The Clinical Model in Psychotherapy: A Comprehensive Overview
Experimental Pedagogical University LIBERATOR
THE RURAL EDUCATIONAL INSTITUTE “MACARO”
ALTAGRACIA CARE CENTER
FACILITATOR & PARTICIPANTS
Facilitator: DIANA LAYAYUSBELY LORETO, CI 18351676
Participants:
- PRESCHOOL EDUCATION COHORT B-2008 SECTION B MACHADO 18,066,653
- LORETO RUTH MICLENIA CI 14,294,671
- MARTINEZ Marbely 15,823,641
- LISNETH SOLIS CI 17082910
Altagracia de Orituco, November 2008
INTRODUCTION
The clinical model is based on the idea that when a subject is experiencing a situation of emotional intensity, rare reactions occur with a high burden of anxiety.
The goal of intervention would be to implement a psychotherapy technique to lower the anxiety level of the subject and help them cope. A second goal, and a preventative one, is to prevent the emergence of subsequent psychopathology.
It is understood that people who apply this model should be trained as psychotherapists, as it will be difficult to handle a situation with such intensity if not accustomed to moving in interpersonal relations where tremendous emotional burdens are mobilized.
CLINICAL MODEL
The clinical model is also known as counseling or individualized care. This model consists of the interview as the typical procedure to address the direct and individualized intervention. It focuses primarily on the personal relationship-oriented counselor, tutor-student, counselor-parent, and guardian-parents. This relationship aims to help meet the needs of priority: the personal, educational, and socio-professional individual. This relationship, although it is highly therapeutic, may also have a preventive dimension and personal development.
The clinical model has, as a theoretical reference, the conventional approaches of counseling (traits and factors, non-directive counseling, eclectic, etc.) outlined in Appendix A, to which we refer for a detailed study of this model. Moreover, in the chapter on origins and development of guidance, which outlines the historical development of counseling, you can check how it has gone from being a technique to establish itself as a model (clinical model).
Counseling is a helping profession that has as main objectives the prevention, change, and personal development. The official translation is “Psychological Consulting” and is characterized by tasks of counseling, guidance, and support, and giving advice to people in crisis or conflict and in their search for prosperity and respect.
HISTORY OF THE CLINICAL MODEL
The clinical model (1960-1990) arises from the creation of careers in psychology and educational psychology. It is based on psychoanalysis and social psychology. It applies an operational clinical strategy taking into account the uniqueness of each situation in consultation and focuses it based on two major axes: education and work. It is attached to the consultants to build a personal project with social integration. This model favors the leading role of the oriented with the counselor on the side. It was used for a long time and continues in the direction of individuals in transition to a new level of education, secondary, tertiary, or university, so that the clients were predominantly pubertal and adolescents. It operates individually and in groups and extends its action to the holding of workshops in areas of education and mental health.
This model can receive different names such as: medical model, counseling, or individualized care. The priority is to meet the needs of the personal, educational, and socio-professional individual. Its main features are:
- The intervention focuses primarily on the personal relationship-oriented guidance.
- The interview is the typical procedure to address the direct and individualized intervention.
- It is an eminently therapeutic intervention, although it may have a preventive dimension and personal development.
- It is a specialized intervention in which the counselor assumes the ultimate responsibility for the intervention process.
PHASES OF THIS MODEL
The phases of this model are:
- Initiative to seek help emerging from the client.
- Diagnosis by the professional.
- Treatment in terms of diagnosis.
- Monitoring of the intervention.
The clinical method is: first observation, that is, observing the field; the second stage is entering, moving things; and the third stage is what he called “paste things.”
Mnemonically, it is barbaric; it reminds us of the three forms of the clinical method. Pichon had found a picture of an old man bent over, peering through a hole at a nudist camp: that was the point. He said that the first phase in contact with an environment or system event is observation. This look at a nudist camp has to do with what psychoanalysis calls the primal scene, the first time we were curious, the imprint of curiosity has to do with “what are you doing mom and dad?”
CLINICAL STRATEGIES OF THE MODEL
Intervention at the Educational Needs of Students
Professional Psychology participates in the educational development from the earliest stages of life, to detect and prevent social and educational purposes and maladjustments, functional disability, psychological and social. It makes psycho-educational assessments relating to the valuation of personal skills, group and institutional goals regarding education, and performance analysis of educational situations.
Guidance, Counseling, and Vocational Training
The psychologist promotes and participates in organizing, planning, development, and evaluation of guidance and counseling and vocational training, both with information, advice, and guidance to students before the options to be taken against the various possibilities educational or professional, as in the development of methods to help the election and learning methods of vocational decision making.
Preventive
The psychologist is involved in proposing the introduction of amendments to the educational and social environment that prevent the onset or attenuate the alterations in the maturational development, educational and social.
Intervention Education Improvement Act
The functions related to this intervention seek the adequacy of educational situations to meet their individual and/or group (developmental, cognitive, social, etc.) needs of students and vice versa.
Education & Family Counseling
The psychologist serves promoting and organizing the information and training to mothers and fathers in a credit line for the comprehensive development of the child. They make interventions for improving social and family relationships and effective collaboration between families and educators, promoting family involvement in the educational community and in the programs, projects, and actions that the professional development of educational psychology.
Socio-Intervention
The psychologist is involved in the analysis of educational reality and social and cultural factors that influence the educational process of the specific community, involved in socio-educational prevention, fosters cooperation and coordination of services, institutions, and social organizations in the environment.
Research and Teaching
Research includes activities for analysis and reflection on one’s work, improving and updating their technical skills, deepening and extension of the theory and procedures of the psychology of education.
CLINICAL FEATURES OF THE MODEL
- Home and structuring the helping relationship
- The initiative of asking for help comes from the client (also can be family members, guardians, teachers, etc.).
- Establishing a proper relationship between counselor and client.
- Exploration.
- The usual clinical model to perform some type of diagnosis.
- Treatment in terms of diagnosis.
- Develop action plans.
- Enhance self-concept, self-acceptance, and self-esteem.
- Monitoring and evaluation.
- Carry out the plans.
- Assess the impact of the action.
All of these functions require an intervention specialist, where the counselor assumes the greatest responsibility in the relationship process.
CLINICAL FEATURES OF THE MODEL
- Centered direct action on people.
- Marked reactive/therapeutic/remedial.
- Establishes a personal relationship and Middle.
- Is a timely intervention, the result of a problem.
- Its aim is to meet the specific needs of the individual.
- The advisor is ultimately responsible and manages the process.
- You use the interview as a key strategy.
CONCLUSIONS
In this class of models, we investigate the mental functions of people with suffering, not only secondary to a mental disorder but also the developmental disorders of the human potential and giving importance to knowledge of the fundamental principles that have value to the human being and whose goal is to study human behavior that should represent a valuable contribution in humans in their daily lives.
The guidance has diversified its branches: not only vocational or occupational training, but also educational, employment, personal, and continuous. It has become involved in various theoretical developments, in clinical and community settings of primary and secondary prevention.
The practices are done on an individual process, group, mixed, and workshops. The areas can be public and private education at all levels of schooling, particularly the completion of primary and secondary levels and in universities, public hospitals, mental health services, and private consulting practices.
REFERENCES
- Keegan, Edward (2007) Written clinical models of Cognitive Psychotherapy.
- Gavino, Aurora (2004) Psychological Treatments and clinical models. Pyramid Publishing