Certifications

The purpose of the Board is to promote and protect the level of psychodrama training in its area of activity.

In order to achieve its purpose the board:

Sets requirements for two levels of training: Certified Practitioner (CP) and Trainer,
Educator and Practitioner (TEP).
Issues the title of Trainer, Educator and Practitioner (TEP) after the requirements have been met. The title will be used in English alongside with national title.
Authorises the member institutes to grant the title of Certified Practitioner (CP) after the requirements have been met. The title will be used alongside with national title.
Organizes conferences/seminars for CPs and TEPs.
Organizes TEP examinations.

Certified practitioner (CP)

A Certified Practitioner (CP) has been professionally trained and supervised in psychodrama, sociometry, sociodrama and group psychotherapy by an institute or organization recognized by The Nordic-Baltic Board of Examiners in Psychodrama, Sociometry & Group Psychotherapy (NBBE). This institute or organization has met professional standards and has successfully fulfilled the examination requirements established by NBBE.

The law of each country governs all requirements from the NBBE. The candidate for CP must have a degree or diploma from an institute or university relevant to the candidate’s area of practice. NBBE will make exceptions to this rule with people who have shown excellent talent for psychodrama (according to the CP competences, including skills, knowledge and attitudes described in Appendix A), but are lacking such qualification. Further restrictions and requirements could be set by the member institutes.

CP is a certified professional working with groups and individuals using psychodrama, sociometry and (inter-)action methods based on J.L. Moreno’s philosophy of spontaneity-creativity and role theory.

The role of the psychodramatist develops throughout the education. The trainer’s role is to help the students, or create an environment that helps the students, to move from role-taking through role-playing to role-creation and to shift role from student to colleague.

Trainer’s challenge is to not get stuck in the Frankenstein syndrome. The Frankenstein syndrome means: to awaken and feed “dead meat” or crystalized creativity, and basically trying to get the students to do more of the same but without a “deeper” understanding; giving them knowledge without role transformation.

Titles given by different NBBE member institutes on the bath to CP:

Finnish Psychodrama Institute

Ryhmänohjaaja (Group Leader) – 30 + 30 ECTS
TRO Toiminnallisen ryhmätyön ohjaaja (Group Leader of Action Methods) – 20 ECTS
Psykodraamaohjaaja (Psychodrama Director) – 60 ECTS
Psykodraamaohjaaja CP (Psychodrama Director CP) – 60 ECTS

Latvian Moreno Institute

Asistenta kvalifikācija psihodrāmā, sociometrijā un grupu psihoterapijā (Assistant in Psychodrama, Sociometry and Group Psychotherapy)
Līdera kvalifikācija psihodrāmā, sociometrijā un grupu psihoterapijā (Leader in psychodrama, sociometry and group psychotherapy)
Psihodrāmas režisora kvalifikācija psihodrāmā, sociometrijā un grupu psihoterapijā (Certified Practitioner in psychodrama, sociomery and group psychoterapy)

Norwegian Moreno House:

Psykodrama Assistent
Psykodramaleder /Psykodrama terapeut
Psykodramaregissør /Certified practitioner

Swedish Moreno Institute

Psychodrama assistant director
Psychodrama leader
Certified practitioner

Tallinn Psychodrama School

(Practical Group Leading and Sociometry)
(Psychodrama Group Leader. Supervisor and coach)
(Psychodrama CP Certified Practitioner)

Tartu Psychodrama Institute:

Psühhodraama rakendaja (Practitioner) – 20 ECTS
Psühhodraama grupijuht ja sotsiometrist (Group Leader) – 20 ECTS
Psühhodraama lavastaja (Certified Practitioner) – 30 ECTS

Requirements

These requirements are descriptions of both contents and amounts of training. They can serve as a common ground for member institutes enabling change of students between training programmes and institutes.
A required minimum of 1472 academic hours (approximately 110 seminar days) of training in psychodrama, sociometry, sociodrama and group psychotherapy at a training institute or organization, recognized by The Nordic-Baltic Board of Examiners in Psychodrama, Sociometry & Group Psychotherapy or by a Board-recognized trainer has to be documented by the student. Board-recognized trainers are either Certified Practitioners/Director of Psychodrama (CP) or Trainers, Educators and Practitioners (TEP). At the training in the individual institutes a CP or TEP has to be present in the room or online situation.
The approved training equals at least 70 ECTS credits. The credit system is presented in Appendix B. (Download the full standards)

	45 min/hrs			ECTS/27
Subject	F-to-F	Other	Total
Total	1472	1049	2521	70
Personal educational therapy	500	250	750	20,8
Applied psychodramatic practice	500	500	1000	27,8
Training supervision	200	0	200	5,6
Sociometry	120	120	240	6,7
Theory and metod	140	140	280	7,8
Thesis	2	35	37	1,0
Written examination	6	0	6	0,2
On-site session	4	4	8	0,2

Personal/educational therapy

Personal therapy in psychodrama training means that the student, employing the psychodramatic method, deals with inner processes, conflicts, patterns etc., in order to acquire an insight into his own personality and its way of expression in a group. It is here that the student experiences the psychodrama’s basic concept: catharsis. Personal therapy is carried out within the five instruments of psychodrama: the stage, the protagonist, the auxiliary ego, the director and the group. The student must experience group- and individual psychodrama therapy.

