Psycho Educational Model Pertemuan 7 & 8

2. Psycho Educational ModelPertemuan 7 & 8 Matakuliah : Psikologi Sosial dan Intervensi Psikologi Tahun : 2009/2010

3. Pengertian • The Psycho Educational model is a humanistic approach to changing the behavior patterns, values, interpretation of events, and life outlook of individuals who are not adjusting well to their environment (s) (e.g. home, school, workplace).  • Inappropriate behavior is viewed as a person’s maladaptive attempt to cope with the demands of that environment.  Appropriate behaviors are developed by helping the individual to recognize the need for change, and then helping that person to display better behavior choices.  In essence, and often in practice, a “teacher” is helping a “student” to more accurately understand oneself (and others), the futility of the present pattern of behaving, and the need to adopt prosocial alternative responses

4. THE HISTORY OF PSYCHOEDUCATION 1.Freud and His Followers • While the theories of Sigmund Freud have been questioned, his early writings did  provide many of the foundational supports for the psychoeducational orientation.  His recognition of the importance of childhood experiences on one’s psychological development, the influence of unrecognized motivations, and his practice of listening closely to what individuals have to tell are important components of today’s psychoeducational practice.  His recognition of the importance of trusting relationships for good mental health is another foundational pillar.

5. The followers of Freud, such as August Aichorn, H. Stack Sullivan, Karen Horney, and Carl Jung contributed much to our understanding of human nature as they created the “psychodynamic” viewpoint (an orientation that focused primarily on psychiatric analysis and treatment).  However, it was Erik Erikson (1902-1994), and Freud’s understudy, AlfredAdler (1870-1937) who made significant impacts on the future formation of the psychoeducational model.  Adler believed that individuals attempt to achieve desirable goals, and that behavior is heavily influenced by one’s social relationships with others.  He was highly involved with mental health issues as they pertained to children.

6. Erik Erikson • developed a theory of “stages of human development” that placed childhood and adolescence within the larger context of the life cycle.  In each of the stages of life were tasks that needed to be addressed.  Depending on the life experiences of the individual at that stage, certain outcomes became important influences on that person’s personality and view of the world.

7. 2. Jean Piaget • Piaget (1896-1980) also developed a stage theory in which children form their social and cognitive skills by testing their assumptions about the world and how it works.  He, like Erikson, had a major impact on educational theory and practice.

8. 3. Fritz Redl and David Wineman • Modern psychoeducational approaches developed in response to juvenile delinquency issues that increased following the industrial revolution and large-scale immigration. 

9. Modern Psychoeducational Leaders • The modern Psychoeducation movement derives from the work of Fritz Redl.  Today, his original work is undergoing refinement by others.  Psychoeducational strategies have been reformulated by a string of professionals descending from Dr. Redl

10. 1. William Morse • Dr. Morse met Redl while serving as director of “The Fresh Air Camp” where Redl’s youth from the “Pioneer House” residential facility went to summer camp.  Dr. Morse later extended Redl’s treatment strategies into the schools, and co-authored a classic textbook titled Conflict in the Classroom with his student Nicholas Long

11. 2. Nicholas Long • Dr. Long re-structured Dr. Redl’s LSI procedures into an counseling process known as “Life Space Crisis Intervention” (LSCI).  His training materials and workshops have helped to make the use of this procedure widespread.  He also developed a model to explain why it is that teachers often find themselves in escalating battles with their students.  Known as “The Conflict Cycle”, it provides and understanding of conflict among individuals so that differences in opinion can lead to productive outcomes

12. 3. Larry Brendtro • Dr. Brendtro, a protege’ of Nick Long developed a group procedure revolving around the development of a positive peer youth culture.  He co-authored a book with his colleagues Martin Brokenleg and Steven VanBockern that combined this group emphasis with a model based on Native American values.  Reclaiming Youth at Risk described the “Circle of Courage” model for promoting feelings of belonging, a sense of mastery in life, functional independence, and generosity toward others.  In collaboration with Nick Long, these authors have produced a psychoeducational journal, Reclaiming Children and Youth.

