TheClinicalPracticeof EducationalTherapy
LearningandFunctioningwithDiversity
SecondEdition
Editedby MaxineFicksmanand JaneUtleyAdelizzi
Secondeditionpublished2018 byRoutledge
711ThirdAvenue,NewYork,NY10017
andbyRoutledge
2ParkSquare,MiltonPark,Abingdon,Oxon,OX144RN
RoutledgeisanimprintoftheTaylor&FrancisGroup,aninformabusiness
©2018Taylor&Francis
TherightofMaxineFicksmanandJaneUtleyAdelizzitobeidentifiedastheauthorsoftheeditorialmaterial,andoftheauthorsfortheir individualchapters,hasbeenassertedinaccordancewithSections77and78oftheCopyright,DesignsandPatentsAct1988
Allrightsreserved Nopartofthisbookmaybereprintedorreproducedorutilisedinanyformorbyanyelectronic,mechanical,orother means,nowknownorhereafterinvented,includingphotocopyingandrecording,orinanyinformationstorageorretrievalsystem,without permissioninwritingfromthepublishers
Trademarknotice:Productorcorporatenamesmaybetrademarksorregisteredtrademarks,andareusedonlyforidentificationandexplanation withoutintenttoinfringe
FirsteditionpublishedbyRoutledge2010
LibraryofCongressCataloging-in-PublicationData
Names:Ficksman,Maxine |Adelizzi,JaneUtley
Title:Theclinicalpracticeofeducationaltherapy:learningandfunctioningwithdiversity/editedbyMaxineFicksmanandJaneUtleyAdelizzi
Description:Secondedition |NewYork:Routledge,2018 |Includesindex
Identifiers:LCCN2017016239|ISBN9781138240520(hardback)| ISBN9781138240537(pbk)|ISBN9781315283371(e-book)
Subjects:LCSH:Educationalpsychology |Educationalpsychologists In-servicetraining
Classification:LCCLB1051 C552018|DDC37015 dc23
LCrecordavailableathttps://lccnlocgov/2017016239
ISBN:978-1-138-24052-0(hbk)
ISBN:978-1-138-24053-7(pbk)
ISBN:978-1-315-28337-1(ebk)
TypesetinMinion bycodeMantra
Forourstudentsandclients,throughouttheirlifespans,whohavesharedtheirhumanityintheir strugglestoreachtheirpotential.Wecelebrateyou!
Therearenoextrapiecesintheuniverse
Everyoneisherebecauseheorshehasaplacetofill, andeverypiecemustfititselfintothebigjigsawpuzzle.
Everyworthwhileaccomplishment,bigorlittle, hasitsstagesofdrudgeryandtriumph; abeginning,astruggle,andavictory
DeepakChopra
Foreword
AlbertM Galaburda,MD
Preface
Acknowledgments
1 TheDynamicofEducationalTherapy:TheoreticalFrameworkandModel MaxineFicksmanandJaneUtleyAdelizzi
2 DevelopmentalStagesoftheEducationalTherapyProcess KarenA Kass
3 EducationalTherapy’sAncestryandMigration
GailWerbach,BarbaraKornblau,andCaroleSlucki
4 EmpathicIntelligenceinEducationalTherapy:AnInternationalPerspective RoslynArnold
5 EducationalTherapyacrosstheLifespan:TheCaseofAmy MaxineFicksman
6 SittingatTheTable:AccommodatingDiagnosesandApproachinEducationalTherapy JaneUtleyAdelizzi
7 MultilingualCollegeStudentswithLearningDisabilities/Differences PatriciaMytkowiczandLynnAbrahams
8 AdultsinEducationalTherapy:ATriageApproach LindaClowLawton
TheCollaborationbetweenEducationalTherapyandMentalHealthProfessionals:CaseStudy Analyses
BeverlyMetcalf,MickeyKirarAshmun,andNatalieO’Byrne
ExaminingtheEfficacyofGraduateProgramsinEducationalTherapyatCaliforniaStateUniversity, Northridge(CSUN):EducationalTherapyIntern,GraduateandParentPerspectives MarcyDann,NancyBurstein,TamarahAshton,andSueSears
FOREWORD
ALBERTM.GALABURDA,MD
What a cardiologist is to a person with coronary artery disease, or a psychiatrist to a person with obsessivecompulsive disorder, an educational therapist is to an individual with a learning disability. Just as the patient withangina,orheartfailure,dependsonthemedicalspecialistforherknowledge,experience,anddedication, sodoesthestudentwithschooldifficultiesdependontheeducationalspecialist’suniqueabilitiesandtraining.
