The experimental and quasi-experimental studies reviewed generally yielded positive results, although they were not consistently significant. Various psychodramatic techniques and roleplaying methods were successful in fostering role skills and, in one case, significant personality change. Psychodramatic methods appeared to have positive effect on academic achievement in one study while having opposite results in another study. Roleplaying seemed particularly effective in teaching social skills and lowering recidivism rates in two studies, even at followup. These results are encouraging though somewhat clouded by nonrandom assignment in the majority of studies. One case study on the use of psychodrama with a pedophile showed positive cognitive and behavioral outcomes several months following the sessions, and another case study indicated significant behavioral changes from psychodrama with a psychopath. Descriptive evaluations suggest that action methods can facilitate institutional as well as post-institutional adjustment. Recommendations for researchers are to (1) plan a project carefully before initiation; (2) develop a supportive research network; (3) keep the focus and size of the research narrow; and (4) evaluate relatively uninvestigated topics. Recommendations for practitioners are to (1) respect the sociometry of the correctional environment; (2) involve correctional staff in the orientation to any psychodrama group program; emphasize the voluntary participation of residents in the psychodrama program; (4) introduce residents to basic sociometric concepts; (5) educate residents about psychodramatic concepts in the first session; and (6) develop concrete, resident-oriented symbols to emphasize 'successful' participation. Thirty-one references are listed.