13. 4. Mary Margaret Wood • Dr. Wood originated the “Developmental Therapy” model for helping young children and adolescents who have emotional disturbance and behavioral disorders.  In this approach, positive psychological and behavioral change is promoted by taking advantage of the naturally occurring developmental processes of human development.  Environmental factors that effect the development of children are given emphasis and attention

14. 5. Tom McIntyre • Dr. McIntyre has focused on the use and modifications of psychoeducational approaches with populations not previously addressed in the professional literature, such as culturally diverse youngsters, gay/lesbian/bi-sexual youth, and students with gender identity disorder.  He also devised a sequential counseling process for teachers known as “classroom counseling”.  His web site (http://www.behavioradvisor.com) offers instruction and guidance in psychoeducational procedures.  It has been influential in disseminating psychoeducational procedures worldwide.  McIntyre’s book, The Behavior Survival Guide for Kids: How to Make Good Choices and Stay Out of Trouble guides students in the use of psychoeducational techniques to develop self control, positive self image, and good decision making

15. 6. Richard Curwin and Allen Mendler • Drs. Curwin and Mendler developed a popular and effective program of techniques and strategies as described in their book Discipline with Dignity.    The interventions, as with all psychoeducational practices, emphasize mutual respect between teacher and student.  Well adjusted, supportive teachers help students to develop respectful behavior and internal control over actions.

16. Assessment of Behavior • The psychoeducational viewpoint seeks to understand the student who is engaged in a failing struggle to adequately handle life situations.  In doing so, it looks at both individual and social explanations for inappropriate, anti-social, and otherwise unacceptable  behavior patterns.The psychoed assessment process is dynamic and ongoing, not a “one shot”, one time procedure that ends in a committee meeting.  Psychoeducators continually track the progress of students as interventions are implemented.  Assessment and instruction continually interact and influence one another.  In addition to tests and surveys, information gained from talks with the student (perhaps in the form of an LSCI), analysis of drawings or writings, and other creative works are analyzed.

17. Typical behavior assessment procedures found in schools and clinics tend to focus on weaknesses and what is wrong behaviorally.  A full psychoeducational assessment also identifies strengths that can be used in behavioral remediation.  In addition to pointing out obvious positive assets such as humor, academic talent, good grooming skills, high reading level, creative thought, etc., this strength based approach might also find admirable qualities in what might initially seem to be negative behavior.  For example, a defiant youngster displays the fortitude to defend his view under intense pressure.  The head of a group of anti-social youth has leadership skills (however distorted they may be).  The who physically pummels the tormentor of an acquiantance is showing a (distorted) sense of justice and loyalty to friends.   These strengths would be considered in development of a behavior change program.

18. By understanding the influences of the environment on behavior, and the strengths as well as weaknesses of the student, professionals can better develop a positive behavior change program.  The goal of treatment is to promote a better understanding of oneself and others, and well managed self-regulation of behavior

19. Interventions • Psychoeducational interventions tend to be “packaged” plans that are spontaneously implemented and  modified to the needs of the student at that particular moment in a crisis.  To the psychoeducator, “One size fits all” is a lie in fashion, and education.  Individualized approaches are necessary.  However, using complex prepared procedures flexibly and effectively requires persistent, self-confident, knowledgeable, trained, and empathetic professionals.  The psychoeducator must be able to resist displaying punitive or rejecting reactions when the student engages in the inevitable testing of his/her patience and commitment.  Unshakeable optimism and professionalism are required of those using psychoed practices.

20. Surface management techniques (a form of LSI/LSCI involving strategies that are designed to quickly calm a crisis situation) • Clinical exploitation of life events (a form of LSI/LSCI that addresses behavior in a more in-depth manner) • Classroom counseling (a sequential counseling process for teachers) • Bibliotherapy (the therapeutic use of literature) • Play therapy (for professionals working with young children) • Respectful ways of phrasing statements when first attempting to direct behavior • Development of a comprehensive classroom management plan that involves limits, consequences, supportive procedures, and consistency