For Desirée Duce. March 1, 2018
What are models for? What reasons might be important to "model" a process, such as counseling in this case? The models influence how the advisor will help through various plans, activities, proposals, etc. Positioning yourself in the "X" model will cause interventions to be made in the center, while positioning yourself in the other model will imply that there are more preventions. That is, the performance will be adjusted in one direction or the other.
In addition, it is an adjustment of expectations between the advisor and students, between the advisor and teachers; especially the tutor, between mothers / fathers and other organizations such as: social services, health services, the CCP, etc. In this Online Psychology article we discover the different models of psychopedagogical counseling.
We can also consider important the "modeling" the process, because the difficulties that exist in educational contexts have a multicausal origin and that will make it more convenient to position oneself in a certain model and not in another. Although we must bear in mind that, sometimes, the restrictions and the resources of the center prevent the use of certain types of models.
Finally, we can think of "modeling" it to consider what is the position that one and the other maintain. on the teaching and learning mode, since this will condition the decisions made in the center.
Their role is to solve specific problems, mainly those caused by the students, directing mothers / fathers and teachers what they should do. Its purpose, therefore, would be to diagnose the problems of some students and apply specific programs to them.
Its role is to help develop the educational center as a whole; participating in making decisions that affect the organization of the center. It is a true collaboration between the various agents (teams of teachers, families, students.)
When they intervene, the problem is isolated and the intervention is particular. The purpose would be for the advisor to be able to maximize the teaching ability of the professionals who make up the educational center and to enhance the students' ability to learn.
Why can we say that the educational-constructive approach is educational and it is constructive? It is because it takes into account that in learning the help of educational agents is necessary for the development of the student and because it is necessary to collaborate among all to be able to improve the teachings and learning modes. Likewise, from this approach, it is considered that the student should not limit himself to appropriating the content, but must rebuild their representations.
Does the option for a constructive educational model bear any relation to the complex-multidimensional nature of educational processes? It does relate to complex and multidimensional nature educational processes, since the constructive educational model takes into account: the mediating function in learning, the interaction between the agents mediators and the student that occurs in a social context, the progressive autonomy of the student to build new content through existing ones, etc.
This article is merely informative, in Psychology-Online we do not have the power to make a diagnosis or recommend a treatment. We invite you to go to a psychologist to treat your particular case.