Therapist must be a TEP or a CP certified by the Nordic-Baltic Board of Examiners, other established boards or by a Board recognized trainer. Therapist gets supervision from another CP or TEP recognized by NBBE.

Personal/educational therapy must last for a minimum of 500 hrs (with at least 250 hrs with the same psychodrama therapist during no less than 3 years).

Applied psychodramatic practice

The students must have at least 500 hours of applied psychodramatic practice outside their own training program. This must include:

Long-term regular psychodrama groups (120 hrs min) (long-term group is at least 40 hours in no less than 5 months)
Short workshops of 4 academic hrs (20 academic hrs min)

And they must use:

Psychodrama (300 hrs min)
Sociodrama (10 hrs min)
Axiodrama (10 hrs min)
Group or team sociometry (this is not warm-ups, a separate sociometric exploration of at least 3 hrs) (10 hrs min)

The rest can be practiced in any psychodramatic application area that the student chooses.

They must practice protagonist and group centred and individual work. The student must have experience with leading alone and with co-leading.

Training supervision

The needed number of hours is at least 200 hrs. Some of 200 hrs should be done in on-site supervision outside their own training group.

Sociometry

The student should show knowledge in sociometric group structures, sociometric diagnostics of a sociogram and its application to psychodrama and group psychotherapy. The student should experience the full Sociometric Test, but they need not to be able to lead it. Training in sociometry should last at least 120 hrs (include own experience).

Theory and method

The candidate must show knowledge in Moreno’s and morenian theory, philosophy and methodology. The candidate must be anchored within this reference system. Theory and method training seminars need to be at least 140 hrs of the curricula.

Thesis

A thesis must be written for respective institutes where the student received her/his psychodrama training. In the thesis, the student must show an adequate level of integration of psychodrama, sociometry and group psychotherapy, and her/his specific field of expertise. Thesis can be:

practice and/or theory oriented.
in a form of a written paper and/or an article to be published.

The evaluation criteria for the thesis can be found in Appendix C. (Download the full standards)

Examination procedure

Written examination

Successful completion of a written examination (6 hrs. of 45 min.). If the examination is split in parts, the parts need to be done within 2 years. This examination will test the student’s knowledge in the following areas of Moreno’s and morenian psychology into which the test will also be divided: History, Philosophy, Methodology, Sociometry, Ethics, Research and Evaluation, and Related Fields.

History
The candidate should show knowledge of the history of the fields of psychodrama, sociometry and group psychotherapy.

Philosophy
The candidate should show a basic understanding of the philosophical tenets of psychodrama, sociometry and group psychotherapy.

Methodology
The candidate should show a thorough understanding of distinguishing characteristics of the methods of psychodrama, its terminology, its relationship to methods of psychotherapy and to theater, its underlying rationale, the phases of the individual session and the progression over the course of treatment.

Sociometry
The candidate should show a thorough understanding of the skills and knowledge required for sociometric identification and intervention in social structures at the following levels: system, organizational, group and individual.

Ethics
The candidate should show a thorough understanding of the ethical principles and standards of practice concerning the fields of psychodrama, sociometry and group psychotherapy.

Research and Evaluation
The candidate should have knowledge about psychodrama research methods and evaluation principles and practices; and be able to reflect and analyse honestly his or her own Psychodrama progress, strenghts and short-comings.

Related Fields
The candidate should show a basic understanding of the inter-relatedness within the fields of psychodrama, sociometry and group psychotherapy. The candidate should be able to apply his or her previous competences within PD and be able to translate PD principles and techniques to other fields within his or her own areas of expertise.
The evaluation criteria for the written examination can be found in Appendix D. (Read the whole standards document)

On-site session

The student will hold a 1/2-day psychodrama seminar with a chosen theme related to his practical work. This 4-hours examination should contain presentation/lecture of the theme (in action), warm-up and a psychodrama. This is what one calls on-site session. On-site should be in an open group. A TEP has to be present.

The evaluation criteria for the on-site session can be found in Appendix E.
Read the whole standards document

The application procedure

Each institute is responsible for setting up a process which fits the NBBE CP standard.
All applicants must first write the thesis and pass the written examination before they can do the on-site session.

