Eclectic approach and adolescent psychotherapy
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This document discusses an eclectic approach to adolescent psychotherapy. It draws from multiple areas including biology, psychology, culture, relationships, and development. It views the individual as having an inherent existence or "factum" that is influenced by their environment and relationships. Specifically, it discusses how the parent represents societal values and has control over the child, while the child is a project that faces itself and develops into an adult through internalizing external influences. It proposes that personality develops through a progression of crises as the individual navigates relationships with their inner parent, child, and internal dialogue to transform their existence. The eclectic approach combines insights from fields like transactional analysis, cognitive behavioral therapy, and existentialism.
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This document discusses Australian home education practices in light of Vygotskian learning theory. It finds that home education reflects many Vygotskian principles of learning through social interaction and mediation. Research shows homeschooled students are academically successful and socially engaged through community activities. Parents choose home education for reasons like stronger family relationships, flexible learning, and teaching values they find acceptable. Theories have been developed describing home education as a "community of practice" where parents guide children through authentic activities and conversation facilitates learning. Overall, Australian home education aligns well with Vygotskian perspectives on cognitive development through social and cultural means.
Cognitive Approaches to Learning:Socio-cultural theory by Lev Vygotsky
Lev Vygotsky was a Russian psychologist known for his sociocultural theory of cognitive development. He believed that cognitive development occurs through social interaction and language. According to Vygotsky, higher mental functions develop from lower mental functions and are mediated by tools and signs from a culture, including language, which allows internalization of cognitive processes. A key concept is the Zone of Proximal Development, defined as the difference between what a learner can do independently and what they can do with guidance and collaboration, highlighting the role of social learning.
Learning from cognitive development to identity development
Webinar for third year undergraduates studying educational psychology. The aims are to make connections between many of the concepts and contemporary contexts we have discussed, recognise that theory is open to reinterpretation and have a go a developing theory, complexities of learning and teaching. Move from cognitive understanding of learning to a social constructivist understanding of learning. Feedback much appreciated:)
Correction on slide 14 - epistemology "how can we know", ontology "what can we know"
child development
This document provides an overview of child development by outlining the key periods of development from infancy through adolescence. It describes the three main domains of development - physical, cognitive, and social/emotional. The document then discusses several influential theories of child development, including psychoanalytic, behavioral, cognitive, and biological approaches. It profiles some of the major theorists in each approach, such as Freud, Piaget, Vygotsky, and Bronfenbrenner, and summarizes some of their core concepts and contributions to understanding child development.
Humanism vs. constructivism
Humanism is a paradigm that focuses on human freedom, dignity, and potential. It emerged in the 1960s. Learning occurs through observation of others' behaviors and the results. Abraham Maslow proposed a hierarchy of needs and believed human potential was an ultimate concern. Carl Rogers believed learning must include feelings and emotions. Constructivism posits that students actively construct their own knowledge rather than having it transferred from teachers. Learning involves social interactions and experiences. Piaget and Vygotsky viewed learning as a developmental process influenced by social and cultural factors.
CHILD DEVELOPMENT
Child development refers to orderly changes that occur as children grow. It can be described across physical, cognitive, and social/emotional domains. Many theories have aimed to describe and explain child development. Major 20th century theories included psychoanalytic theories focusing on personality formation, behavioral and social learning theories emphasizing environmental influences, biological theories highlighting innate processes, cognitive theories examining information processing and knowledge construction, and systems theories analyzing a child's complex interactions within multiple environmental systems.
Similar to Eclectic approach and adolescent psychotherapy (20)
Lev vygotsky Theory of Development & Contribution to Educational Instructions
Lev vygotsky Theory of Development & Contribution to Educational Instructions
Lev Vygotsky And Sociocultural Theory 119509432132812 1
Lev Vygotsky And Sociocultural Theory 119509432132812 1
Australian home education_and_vygotskian_learning_theory
Australian home education_and_vygotskian_learning_theory
Cognitive Approaches to Learning:Socio-cultural theory by Lev Vygotsky
Cognitive Approaches to Learning:Socio-cultural theory by Lev Vygotsky
Learning from cognitive development to identity development
Learning from cognitive development to identity development
Eclectic approach and adolescent psychotherapy
- 1. Eclectic approach andEclectic approach and adolescent psychotherapyadolescent psychotherapy Dragan Mitrović, M.D.