A learning disability is not very different from a heart ailment, after all Both have innate and environmentalcomponents,or,statedinanotherway,inbothapartoftheproblemisinherited,whiletherest is learned (is it a compensation or a response to a hostile environment?) Some people inherit a propensity to develop heart disease, but the lives they lead can help worsen or ameliorate the consequences of this inheritance. Smoking, for instance, which damages the inside of blood vessels, is a well-known sociocultural habit that brings out the worst in someone ’ s inherited tendency to develop coronary artery disease The same is true with learning disabilities An individual who has inherited genes for dyslexia, for instance, may engage inself-destructivebehaviorsthatworsenthedeficitsandhampertheabilityofspecialeducatorstotreatthem. But also, an individual with learning disabilities may simply fall prey to the demeaning effects of his failures andbecomedepressed,anxious,angry,orevenworse apathetic
There exist genes more of them being identified every year that predispose to one or another learning disability. But, not everyone with these genes goes on to manifest the disability to the same degree. Some childrenareprotectedbyothergenestheymayharbor,tobesure,butmanyarealsoprotectedbysociocultural factors, such as the nature of the language tasks they need to master (the language they speak), the quality of theschoolsystemtowhichtheyhaveaccess,and,Idaresay,thestateoftheirmentalhealth.Aswithanything, the mental health of a patient with genetic and learned cognitive and behavioral deficits plays an important role in the severity of the clinical manifestations and in their treatment A depressed or angry patient following a heart attack will be much less likely to stick to a program of cardiac rehabilitation, for sure. Moreover, they will be more likely to engage in self-damage Of course, if one believes that learning disabilities are just another example of a medical condition, by virtue of the presence of special genes and unique brains underlying the dysfunction, together with sometimes toxic learned behaviors, one would be correct in thinking of educational therapists as important members of the team of allied medical/educational professionalstrustedtoimprovethehealthandqualityoflifeoftheseparticularfellowhumanbeings
Thepresentbookdefinesthefieldofeducationaltherapy,presentscasestudiesthatillustratechallengesand successes,aswellaspossibilitiesforfailure,andharpsontheimportanceoftherelationshipthatisestablished between a failing student and her educational therapist. The book clearly establishes that an educational therapist specializes in the emotional complications of educational failure, a welcome member of the team
witharolethatusefullycomplementstheworkofspecialeducatorsandmedicalprofessionals Thereaderwho did not previously know about this specialized contribution will learn a great deal, and the initiated will be abletohonehisandherskills.
AlbertM.Galaburda,MD
EmilyFisherLandauProfessorofNeurology,HarvardMedicalSchool Director,OfficeofDiversityandInclusion,BethIsraelDeaconessMedicalCenter Co-DirectorMindBrainBehaviorInterfacultyInitiative,HarvardUniversity
PREFACE
Inthemid-1960sMaxineattendedBostonUniversity,thefrontdoorsofwhichopenedontoCommonwealth Avenue This young woman from New York was not daunted by the city of Boston but rather embraced the urbanity of the hub and voguish Kenmore Square, enjoying her undergraduate studies in education. During the same period of time, Jane, a native of the area, was attending the Art Institute of Boston on Beacon Street, the back windows of which faced the front doors of Boston University on Commonwealth Avenue Maxine may have been interning at a school in the area while Jane was sketching in Boston’s North End. Both young women surely bumped elbows at mixers or crossed paths on Newbury Street, unknowing of the factthattheywouldbecoeditingabooktogethermanyyearslater
Time passed, and both women married and had families Maxine received her first Master’s degree in secondary education and taught reading in the New York City schools. After moving across the country to Tarzana,California,shepreparedforacareerineducationaltherapybyseekingaspecialeducationcredential, a second Master’s in reading and involvement in the Association of Educational Therapists (AET), founded in the Los Angeles area. Jane remained in the Canton, Massachusetts, area, taught in higher education in New England for many years, eventually pursuing her doctoral degree in education, the focus of which was the impact of psychological trauma on learning and functioning She went on to research and write about the practiceofeducationaltherapyandbecameamemberofAETinthe1980s,notknowingthatMaxinewasthe presidentofthisprofessionalorganization!
While Maxine was developing multiple post-Master’s training and certificate programs in educational therapy in California, Jane was developing the first AET study group in the greater Boston area, eventually offering post-Master’s courses in educational therapy at a local college. Both women worked with clients acrossthelifespan,understandingtheexperienceofchildrenwhostruggledwiththecultureofschoolandthe academic tasks that comprise their individual profiles Similar to many ETs, these women developed a keen insight into how and why these experiences impact the lives of adults as they transition from one stage of humandevelopmenttothenext
Both Jane and Maxine envisioned a book about the unique and interdisciplinary practice of educational therapyforaverylongtime,knowingfullwellwhatanundertakingthisprojectwouldbe.Duringthesummer of2007,MaxinecalledJaneandaskedherifshewasinterestedincoeditingabookwithherabouttheunique profession that had helped to define their individual and collective work. Predictably, Jane responded with an unhesitating “yes!” For a two-year period both women recruited, invited, and collaborated with authors, exploringthemanyaspectsofthepracticethatwouldbemostusefultobothveteranandnoviceETs
POSTSCRIPT
SincethecompletionofthefirsteditionofTheClinicalPracticeofEducationalTherapy(CPET1stedition),
our world has changed considerably Maxine and Jane immersed themselves in the birth of CPET’s 2nd edition, bolstering each new thought and experience with the underpinnings of the 1st edition Kenmore Square is still voguish, having experienced another championship World Series for the Red Sox in 2013, and BostonUniversitycontinuestoflourish.TheArtInstituteofBostonisnowTheCollegeofArtandDesignat Lesley University Although California continues to lead the nation in providing educational therapy programs, online programs now provide opportunities for students, in every region of the world, to take graduate coursework in educational therapy. Educational therapists are more key than ever in providing additional assistance to students and clients across the lifespan, offering services to disenfranchised groups who might otherwise go without the additional services needed to reach for the next star, smile at the next story told in the reading circle, and feel very simply proud of their accomplishments. We wish peace to our worldandsafejourneystoourcolleaguesandallthoseinourcare
ACKNOWLEDGMENTS
Ascoeditors,wewishtothankthecontributingauthorsfortheirhardwork,theirperseverance,andthespirit they bring to the profession of educational therapy Their patience and endurance have been deeply appreciatedsincethebook’sneophytestage.Thankyoutoeachandeveryoneofyou!