Trainer, Educator and Practitioner (TEP)

A Trainer, Educator and Practitioner (TEP1) is a psychodramatist who has met the requirements for certification by The Nordic-Baltic Baltic Board of Examiners in Psychodrama, Sociometry & Group Psychotherapy (NBBE) for the level Trainer, Educator and Practitioner. They work as a supervisor, teacher and trainer in psychodrama. They must prove administrative as well as organisational abilities in the construction of psychodrama programmes and in developing a market for psychodrama. They have the right to found an institute or training program that will be recognized by NBBE.

All individuals who wish to be certified as TEP must have prior certification as a Certified Practitioner and must formally apply to be as a practitioner applicant for trainer (PAT) with any NBBE member institute. The PAT will, in consultation with the institute choose a main trainer who serves as primary guide throughout the process. The exact develop plan and the content of the training will be agreed with the main trainer. PAT must meet the following requirements in not less than three years during which time the main trainer serves as a liaison with the NBBE board to prepare for the examination. The examination process is agreed with the institute and the NBBE board to accommodate the PAT’s specific needs. The cost for the examination is also agreed with NBBE board as the PAT applies (includes the creation of the written questions, censors for the written questions and the censor of the onsite session, excluding expenses of the onsite).

Requirements for the examination for TEP

1. Practice

At least three years of supervised directing experience in psychodrama, sociometry, sociodrama and group psychotherapy after having received CP. During this period the candidate shall have achieved:

A required minimum of 125 hrs directing in long-term psychodrama groups providing protagonist centred psychodrama. Long-term is defined as a time span of no less than 4 months with the minimum of 80 hours.
A required minimum of 125 hrs directing in short-term psychodrama groups providing protagonist centred psychodrama. Short-term is defined as a time span of no more than 4 months with the maximum of 80 hours.

2. Psychodrama training

After having received CP at least three years of supervised training experience in psychodrama, sociometry, sociodrama and group psychotherapy with the minimum of 400 hrs of teaching psychodrama has to be documented. This must include conducting the full sociometric test. Additionally, the PAT should require experience of supervising students in training for at least 100 hours. This must be in connection to a TEP person or to a NBBE recognized institute.

3. Adult education

After having received CP the minimum of 200 hrs of adult education must be done using psychodramatic action methods and philosophy. This must be done in at least two different fields (e.g. business, clinical, educational, health field, teamwork).

4. Supervision

A required minimum of 250 hours of supervision over a period of at least 3 years has to be documented. The supervision must be conducted by TEPs. It can take place individually, in groups or at seminars but must be on a constant basis. Main trainer and supervisor can be different people or the same person.

5. Training Program

The PAT must design, implement and evaluate a training program under close TEP supervision. The minimum length of the programme is 50 hours and half a year and should be outside the ordinary psychodrama training. These hours are included in the adult education hours.

6. Paper

The PAT must write a paper about his understanding of the role of a psychodrama trainer. It should include self-reflection through TEP competences (appendix 1).

7. Recommendation

The PAT must have two recommendations from persons holding a TEP title from the Nordic-Baltic, the Australian and New Zealand or the American Board of Examiners, a Senior Trainer title from the British Psychodrama Association or the Belgian-Dutch Board. One of the recommendations must be from the PAT’s main trainer. The recommendations should include a short characterization of the PAT and arguments for them to become a TEP.

All this should be done before examination procedure. In exceptional cases (e.g. when the practice hours should be reached by the end of the on-site session

PAT Journey Toward TEP Certification (NBBE)

