Conceptual Models: Approaches to the Problem

1
Conceptual Models Approaches to the Problem

• What are the strengths and weaknesses of each of
  the different conceptual models?

2
Traditional Conceptual Models

• Psychodynamic Approach (Psychodynamic Model or
  Psychoanalytic Model)
• Concerned with hypothetical mental mechanisms and
  their role in the developmental process.
• Once the unconscious motivation of behavior is
  understood, the problem will be resolved.
• Without understanding of unconscious motivation,
  the consequences of the behavior are even more
  harmful.

3
Traditional Conceptual Models

• Humanistic Approach (Humanistic Education)
• Self-direction, self-fulfillment, and
  self-evaluation.
• Ambiguous theoretical underpinnings.
• Postmodernism or Deconstruction in the 1960s and
  1970s.
• Holistic Education in the 1990s.
• An emphasis on a personal construction of
  reality.
• Qualitative as opposed to quantitative.
• Life-impact curriculum Meaningful experiences,
  and flexibility in acceptance of new realities.

4
Traditional Conceptual Models

• Biogenic Approach
• Human behavior involves neurophysiologic
  mechanisms.
• Emotional or behavioral disorders result from a
  physiological flaw and can be brought under
  control through physiological processes.
• Brain damage, genetic processes, and metabolic
  disorders cannot be treated using the biogenic
  approach.

5
Traditional Conceptual Models

• Psychoeducational Approach
• Understanding unconscious motivation and
  underlying conflict
• Emphasis on realistic demands of everyday
  functioning in different settings.
• Interventions include helping students be more in
  control.
• Life Space Interview (LSI) or
• Life Space Crises Intervention (LSCI)
• Students learn to understand their motivations
  and the consequences of their actions. They then
  develop alternative, acceptable responses.

6
Traditional Conceptual Models

• Ecological Approach (Ecological Model)
• Based on community psychology social transaction
  between different individuals across settings.
• Intervention emphasizes behavioral and social
  learning concepts.
• Ecobehavioral Analysisusing natural functional
  events to improve instruction and behavior
  management skills.

7
Traditional Conceptual Models

• Behavioral Approach (Behavioral Model)
• The problem is the behavior itself.
• Behaviors occur as results of environmental
  events.
• Intervention Rearranging the antecedent events
  to replace maladaptive behaviors with more
  adaptive behaviors.
• Choose target response, measure it, analyze
  environment, and change antecedents to produce
  target behavior.

8
Comparing and Eliminating Models

• To compare models you need to understand how each
  model
• Defines causation,
• Plans intervention, and
• Implements scientific inquiry.

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Comparing and Eliminating Models

• New Medical Model
• Implements scientific inquiry and practice.
• Supplements behavior management.
• In contrast,
• Postmodernism is not clearly defined and many
  believe that it rejects scientific thinking.

10
Developing an Integrated Model

• Selection and use of conceptual models
• We can
• Adopt a single model, or
• Adopt a non-evaluative stance, or
• Focus on hypotheses that have been supported or
  refuted by empirical research.

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Developing an Integrated Model

• The social-cognitive approach
• Explains complex human behavior from a natural
  science perspective.
• Integrates cognitive psychology and behaviorism.
• Reconceptualizes behavior as a result of the
  reciprocal influences of environmental, personal,
  and individual behavioral factors.

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Developing an Integrated Model

• The social-cognitive approach
• Considers the developmental features of behavior.
• Behavior that emphasize social retardation may
  differ according to the childs age and his/her
  social circumstances
• Focuses on Triadic Reciprocality emotional or
  behavioral disorders can only be understood in
  contexts in which they occur.
• Example In order to understand how a teacher can
  improve her behavior management, we must consider
  how the students affect their teacher.

13
A Structure for Discussion

• To study the characteristics of the emotional or
• behavior disorders we need to study
• The behavior,
• Its assessment,
• Its causes, and
• Its effects in simple and manageable contexts.