We are grateful for the support and encouragement of Judy Brennan, the Association of Educational Therapists’ (AET’s) current president, and Alice Pulliam, AET’s most recent former president All of the former AET presidents and members laid the groundwork for the realization of this book, which will contribute to the professional training of educational therapists and create a place among the ranks of other licensed,professionalmodelsinthefieldsofeducation,psychology,andsociology
Withoutthegrass-rootseffortsofthefollowingprofessionals,thepracticeofeducationaltherapywouldnot be the burgeoning field it is today: Dorothy Ungerleider, who employed the methods developed by her predecessors such as Maryanne Frostig and Selma Sapir, established the Association of Educational Therapists in California; Gertrude Webb, an innovative educator and interventionist for students with learning disabilities, developed the first mainstream program in the nation to assist college students with learning disabilities, while Charles Drake was opening the doors to the Landmark School at Prides Crossing; and Irene Caspari, a principal psychologist at the Tavistock Clinic in London, whose efforts led to the creation of the Caspari Foundation, began a charitable organization for children who experience difficulty withlearning.Wearehonoredtocontinuetheirwork.
We wish to thank our clients across the lifespan who have permitted us to witness their struggles as well as theirachievementsinlife.
Aspecialthankyouto:
The editorial staff at Routledge, especially Daniel Schwartz for understanding our vision and to Matthew Fribergforhissupportandpatience
Al Galaburda for his vision of a medical model for educational therapy, described over an Orton/IDA breakfast with Maxine Ficksman and Jone Bycel in Washington, DC in the 1990s, which led to the creationofAET’sBoardCertificationmodeledaftertheBoardCertifiedPhysicians.
DavidFicksmanforhislegalcounsel
Michael E Spagna, Dean, Michael D Eisner College of Education, California State University, Northridge (CSUN), for his charge to create outcomes for, and document the efficacy of, graduate educationaltherapytrainingprograms
Whenhetooktimetohelpthemanupthemountain,lo,hescaledithimself.
TheoreticalandHistoricalFramework ofEducationalTherapy
THEDYNAMICOFEDUCATIONALTHERAPY
TheoreticalFrameworkandModel
MAXINEFICKSMANANDJANEUTLEYADELIZZI
I’velearnedthatpeoplewillforgetwhatyousaid,peoplewillforgetwhatyoudid,butpeoplewillneverforget howyoumadethemfeel.
~MayaAngelou~
The words of Maya Angelou describe the heart and soul of the practice of educational therapy, whether it takesplaceinalibrary,anoffice,bythebedsideofasickchild,orinawaitingroomwithanadultclient.The approach to the work may always share the common element of caring, a hope for the restoration of a client’s dignity. While an educational therapist’s (ET’s) ultimate goal is for her client to experience success, the individual outcomes in educational therapy are unpredictable as not everyone is able to actualize his or her dream The positive aspect of what Angelou implied is that whether or not a client experiences a sense of accomplishment in educational therapy, the outstanding feature is that “people will never forget how you madethemfeel.”
ABOUTTHEBOOK
The theoretical underpinnings of this book include the evolution of the practice of educational therapy from its native Europe to the United States, withstanding the test of time of many decades One author from the UnitedKingdomdescribesareadingprogramshedeveloped,bringingparentsandchildrentogetherinateam effort to address literacy skills, targeting not only reading but also the emotional aspects of the learning process Another author from Tasmania shares her very comprehensive research on empathy, the soul of insight that resides in one degree or another in most human beings, providing the cohesiveness of the relational aspect of educational therapy. Another contributing author, George McCloskey, a school psychologist and an advocate for the work of ETs, offers his perspective on the clientele whose underlying difficulties often reside in executive functioning Comorbid diagnoses are discussed in some chapters, reminding readers that difficulties in learning exist not necessarily alone, but rather in the company of other disabilities,disorders,orconditions,encompassingnotonlythecognitiveandacademicaspectsoffunctioning andperformance,buttheemotional,social,neurobiological,andculturalfeaturesaswell
Almost all of the chapters either include or are centered around case studies that illustrate how and why ETs work in a variety of settings, revealing the uniqueness of the practice as well as its very practical applicationintheclassroom,inprivatesettings,clinics,hospitals,schools,andcolleges.
Three new chapters appear in the second edition. A chapter by Maxine addresses, through vignettes, how and why the ET’s focus on cultivating character development better prepares and inspires students/clients to become effective contributors to society While those who can afford educational therapy benefit greatly from
theprivatelypaidservices,acaseismadefortheinclusionofeducationaltherapyingovernmentandprivately funded multidisciplinary programs to reach diverse, struggling children and adults Additionally, given ETs’ backgrounds, training, and experience with clients throughout the lifespan, collaborating with ETs in educational policy decisions will be a logical next step to assure best practices and outcomes for every individual
A chapter by Jane addresses the unique needs of girls and women who have experienced a sense of disenfranchisement in life for a range of reasons and situations, and are aware of the changes necessary in either recovering or changing their lives. This chapter reviews the fallout from the previous war in Lira, Uganda, making note of the resilience of girls who today are in school, preparing for their futures, and recovering from the political and societal disenfranchisement they and their mothers have endured Women veterans are returning to the classroom in record numbers, bringing with them a range of disorders and challenges in learning and functioning Women in support groups with both new and previous diagnoses in learning disorders and comorbid diagnoses take on personally challenging roles in an interdisciplinary group treatment plan. Whether these women re-enter school with an already existing learning difficulty or return withnewand/oradditionaldiagnosesasaresultoftraumaticeventsendured,theET’sempathicearandfinely honed skills are ready to assist as they begin and then survive their journeys in learning and functioning in today’ssociety.
