Psychopedagogical Intervention Programs
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ScribdTranslationsPsychopedagogical Intervention Programs
Translated by
ScribdTranslationsThe Programs Model
of Psychopedagogical Intervention
EDUCATIONAL PSYCHOLOGY I
Ps. Nadia Puma
A program is understood as "any
preventive, evolutionary activity
remedial educational
theoretically grounded
systematically planned and
applied by a set of
professionals collaboratively,
aims to achieve certain
objectives in response to the
detected needs in a
group, within a context
educational, community, family or
business" (Repetto, 2002: 297).
On his part, Álvarez, Riart, Martínez
y Bisquerra (Bisquerra, 1998: 85)
define the program as a
"continued action, previously"
planned, aimed at achieving certain
objectives, with the purpose of
satisfy needs, and/or
enrich, develop
specific powers
competencies.
Elements of a Program
[Link] on identification
of some needs.
2. Aim for the achievement of some
objectives to cover the
detected_needs.
3. The activity is planned
previously.
4. The activity must be
evaluated.
For Hargens and Gysbers (1984), the intervention based on
programs are based on four premises:
They must have elements: objectives, contents,
methodology, evaluation, professional staff, materials and
resources, activities and strategies…
2. It must be comprehensive, including all the elements of
educational system and should be based on the theory of
development.
3. To have a preventive character. Therefore, they should focus more.
in developing skills and competencies in students that in
remedy deficits or solve problems.
Always be the result of teamwork, it is necessary to have
all the people involved in its development, to ensure that the
the program must have certain guarantees of success. It must respond to
needs of the group to whom it is addressed and to have the
involvement of those involved from the beginning.
Phases of the Program Model
1. Context analysis and needs detection
2. Theoretical Foundation
3. Development of the action plan
3.1. Formulation of objectives
3.2. Specification of the contents to work on
3.3. Methodological Proposal
3.3.1. Principles and strategies
3.3.2. Necessary resources
[Link]. Personnel
[Link]. Materials
[Link]. Spatial
[Link]. Temporals: calendar and schedule. Timeline.
[Link]. Economic: budget
3.3.3. Activities
3.4. Evaluation Proposal
4. Application and monitoring of the program
5. Cost-benefit-effectiveness evaluation
6. Decision-making regarding maintenance, removal, or modification of
program.
Programs for Development
Personal and Social
Objective Contents
Development of competencies Self-concept
cognitive processes that lead to a Self-esteem
adequate mental health. Self-acceptance
Education in values
Learnings for life: being, Social and life skills
behave, coexist; solve Conflict Management
problems, relating to others; Decision making and problem solving
develop strategies for development Problems
of positive auto-schemas. Peaceful coexistence
Drug addiction
Affective education and clarification of Unwanted pregnancies.
values. Domestic violence, etc.
Development of social skills.
Programs for Supporting the Process of
Teaching-Learning
Objective Contents
Prevention of problems Study techniques
of learning. Study habits
Basic intellectual processes:
Development of competencies attention, perception, memory
to study and learn from analysis, synthesis...
appropriate manner. Learning techniques
Cooperative and Dialogic
Development of strategies Learn to learn, to think, to
metacognitive strategies applied to studying remember, to attend.
Includes four sources of influence
Development of Motivation in the learning situation:
characteristics of the learner,
nature of the materials that have
to be learned, cognitive tasks
and learning strategies.
Programs of
Vocational Guidance
Objective Contents
Development of Self-knowledge
competencias Training paths
necessary to choose Labor demands
adequately the Required skills
race, face off against in different professions
labor world and acquire • Decision making
vocational training.
Programs of
Attention to Diversity
Objective Contents
People in situation of Intervention focused on
exclusion, socially compensatory education
disadvantaged and/or prevention of behaviors
belonging to minorities disruptive, skills
ethnic or cultural. for life, actions of
People with disabilities or inclusion.
learning difficulties.
Programs for orientation
of gifted students
Programs of
Family Guidance
Objective Contents
Schools for Parents and Mothers. Guidance in development
of auto-schemas, guidelines
Parenting schools with children, etc.
Work from the 3rd Unit
•Design 4 Programs in teams:
Personal and Social Development:
Workshop for Primary School
Support for the Teaching-Learning process
Maturity for Learning in Early Childhood
Vocational Guidance
In a 5th-grade high school classroom
Family Guidance
Parents' School for any level.