Phase	Activity / Requirement	Key Actions	Minimum Requirements	Documentation / Output	Timeframe
1. Eligibility	Certified Practitioner (CP) status	Hold valid CP certification	CP certification required before applying	CP certificate	Before application
2. Application	Apply for PAT status	Submit formal application to an NBBE member institute	Acceptance as Practitioner Applicant for Trainer (PAT)	Application form, CV, CP proof	Start of process
3. Appointment of Main Trainer	Select primary guide	Choose main trainer in consultation with institute	Main trainer must be NBBE TEP	Agreement on supervision & development plan	Beginning of training
4. Individual Development Plan	Define training path	Agree on content, supervision structure, timeline	Minimum 3-year process	Written development plan	Year 1
5. Practice (Directing)	Supervised directing experience	Direct long-term and short-term psychodrama groups	• 125 hrs long-term groups (≥4 months, min 80 hrs) • 125 hrs short-term groups (≤4 months, max 80 hrs) • Total minimum 3 years post-CP	Group logs, supervision records	Minimum 3 years
6. Teaching Psychodrama	Supervised teaching experience	Teach psychodrama, sociometry, sociodrama, group psychotherapy	• 400 hrs teaching • Conduct full sociometric test • 100 hrs supervising trainees	Teaching programs, participant lists, supervision confirmation	Minimum 3 years post-CP
7. Adult Education	Application in broader fields	Deliver training using psychodramatic action methods in at least two fields	200 hrs adult education	Training descriptions, contracts, evaluations	During training period
8. Supervision Received	Ongoing professional supervision	Participate in supervision with TEP(s)	250 hrs over at least 3 years	Supervision agreements & logs	Minimum 3 years
9. Training Program Design	Develop independent program	Design, implement, evaluate training program (outside ordinary psychodrama training)	50 hrs, minimum half-year duration	Program curriculum, evaluation report	During training period
10. Written Paper	Theoretical & reflective work	Write paper on understanding of role of psychodrama trainer, including self-reflection via TEP competences	Formal written submission	Final paper	Before examination
11. Recommendations	Professional endorsement	Obtain two recommendations (one from main trainer)	From eligible TEP/Senior Trainer boards	Signed recommendation letters	Before examination
12. Written Examination	Knowledge assessment	Full-day written exam (12 × 45 min) covering Morenian thought and practice (History, Philosophy, Methodology, Sociometry, Research & Evaluation, Ethics, Related Fields)	Successful completion	Exam scripts (original work)	End of training (may be divided into max 3 parts within 1 year)
13. On-site Examination	Demonstration of teaching competence	Deliver full-day (8 × 45 min) training session incl. theory + practice	TEP present; pedagogical focus	Assessed live session	Final stage

TEP Competences

Competency Domain	+1 Qualified TEP Level	+2 Advanced TEP Level
1. Psychodrama Theory Integration	Demonstrates solid knowledge of Moreno’s theory (role theory, spontaneity–creativity, sociometry, group dynamics) and teaches it clearly.	Integrates Moreno’s theory with contemporary psychotherapy, social science and research; stimulates critical and reflective thinking in students.
2. Action Method Pedagogy	Teaches psychodrama methods (doubling, mirroring, role reversal, sociometry etc.) in a structured and safe learning process.	Uses action methods creatively to deepen learning, insight and transformation in individuals and groups.
3. Sociometric Competence	Understands sociometric theory and uses sociometric thinking and tools in groups and training settings.	Uses sociometric thinking strategically to analyse group structures, develop communities and facilitate complex group processes.
4. Role Theory and Role Development	Teaches role theory and supports students in exploring and developing professional roles.	Facilitates advanced role development and role analysis in complex interpersonal and organisational contexts.
5. Group Process and Group Psychotherapy	Creates and maintains a safe learning climate and understands basic group development processes.	Works skillfully with complex group dynamics, resistance and conflicts to enhance learning and group development.
6. Reflective and Experiential Learning	Uses experiential learning and reflective processes to support student development.	Integrates experiential, emotional and cognitive learning to foster deep professional transformation.
7. Teaching and Curriculum Design	Designs coherent training modules and connects theory, practice and reflection.	Develops innovative curricula and educational models for psychodrama training programs.
8. Supervision and Professional Development	Provides structured supervision and constructive feedback to students and trainees.	Facilitates advanced professional development and reflective practice in trainers and practitioners.
9. Research and Evaluation	Understands basic research concepts and evaluates training processes and outcomes.	Contributes to research, promotes evidence-informed practice and encourages research culture in psychodrama.
10. Ethical and Professional Practice	Acts according to professional ethical standards and maintains appropriate boundaries and transparency.	Demonstrates ethical leadership and guides others in complex ethical situations.
11. Communication and Presentation	Communicates ideas clearly and teaches effectively in different formats (lectures, workshops, demonstrations).	Inspires audiences and represents psychodrama convincingly in professional and interdisciplinary contexts.
12. Professional Writing and Knowledge Dissemination	Writes structured professional texts and training materials.	Produces publications, research reports or educational materials that advance the field.
13. Networking and Professional Community	Maintains professional relationships within the psychodrama community.	Builds networks and collaborations across institutions, disciplines and countries.
14. Organisational Development and Entrepreneurship	Understands organisational aspects of training programs and contributes to their functioning.	Strategically develops training programs, institutes or initiatives that expand psychodrama practice.
15. Leadership and Program Management	Participates responsibly in the organisation of training programs.	Provides leadership in developing and sustaining high-quality psychodrama education.
16. Continuous Professional Development	Actively develops own competence through supervision, training and study.	Contributes to the development of the field through innovation, mentoring and professional leadership.
17. Role Flexibility and Trainer Presence	Adapts teaching roles appropriately and maintains professional presence in training settings.	Moves fluidly between roles (teacher, director, supervisor, facilitator) and models spontaneity and creativity.