The first edition included a chapter reporting the Association of Educational Therapists’ (AET’s) first formalresearchproject,astudybytwoesteemedcolleagues,DorothyUngerleider,AET’sfoundingpresident, and Phyllis Maslow, an AET fellow and advisory board member In this second edition, a new chapter has been added that presents a formal study developed by the California State University at Northridge (CSUN) faculty, which explores the efficacy of their graduate-level educational therapy programs at the internship phase, as well as into the workplace This chapter, led by Marcy Dann, past president of AET and current coordinator of the CSUN educational therapy programs, invites the exploration of the future training of professionals in the field and the projection of the impediments that clients with a range of learning disabilitiesmayfaceintheyearsahead
While this book is not written for or about the organization (AET), many of the authors are members and have been doing the work of ETs for many years All of the authors, despite how their specific expertise contributes to their own work and to the profession in general, acknowledge the human condition. Through carefully cultivated relationships, ETs in the field are nurtured by their colleagues, often sensing a transformation as they experience shifts in their thinking, performance, and the eventual outcomes that become fodder for further collegial discussions. It is in this context that the process of reflection becomes moreobvioustotheET,encouragingnewquestionsandperceptions.
Theintendedaudienceforthisbookwastobeonlythoseinterestedineducationaltherapyandprofessional training However, as Maxine and Jane began working with authors they realized the book encompassed much more than they had anticipated Yes, allied professionals as well as experienced ETs would be interested. They sensed that many clients and parents would want this book and that they might recognize their own experiences emerge within the text Special education teachers and administrators would find this book helpful as they grappled with an increasing number of students whose learning profiles were increasing
in complexity. On a grander scale, with implications for the entire field of education, this text demonstrates the significance of the dynamic approach of educational therapy: how to reach and teach the individual with optimism, respect, and dignity, always keeping in mind the struggles and challenges that create the stops, starts,andshiftsthateachpersonmakesalongthejourney,requiringamindfuleyeandthirdeartobeableto adjust to the task and/or situation at a moment’s notice Educational therapists appreciate their role in this transformationalprocessforboththegiverandreceiver.
THETHEORETICALFOUNDATIONSOFTHEBOOK
During the development of the “Principles of Educational Therapy” course for graduate training programs, MaxineFicksmancreatedamnemonicstructureinordertoguidestudentsthroughthecomplexmaterialthey were required to absorb and synthesize. She coined the “3 P’s of the Principles of Educational Therapy” in ordertoillustratetherelationshipamongtheory,research,andpracticewithinthetreatmentalliance,mindful of the relationship and interplay between learning and emotions in the work of educational therapy The elementsofthe3P’scontinuetoemergeinthistext,creatingaunifyinglinkamongallthechapters.
Plasticity(Neuroplasticity)
Plasticity, or neuroplasticity as it is known today, implies that there is malleability in the brain According to Marilee Sprenger (2008), neuroscience encompasses two crucial components, one of which is plasticity. The interplay between mental and physical activity prods new connections in the brain; new knowledge will be gained or lost depending upon this interplay in conjunction with environmental and genetic influences AccordingtoMaryanneWolf(2007),
… the generative capacity of reading parallels the fundamental plasticity in the circuit wiring of our brains: both permit us to go beyond the particulars of the given The rich associations, inferences, and insights emerging from this capacity allow, and indeed invite, us to reach beyond the specific content of what we read to form new thoughts. In this sense reading both reflects and reenacts the brain’s capacity forcognitivebreakthroughs (p 17)
Current neurological research suggests that our brains, throughout the lifespan, are not hardwired Human brains adapt and improve (a concept unheard of in the 1960s but now universally accepted) as ETs skillfully and optimistically employ developmentally appropriate remediation methods, utilizing task analysis and scaffolding techniques as a means of intervention Relaying this optimistic view can be a powerful tool for effectivecollaborationwithinthetreatmentalliance.
Perception
Perception permeates every aspect of the educational therapy process How ETs perceive the child, parents, and the ecocultural contexts of that child’s life may differ from the manner in which the client and/or school perceives a specific situation or meeting. Therefore, ETs continually reassess their perceptions of the process in order to ensure effective communication and outcomes through collaboration, helping to reframe perceptions in a more positive light when necessary Additionally, clients and other team members may
misperceive the information and the manner in which ETs present the process-oriented work of educational therapy For example, the concurrence of an ET at pivotal moments during an individualized education program(IEP)meetingoftenenhancesthecollaborativeprocessbyallowingallpartiestoshareinformationas equals.Demystificationofinformationanddiagnosesthatareladenwithtechnicaljargonassiststhechildand parents in gaining a deeper understanding of the implications of the assessment in relation to the client’s strengthsandweaknesses,makingitpossiblesubsequentlytodesignandimplementappropriateinterventions. This process increases the likelihood that the client’s self-awareness, self-confidence, self-advocacy, and level ofautonomywillincrease
Perceptionaffectstheclient’ssenseofselfthroughoutthelifespan Whetherintheschoolsettingwhenthe clientisattemptingtolearntheprocessoflongdivisionorintheworkplacewhenheorsheistryingtomaster ataskorasocialsituation,aclientmayperceivethetaskathandastoodifficult,evenifitiswithinhisorher intellectual ability Clients may employ avoidance skills in order to protect themselves, thereby bypassing the revisitation of shame that derived from past experiences Within the treatment alliance, ETs listen deeply to their clients’ stories while cheering, modeling, and role-playing with them in order to encourage their perseveranceandmotivation,ultimatelyheighteningtheirself-esteem
Professionalism
Professionalism implies that ETs consistently demonstrate ethical, dignified, and respectful behavior toward clients, families, and other professionals who are included in the treatment alliance during the educational therapyprocess
