Matakuliah
Tahun
: Psikologi Sosial dan Intervensi Psikologi
: 2009/2010
Psycho Educational Model
Pertemuan 7 & 8
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
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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.
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•
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 (19021994), and Freud’s understudy, Alfred Adler (18701937) 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.
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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.
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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.
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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.
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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
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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
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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
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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.
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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
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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
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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.
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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.
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•
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.
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• 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
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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.
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1. Surface management techniques (a form of LSI/LSCI involving
strategies that are designed to quickly calm a crisis situation)
2. Clinical exploitation of life events (a form of LSI/LSCI that addresses
behavior in a more in-depth manner)
3. Classroom counseling (a sequential counseling process for
teachers)
4. Bibliotherapy (the therapeutic use of literature)
5. Play therapy (for professionals working with young children)
6. Respectful ways of phrasing statements when first attempting to
direct behavior
7. Development of a comprehensive classroom management plan that
involves limits, consequences, supportive procedures, and
consistency
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