Mentale Repräsentationen von Inklusion und Exklusion

This article in the journal Zeitschrift für Psychodrama und Soziometrie examines certain dynamics of exclusion and inclusion in educational settings from a psychodramatic perspective. The author proposes to explore the socio-cultural atom in the sense of a model for mental representations of relationships as a starting point for promoting inclusive processes. In this context, inclusion is defined as the promotion of social participation, and the necessary processes are described as repairing socio-cultural atoms. Building on research findings on social relationships in the classroom, the author describes four aspects of hindering social participation as mental manipulations of socio-cultural atoms: absence, denial, ignoring, rejection. Possible approaches for psychodramatic interventions in shaping inclusive educational processes are also suggested.