Educationaltherapistsavoidthecounter-productivenessofthe‘saviorsyndrome,’orregardingtheirworkas heroic, thereby creating an imbalance in the ET/client relationship and/or with other members in the treatmentalliance AnotheraspectofprofessionalisminvolvestheET’spursuanceofprofessionaldevelopment and lifelong learning through workshops, conferences, publications, and courses that assist in the accrual of cutting-edge research, which informs the implementation of techniques Participation in study groups, selfassessment, and supervision, arranged through professional organizations such as AET, provides ETs with necessary collegial support. Educational therapists’ inherent and laudable multitasking skills may lead to intense practices that leave these clinicians vulnerable to their work impacting the more personal aspects of their daily lives Self-reflection contributes to the harmony ETs seek amid their involvement in work, family, and play. To maintain confidentiality and appropriate boundaries, ETs adhere to professional ethical standards and practices as promulgated by AET through its Code of Ethics (wwwaetonlineorg/about/ethicsphp)
During Jane Adelizzi’s earlier work in teaching theories of human learning and development to graduate students, and the subsequent establishment of the first post-master’s certificate in educational therapy on the East Coast, she created a model of self in order to assist her students in identifying and articulating perceptions of themselves in relation to others within the multi-contexts of life This model considers the consciousandunconsciousmannersinwhichpeoplelearnandfunction,regardlessoftheirintellectualgiftsor challenges The components, while listed separately, are considered as parts that contribute to one ’ s entire senseofself:thecognitiveself,thesocialself,theemotionalself,theneurobiologicalself,theculturalself,and
CognitiveAspectofSelf
The cognitive aspect of self implies that there is a fundamental awareness of one ’ s intellectual acumen and/or potential. The thinking self may be unconscious, considering the automaticity with which human beings respond to one another out of necessity in order to survive or because they are responding to the needs of otherswiththenaturalflowofempathy Thisaspectmayalsobeconsciousasonedeliberatelymovesthrough aproblem-solvingprocessorthemeta-analysisofsingleormultipleconceptsandsystems.
SocialAspectofSelf
The social aspect of self implies that each person has some degree of interaction with other people, either willinglyorbecauseitisanexpectednorminmanysituationsandsettings(eg,school,theworkplace) There isanexpectationofmutualitytothisaspectofselfwiththeadditionofgeniality.Whenhumanbeingsarenot able to fully develop this aspect of self, they may suffer a sense of impoverishment in their lives, which for someisnotahardship,butforothersisatragedy
TheEmotionalAspectofSelf
The emotional aspect of self is a fluctuating state, recognizable as a result of one ’ s subjective response to a thought,situation,orperson Theemotionalaspectofselfrangesfromthemanifestationofbehaviorsthatare unconscious responses to thoughts, situations, and people, to the conscious and explicit awareness of sadness, joy, or longing, providing a means of interpreting and communicating the needs of others when they are witnessed,andgaugingone’sownneedswhentheyareexperienced
TheNeurobiologicalAspectofSelf
Theneurobiologicalaspectofselfconsidersboththeneurologicalandbiologicaldisciplinesofhumanlearning and functioning. Neurological aspects of this subset include one ’ s mental status and the motor and sensory systems The interface between neurology and biology addresses brain function in relation to one ’ s ability to learn,function,feel,andrelatetoothers,analogoustotheplasticitytowhichMaxinereferredinthe3P’s.
TheCulturalAspectofSelf
The cultural aspect of self takes into consideration the family and societal norms in which one lives and how the contribution of these discrete and integrated cultures impacts the ways one feels, thinks, behaves, and communicates in a variety of contexts and in the process of acculturation. This aspect of self influences one ’ s expectationsofselfandofothersintheET/clientrelationshipaswellaswithinthebroadertreatmentalliance
TheSpiritualAspectofSelf
Thespiritualaspectofselfimpliesasubjectiveandholisticallyorientedperspectiveforsomepeople,aswellas asenseofdevotiontoatenetofthoughtordoctrinetoothers.Thisaspectoftheselfispersonallydefinedand communicatedthroughone’sresponsetoothersinanexplicitwayorbywayofquietreverence Forsome,itis
almostanunconscioussense,andlikeempathy,isakintothesoulofinsight.
Together, the 3 P’s of the Principles of Educational Therapy and the Model of Self present a synergistic relationship that is present in the work of educational therapy, neither model operating without the other’s energy, spirit, and fundamental understanding of the practice, which ultimately creates a fluid and selfpropellingprocessofteachingandlearning(seeTable1.1).
Maxine and Jane want to engage you as you read this text Their wish is to propel you into each setting, develop a familiarity with the ETs, the clients, and the passion of the work. They want to share with you the multidisciplinaryfieldofeducationaltherapyanditspromiseforthefutureofeducationinaglobalsense
Table1.1 TheMulti-DimensionalModel,3Ps,andModelofSelf:AnIntegrativeAnalysis
THERELATIONALASPECTOFEDUCATIONALTHERAPY
The dichotomy between selfishness and unselfishness disappears altogether in healthy people because in principleeveryactisbothselfishandunselfish
~AbrahamMaslow~
Most of an ET’s work takes place in a one-to-one dyad, just as it does for many other types of therapies In this case, there is an ET and a client, who may be a young child, adolescent, or adult. The reason clients seek the services of ETs is that they are experiencing some kind of dissonance in their learning and functioning
beyond that which Paula Fuqua (Field, Kaufman, & Saltzman, 1993) has described as “ a disruption” in the learning of something new, which may cause undue stress for some children as they attempt to accommodate a new skill. For children with learning disabilities, the process of disruption may take place for a more extended period of time, not be resolved completely if the skill has not been accommodated, and will return like an ill wind when the child is again confronted with trying to learn that skill The continued repetition of thisprocessmayprecipitateawiderangeofsymptomsandbehaviors,rangingfromfatiguetocarefullycrafted avoidance, all of which contribute to a loss of self-esteem with each episode and perception of failure. In essence, the child who enters educational therapy brings with her an invisible suitcase full of both partially learnedandun-learnedskills,whichseemtoburythelearnedskillsandtalentsatthebottomofthepile.