- 2. ECLECTICECLECTIC • ... combining whatever seem the best or the most useful things from many different areas of systems rather than following a single system... • Discussion between “purist” and “integrationist” • Practical and academical issues
- 3. SOLVING A PUZZLESOLVING A PUZZLE FROM CERTAIN TO UNCERTAINFROM CERTAIN TO UNCERTAIN
- 5. CULTURE AND SOCIALCULTURE AND SOCIAL ENVIRONMENTENVIRONMENT URIE BRONFENBRENNER (1977) : • MICROSYSTEM • MESOSYSTEM • MACROSYSTEM
- 6. BIOPSYCHOLOGYBIOPSYCHOLOGY • Body 22 chromosoms • Sex XX or XY • Emotion limbic system • Inteligence cortex • Social instinct
- 7. RELATIONSHIPRELATIONSHIP Emotional relationship (ethology , attachment Bowlby ) • Child is attached to parent (Object) Cognitive-behevioural relationship ( learning theories, externalization – internalization, Vigotsky) • Parent(object) teach child
- 8. DEVELOPMENTDEVELOPMENT • Somatic development (C) • Sex development ( Freud) (C) • Emotional development ( Valon, Campos) (C) • Intelectual-cognitiv development (Piage) (C) • Social development (C) • Moral development ( Kohlberg)(P)
- 9. HOW CERTAIN ELEMENTS CANHOW CERTAIN ELEMENTS CAN BE ORGANIZEDBE ORGANIZED BIOLOGY PSYCHOLOGY CULTURE& SOCIAL ENVIRONMENT RELATIONSHIP DEVELOPMENT
- 10. CHILD OR FACTUMCHILD OR FACTUM • Being – existence (factum) . It is given by gens and it is present as Child. • Somatic being • Sexual being • Emotional being • Intelectual being • Social being • * professional being
- 11. PARENTPARENT • Parent represent aqueried etic and estetic values of sociaty through eco-system • Parent has inner Control mechanism toward child
- 12. EXISTENTIALISMEXISTENTIALISM • A human being is taken as a PROJECT that faces itself, learns and accomplishes. • Human essence, its universality is given as a possibility and is realized throug the project of individual existence.
- 13. ADULTADULT • Essence ( facideum) is specific human ability to be what is not by its being. Vygotsky L.S. 1960, Development of higher psychical functions
- 14. PERSONALITYPERSONALITY Structure( E.Bern – Mitrovic)Structure( E.Bern – Mitrovic)
- 16. INTERNALISATION ( Vygotsky)INTERNALISATION ( Vygotsky) “each function in cultural development of child takes its places twice in two ways, first in reference with among people as the interpersonal cathegory,later being as inner psychological category
- 17. INTERNAL SPEACHINTERNAL SPEACH • I SAID TO MYSELF (Mead, 1934) • My iner Parent talks or discus or arguigng with my Iner Beings (Child) working on me, transforming my existance in my essence or Adult.
- 18. PERSONALITYPERSONALITY DevelopmentDevelopment • PARENT – ADULT • CHILD • INTERNAL SPEACH I WITH ME crysis P A C
- 19. DEVELOPMENTAL PROGRESSIONDEVELOPMENTAL PROGRESSION CRISESCRISES EriksonErikson • Trust versus mistrast • Autonomy versus Shame • Initiative versus Guilt • Industry versus Inferiority • Identity versus Role Confusion • Intimacy versus Isolation • Generativity versus Stagnation • Integrity versus Despair
- 20. BordersBorders Inner borders • Toward recognizing own beings Outside borders • To give permission to act • In accepting reality
- 21. EclecticEclectic • Human biology • Transactional analyses • Internal transactional analyses • Cognitive- behevioural therapy • Existentialism in philosophy