Psychoeducation
Eliana Pacheco Ferreira, Brazil
Eliana Pacheco Ferreira has worked for an English Language School called Cultura Inglesa in Rio de Janeiro, Brazil for four years now. She presented "The role of technology in teaching and learning" during a teachers' seminar organised by this institution in August 2005. She has been an English, Portuguese and Literature teacher for 23 years. Prefers to teach kids and teenagers. E-mail: liapach2000@yahoo.com.br
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Contributions for the success of the learning
The Clinical Psychoeducation
The Institutional Psychoeducation
The Prophylactic Psychoeducation
The Systematic Psychoeducation
The reasons that determine the success or the failure of a school child can be many : physiological and psychological factors, pedagogical conditions and mainly the sociocultural environment in which the learner lives. The psychoeducational práxis is understood as the knowledge of the learning processes in its cognitive, emotional, physical and social aspects that comes to contribute with the success of the apprentice and that operates in the normal process of the learning as well as in the perception of difficulties (diagnostic), in the planning of the institutions and in the work of re-education (psychoeducational therapy, which works individually and in groups).
In the clinical area the psychoeducation uses operative interviews as a main resource aiming at helping those who look for its help to find the gradual resolution of their individual or group problematic. It diagnoses, it guides, it takes care of in treatment and it investigates the emergent problems in the learning process. It clarifies the obstacles that interferes with the learning process and favours the development of appropriate attitudes. It offers help to parents and teachers, and gives operative vocational orientation in all the educative levels.
The Institutional Psychoeducation has worked successfully in institutions as schools, hospitals and companies since the learning process is not restricted to children and adolescents. It is present throughout our lives and it is extremely important when related to the professional performance, in group integration and group re-integration. The role of the psychoeducation here is to analyze and to point out the factors that favour, interfere or harm the learning process apart from helping the development of the favorable changing projects. Its performance can be prophylactic as well. The learning process, in this case, is faced as the activity of individuals or human groups that, by means of the incorporation of information and the development of experiences, promote steady modifications in the personality and in the dynamics of the group, which is reverted into the instrumental handling of the reality.
This work has been developed in Brazil for years, and the psychoeducator has had an indispensable role in the multidisciplinary teams of these institutions. Based on Pichon-Rivière´s studies about "groups" it is possible to notice the importance of giving appropriate and specialized attention to such institutions: "the learning process is an instrumental appropriation of the reality aiming at changing the inside and at transforming it". This appropriation makes possible an intervention that generates changes in the self, and in the context. It is also characterized for being an active adaptation, constant in t he reality. It implies, therefore, in strutcturing, desestructuring and reorganizing.This generates tension which not only needs to be unloaded, but revitalized, renewed, enriched. for being an active adaptation, constant in the reality.
According to the "Bond Theory" by Pichon-Rivière, the inquiry should happen in three dimensions: individual, group, and communitarian, which allows three types of analysis:
- Psychosocial - from the individual inside;
- Sociodinamyc - that analyzes the group as a structure;
- Institutional - that considers a whole group, a whole institution or a whole country as the object of the investigation.
The work o f a psychoeducator is of the one in a special situation of relation amongst people: a meeting between educator and educating in which the psychoeducator has to assume a position which shows personal and human interests, and which allows the growth of the educating creativity, bringing out the best of his capacities and possibilities, which many times are ignored by the learner, and stimulating him to look for his own way and to walk by himself. The aim of the psychoeducator is to lead the child or adolescent, the adult or the institution to reinsert and to recycle itself in a healthy way.
It aims at creating better individual and group learning conditions in schools, hospitals, companies and communities. It works with the inquiry, the advising and the planning of the learning. It helps the communitarian diffusion of many subjects; it prepares and offers qualification courses, orientation courses for parents and teachers' training courses.
It intervines in the learning inquiry and planning according to the evolutive levels or the psychological characteristics of the learner. It acts in the choice and advising of methodologies that adjust the educative action in the psychological bases of the learning, as well as in the institutional advising of learning projects.
Please check the Methodology and Language for Primary Teachers course at Pilgrims website.
Please check the Expert Teacher course at Pilgrims website.
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