The practice of educational therapy employs a psychodynamic approach, as it addresses not simply the conscious and very obvious behaviors and levels of achievement that are accessible to us through a variety of assessments Diagnostic implications assist in the preparation of an individualized educational therapy treatment plan, offering a place to begin the work, with room to make note of both hallmarks and pitfalls in theprocessinordertore-designandre-negotiateeachgoal.Whatalsocontributesitsfairsharetothisworkis the more informal process of assessment or the ET’s astute observations of a client’s behaviors, the choice of languageusedtodescribeearlylearningexperiences,andthemannerinwhichtheclientengagesordisengages in the developing alliance. Some practitioners feel that they are intuitively meeting the needs of their clients and may not be aware that they are responding to unconscious behaviors exhibited as a result of expectations imposedbyselforothers And,thedancecontinues
Much of the work of educational therapy relates to some of the earliest learning experiences of a client In conscious reflection, ETs can reach back to those earlier memories the client has disclosed and at salient points during the process of educational therapy, point out the similarities in present behaviors and responses tothoseofthepast Additionally,theremaybeteachersorotherpeopleinthecurrentlifeoftheclientwhose traitsarereminiscentofthosewhoinsomewaycontributedtotheoriginalfearandanxiety
If we look at the definition of “classroom trauma” (Adelizzi, 1995, 1998, 2001) and the similarities of the responses of this phenomenon to posttraumatic stress symptoms, there is a striking resemblance in the ways that previous, and sometimes unconscious, feelings and motives manifest themselves in clients across the lifespan Individual survival tactics are based not solely on the ability to call forth executive functioning skills, but also on the primitive coping and adapting skills that are learned early in life. If a client was repeatedly humiliatedintheclassroom,thenthesights,sounds,smells,andemotionalresponsesthatarerelatedtothose experiences are again packed in the invisible luggage that arrives with the client at the threshold of the ET’s office.
The goal is to avoid living in an emotional flood or emotional desert We want to allow our nonrational images,autobiographicalmemories,andvitalemotionstoplaytheirimportantroles,butwealsowantto integratethemwiththepartsofourselvesthatgiveourlivesorderandstructure.
(Siegel&Bryson,2011,p 18,19)
Selma Sapir (1985) stated that “The therapist, teacher and diagnostician become one ” (Sapir, 1985, p. 24). Reyes-Simpson (2004) described Bion’s thoughts about the mother–child attachment, which resonates with Sapir’sperspective,statingthat“ thinkingisnotanabstractmentalprocess,buttheresultofarelationship,
ahumanlink”(p.123).Attachmentsofthisnaturemaysurviveforalongperiodoftime,takingarespitenow andthen,dependingonthedevelopmentalfactorsinvolvedintheprocessofsurvivingschool,orinthecaseof adultclients,theworkplace.
Clients may stay with educational therapy for years at a time, and some drift through with an immediate need,notleavingampletimetocreateanenduringalliance,butdevelopingsufficienttrusttoallowtheETto impart her knowledge and assist in decision-making The ET participates in the relationship by employing listeningskillsthatenablehertogleanvaluableinformationthatisembeddedinthelanguagetheclientselects todescribeasituationorperception.Thiskindofengagementplacestheclientinthepositionoftheprovider of information, while the ET becomes the recipient, listening without preconceived notions, acknowledging theclientastheknower Therearesubtleshiftsinrolesintherelationship,whichmayoccursmoothlyorwith aseriesofdisruptionsordissonance.
THEORETICALFRAMEWORKOFEDUCATIONALTHERAPY
Thetheoristswhocontributedtothemodelandthepracticeofeducationaltherapyaremanyandareoutlined in the chapter, “Educational Therapy’s Ancestry and Migration” by Werbach, Kornblau, and Slucki, on the development of the profession from its European roots to the United States The ancestry of the practice extends beyond geographical locations and into the carefully honed practices of professionals, who in turn share their techniques and informal research with those who follow in their footsteps. This trail of practice is created in part by individual experience and intuition borne from necessity and delivered with spontaneity, as well as through the contributions of theorists and researchers in education, psychology, and sociology who provide educational therapy with the foundational support that makes this dearth of knowledge coalesce to formitsowntheory Thesefoundationaltheoristsareasfollows
John Dewey’s theory of the child-centered curriculum (Fraser & Gestwicki, 2001) contributes to the practice of educational therapy, supporting the notion that the client is the focus of the work and the more activeparticipantinthedyad.ThisplacestheETinasecondaryroleastheknowerandtheclientinthemore activeroleofconstructingknowledgeandunderstanding.
