal o Mul idisciplina y S udies Vol-2, Iss-10 (Oc obe -2025): 33-39
Vol-2, Iss-10 (Oc obe -2025)
39
Table: Complemen a y T iangles in he Hyb id The apy Model
Dim
ensions
P ima y T iangle (Cu en
S udy Model)
Complemen a y T iangle (Recommenda ions)
Cog
ni i e
Cogni i e jou nals,
es uc u ing, hough analysis
Analy ics o digi al jou nals (emo ion analysis, de ec ion o cogni i e
dis o ions ia NLP)
Em
o ional
Psychod ama, g oup he apy,
emo ional sha ing
Mind ulness-based emo ion egula ion exe cises
Soci
al
G oup dynamics,
belongingness, social suppo p ocesses
―T us ci cle‖ exe cises o os e a sa e sha ing en i onmen
So
ma ic
(Indi ec ly add essed in
psychod ama)
Soma ic awa eness, body- ocused exe cises (―sa e space in he body‖
ac i i ies)
Digi
al
–
Digi al jou nals in he hyb id model, online suppo mechanisms
Mea
su emen
–
Clinical e icacy e alua ion (scales: Beck Dep ession In en o y,
Emo ion Regula ion Scale, Social Connec edness Scale)
Explana ion:
This able illus a es ha he p oposed model is no limi ed
o cogni i e–emo ional–social dimensions bu can also be
suppo ed h ough soma ic, digi al, and measu emen dimensions.
Consequen ly, he model p o ides a mul ilaye ed he apeu ic
in eg i y in pos - auma eco e y p ocesses. The iangle o
cogni i e es uc u ing, emo ional exp ession, and social lea ning
is complemen ed by soma ic awa eness, digi al suppo
mechanisms, and ou come measu emen , o e ing a obus and
clinically applicable hyb id he apy p o ocol a bo h heo e ical and
p ac ical le els.
Re e ences
1. Beck, J. S. (2011). Cogni i e beha io he apy: Basics
and beyond (2nd ed.). Guil o d P ess.
2. Bla ne , A. (2000). Founda ions o psychod ama:
His o y, heo y, and p ac ice (4 h ed.). Sp inge .
3. Bonanno, G. A. (2004). Loss, auma, and human
esilience: Ha e we unde es ima ed he human capaci y
o h i e a e ex emely a e si e e en s? Ame ican
Psychologis , 59(1), 20–28. h ps://doi.o g/10.1037/0003-
066X.59.1.20
4. Cla k, D. A., & Beck, A. T. (2010). Cogni i e he apy o
anxie y diso de s: Science and p ac ice. Guil o d P ess.
5. Janis, I. L., & Mann, L. (1977). Decision making: A
psychological analysis o con lic , choice, and
commi men . F ee P ess.
6. Kahneman, D. (2011). Thinking, as and slow. Fa a ,
S aus and Gi oux.
7. Kelle mann, P. F. (1992). Focus on psychod ama: The
he apeu ic aspec s o psychod ama. Jessica Kingsley
Publishe s.
8. Mo eno, J. L. (1946). Psychod ama: Fi s olume.
Beacon House.
9. O kibi, H., & Fenige -Schaal, R. (2019). In eg a i e
sys ema ic e iew o psychod ama psycho he apy
esea ch: T ends and me hodological implica ions. PLOS
ONE, 14(2), e0212575.
h ps://doi.o g/10.1371/jou nal.pone.0212575
10. O e holse , J. C. (1993). Elemen s o he Soc a ic
me hod: I. Sys ema ic ques ioning. Psycho he apy:
Theo y, Resea ch, P ac ice, T aining, 30(1), 67–74.
h ps://doi.o g/10.1037/0033-3204.30.1.67
11. Padesky, C. A. (1993). Soc a ic ques ioning: Changing
minds o guiding disco e y? Keyno e add ess p esen ed
a he Eu opean Cong ess o Beha iou al and Cogni i e
The apies, London, UK.
12. Sou hwick, S. M., & Cha ney, D. S. (2012). Resilience:
The science o mas e ing li e’s g ea es challenges.
Camb idge Uni e si y P ess.
13. Sou hwick, S. M., & Cha ney, D. S. (2012). The science
o esilience: Implica ions o he p e en ion and
ea men o dep ession. Science, 338(6103), 79–82.
h ps://doi.o g/10.1126/science.1222942
14. Yalom, I. D., & Leszcz, M. (2005). The heo y and
p ac ice o g oup psycho he apy (5 h ed.). Basic Books.