Tuesday, April 24, 2012

Psycho-Educational Models

This is an excerpt from my article, “Classroom Management Strategies for Dealing with Habitually Disruptive Students: Applications of Psycho-Educational Principles and Models.” To read the complete article, click on the link at the bottom of this post.
In their historical analysis of psycho-educational theories and schools of thought, Wood, Brendtro, Fecser, and Nichols (1999) listed the following models:
The Psychodynamic Model. A model that developed from psychologist Alfred Adler, the psychodynamic model places the biggest emphasis on emotions in resolving inner conflicts.
The Behavioral Model. This is probably the best-known model in current general and special education classrooms. With a foundation in learning theory, the behavioral model uses principles of reinforcement to modify observable behaviors.
The Sociological Model. This model sees the peer group as the primary agent to change behavior, thinking, and values. This psycho-educational model has a strong foundation in social psychology and its concepts of social power and the role of group members.
The Ecological Model. Known as the re-education model, this model combines complex social systems like mental health and human services, and personal factors in interaction.
The Developmental Model. This model emerged from theories of personality development and developmental psychology, that is, theories regarding how human characteristics develop in healthy ways, or in predictable and sequential phases. The developmental model believes that our experiences with other people, or our social environment, influence the way we behave, feel, and think; also our motivation, attitudes, and values.
The Cognitive-Affective Model. This is the psycho-educational model that most strongly connects the way we think with our emotions and behavior. The cognitive-affective model helps troubled and disruptive students make sense of their experiences focusing on teaching children thinking (cognitions) and emotional (affect) self-regulation skills. Contrary to the behavioral model, structured exclusively on external controls (positive and negative rewards), the cognitive-affective model helps children develop self-management of behavior by teaching personal understanding and decision-making skills.

Of Interest to Teachers...
Essentials of Emotional Communication for Reaching the Unreachable Student: Where Do I Start? What Do I Say? How Do I Do It? To preview this book on amazon, click here

A Call to All Teachers:

Proudly announcing our new group for educators worldwide, “We Teach the World.” Our aim is to connect teachers and related school personnel all over the world, so that we can share much-needed ideas, strategies, and lesson plans as well as all kinds of resources in classroom management and in student discipline. Coordinating our effort worldwide, we can tell each other where to find important resources and information. If you administer a teaching blog or have created educational resources to facilitate our job, you are welcome to share them here. As long as they contribute to education, we want to know of your business. Teachers with questions, post them here; mentors and seasoned teachers, your valuable experience and unique perspective matter to us, so make your voices heard. Because isolated, we teachers are imaginative, resourceful and resilient, but connected, connected we are imaginative, resourceful, resilient AND powerful. To join us, click on, “We Teach the World.”

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