JeromeBruner,aforerunnerinthedevelopmentandrecognitionofconstructivisttheoryandtheconceptof meta-analysis,introducedtheconceptsandutilizationofscaffoldingandthespiralcurriculum,supportingthe approach of establishing basic principles and concepts unique to each learner, revisiting and expanding upon them until they are learned and able to withstand the pliability of being recognized in multiple contexts This lays the groundwork for introducing and strengthening the ability to make intuitive or cognitive leaps in thinking and problem-solving In other words, ETs model for their clients the use of new information in relationtootherinformation,particularlywithconceptsinreadingcomprehension,mathematics,science,and the social sciences. This concept also applies to the ET’s role in more fully developing literacy skills with clients,specificallywrittenexpressioninclientswhohavenotgraspedtheversatilityofwrittenlanguageacross the curriculum of life Most importantly, encouraging intuitive leaps enhances our clients’ motivation, curiosity,andloveoflearning.
InherworkatBankStreet,SelmaSapirintegratedtheconceptsfromthebestofthepsychologicaltheorists to create her clinical teaching model, the basis for how ETs work today She described her model as
“interactive, integrated, and developmental in its perspective” (Sapir, 1985 p. xiii). Diagnosis is an ongoing process allowing for the adjustments in treatment to reflect changes in temperamental, emotional, social, and cognitive development (based on a strong understanding of normal child development) and an individualized approachtointervention.
The sociocultural view of development created by Urie Bronfenbrenner and certainly influenced by Lev Vygotsky’s sociocultural perspective provides the ET with a model for viewing the child’s context or environment From the microsystem of the child’s family, school, peers, and neighborhood, to the macrosystem that includes a broad ideology of laws and cultural customs, and then to the chronosystem that includes life’s unexpected events such as illness, divorce, and natural disasters, ETs help families and clients deal with the impact of these events as they affect the child’s learning For example, after the California earthquake in Los Angeles in 1994, the level of anxiety was extremely high in the general population; as a result,somechildrenhaddifficultysleepingandremainedintheirparents’bedsformonths Thiscreatedvery unusual sleeping patterns and certainly affected many children’s academic performance Some of the more severe cases were referred for counseling. Most ETs provided extra support for their clients during this time and expanded their services to include relaxation techniques as well as more opportunities for art projects and puppetry to encourage meaningful conversations with these anxious children During this time, ETs communicated with parents and teachers in order to monitor the progress of these students. Today, bombardment of the media, coupled with the temptations and distractions of 24-hour technology, has heightened the level of global anxiety The companionable combination of educational therapy and the arts serves the client well, as the door is left open for the unique and thoughtful that resides in all of us, while simultaneouslymaintaininganearandaneyetotheimminenttaskthatisclassroom-related
THEMULTI-DIMENSIONALMODELOFEDUCATIONALTHERAPY
In 1998, two models of educational therapy were developed by Ann Kaganoff and Maxine Ficksman. Both models were published in The Educational Therapist, and they included informal training materials as visual andconceptualrepresentationsofthecoreelementsofthepractice
In2009,FicksmanandAdelizzidevelopedTheMulti-DimensionalModelofEducationalTherapy(Figure 1.1), which defines domains of responsibilities for the ET and educates the public about the profession, bringing attention to how it differs from the work of allied professionals and capturing more of the multidisciplinary and comprehensive nature of the practice Additionally, the current model illustrates to allied professionals how some of the elements of educational therapy are present in their work, inviting them to seek further information about the field and the potential for reciprocity and collaboration within a treatmentalliance
Theauthorsselectedinterlockingpuzzlepiecestorepresenttheemergingmodel’selements.Thetreatment alliance, the relational dyad between a client and ET in conjunction with the other members of the team, is placed as the locus of the model, the point from which other components reciprocally converge and interact and in which all components are embodied. Within the treatment alliance, ETs consecutively and simultaneously encounter and contend with all these elements as they impact the client and the client’s contextintheprocessofeducationaltherapy
THETREATMENTALLIANCE
Thetreatmentallianceistheconceptualcornerstoneofthismodelandisillustratedasthecentralpieceofthe puzzle. It is comprised of the client, who is the focus of the alliance; the client’s family as a functioning unit and its ability and willingness to adhere to an agreed upon treatment plan; and the allied professionals who contribute their expertise This partnership is key in moving the client from one level of learning and functioning to the next, while maintaining a stability that allows the client to experience incremental positive changesandsuccessesthatwillprovidetheenthusiasmtoapproachthenextchallenge
Gavin, Wamboldt, Levy, and Wamboldt (1999), in their research article “Treatment Alliance and Its Association with Family Functioning, Adherence, and Medical Outcome in Adolescents with Severe, Chronic Asthma,” stated that the “Treatment alliance affords a sense of shared goals and mutual positive regard, as well as a lack of negative behavior that potentially could undermine the relationship and the treatment” (p 355) The research went on to say that similar studies have been completed in the field of psychotherapy,indicatingthatthestrengthoftheallianceisrelatedtomoresuccessfuloutcomesintreatment
By using the medical and mental health models of the treatment alliance to illustrate the structure and function of a treatment alliance in educational therapy, it becomes clear that the quality of the relationships within the alliance is a motivating factor for positive outcomes in clients who experience difficulty in school, theworkplace,andrelationshipsthatpermeatethearenasoflife.
The following components represent the attributes necessary for an ET to model and employ in order for herclienttodevelopintoawell-adjustedandautonomousperson
Autonomy
TheETstrivestocreateanadequatelevelofautonomyinherclientsinordertomovethemfromadependent state to a more self-governing approach to daily tasks. The instilment or fostering of autonomy is an incrementalprocess,notonethatcanberushedor infused Someclientsexhibitgreaterlevelsofautonomyin some aspects of their lives, usually those in which they demonstrate more confidence in performance and ability. The ET/client relationship often exhibits a reciprocal teaching-and-learning approach, so that at any given time each member of the dyad takes on the role of the “knower,” which allows the other member to become the learner When the role of the knower is played by the client, he or she is engaging in an unconscious autonomous state. Later, upon reflection of the behaviors experienced, it can be revealed to the clientwhenandhowthatindividualdemonstratedautonomyinatask,adecision,oraneffort
Figure11TheMulti-DimensionalModel
Source:Copyright©2018,Ficksman&Adelizzi
Behavior
Observing behavior in a client’s learning process by the trained eye of an ET is a key element in assessment and a contribution to the development of appropriate intervention Children, adolescents, and adults with learning and attentional disorders exhibit behaviors that point to both their conscious and unconscious fears. Forexample,anadolescentineducationaltherapymaynegotiateataskinordertocircumventaspectsthatshe knows will be difficult for her to maneuver Some clients will begin negotiations with a conscious, prepared plan, ready for arguments, rebuttals, and evidence that supports their proposal. Others will unconsciously sensethethreatthatcomeswiththearrivalofspecifictasksandlapseintoapracticedavoidancestrategy The ET listens carefully to a client, the family, and allied professionals to understand the reasons contentious and conflictingbehaviorsoccurandwhatmeasurescanbetakentoremediatethebehaviors.Educationaltherapists teachtheirclientsself-regulationandself-monitoringstrategiestoencourageindependentbehavior
DeepLearning
Although an ET may begin a task with mere surface coverage, it is a way to introduce a new word, idea, or plan. Once dialogue has begun and the discussion begins to move to the periphery of the surface, it may be time to introduce a more analytical perspective of the task, relating one aspect of the task to that of another,
requiring that the client broaden his or her thinking about the original idea. The process of gliding with a client through a task or concept and then moving on to a deeper level of knowing through investigation, analysis, and establishing hypotheses can occur through a process akin to a Socratic method of teaching or occurthroughamentoringrelationship,thelikenessofwhichisfoundintheworkofanET
Mentorsgiveusthemagicthatallowsustoenterthedarkness;atalismantoprotectusfromevilspells,a gem of wise advice, a map, and sometimes simply courage. But always the mentor appears near the outsetofthejourneyasahelper…amidwifetoourdreams.
(Daloz,1986,p.17)
Development
While human development encompasses many theories that apply to virtually every task, context, and situation, the ET concerns herself with how each client performs within each level of learning, determining the‘readiness’oftheindividualtomovetoanotherlevel.Atthatjuncture,shecanestimatethedegreeofease in which her client keeps up in the classroom, in relationships, or in the workplace One area of a client’s life may be very advanced, possibly in social development, while another area is lacking in maturity, possibly in emotionalregulation.Thedifferenceofayearinthelifeofachildoradolescentcanexhibitaleapinmaturity, impactingtheabilitytomasternewtasksandmaterial
Emotions
An individual’s emotions are often associated with temperament, an indicator of mood, which in turn can predict a level of motivation in approaching a task. Emotions and learning do not occur in turn, but rather simultaneously and subjectively “ emotional engagement must be a part of the learning process The recognition that passion is central to learning and the capacity to provide emotional support when it is needed…arerequiredofthementor”(Daloz,1986,p.33).TheEToftenusesreflectiveperiodsinsessionsto talk about the emotional responses clients have to specific tasks that are reminiscent of earlier, unpleasant learning experiences, pointing out that emotional responses are “to be expected, rather than rejected” Each smallsuccessheightensaclient’sself-esteemandleadstheclientawayfromtheshameoffailure.
Empathy
The ET enters into each new relationship with a client by modeling an understanding of a client’s range of feelings and fears Genuine and reciprocal empathy is a strong agent in maintaining a cohesive ET/client relationship. Some ETs find that the modeling (or apprenticeship) of empathy helps younger clients more easily enter into discussion about understanding the feelings and perspectives of others With adolescent and adultclients,ETscanengageinbothsubjectiveandobjectivediscussionsabouttheseskills,citingexamplesof behaviors and applying these skills to role-playing situations. According to Daniel Siegel, “Just inviting yourself to imagine the mind of another person activates those prefrontal regions in your brain that will become strengthened by such a perspective-taking practice as you try to see through the mental lens of anotherperson”(2013,p.54).
Another random document with no related content on Scribd:
by the applicable state law. The invalidity or unenforceability of any provision of this agreement shall not void the remaining provisions.
1.F.6.
INDEMNITY
- You agree to indemnify and hold the Foundation, the trademark owner, any agent or employee of the Foundation, anyone providing copies of Project Gutenberg™ electronic works in accordance with this agreement, and any volunteers associated with the production, promotion and distribution of Project Gutenberg™ electronic works, harmless from all liability, costs and expenses, including legal fees, that arise directly or indirectly from any of the following which you do or cause to occur: (a) distribution of this or any Project Gutenberg™ work, (b) alteration, modification, or additions or deletions to any Project Gutenberg™ work, and (c) any Defect you cause.
Section 2. Information about the Mission of Project Gutenberg™
Project Gutenberg™ is synonymous with the free distribution of electronic works in formats readable by the widest variety of computers including obsolete, old, middle-aged and new computers. It exists because of the efforts of hundreds of volunteers and donations from people in all walks of life.
Volunteers and financial support to provide volunteers with the assistance they need are critical to reaching Project Gutenberg™’s goals and ensuring that the Project Gutenberg™ collection will remain freely available for generations to come. In 2001, the Project Gutenberg Literary Archive Foundation was created to provide a secure and permanent future for Project Gutenberg™ and future generations. To learn more about the Project Gutenberg Literary Archive Foundation and how your efforts and donations can help, see Sections 3 and 4 and the Foundation information page at www.gutenberg.org.
Section 3. Information about the Project
