Tuesday, May 11, 2010

APOGEE ~ An Educational Therapy Model

An Educational Therapy Model

Learning vs. Teaching
Process vs. Content
Framing vs. Correcting
Clinical vs. Pedagogical
Humanistic vs. Behavioristic
Evoking vs. Imparting

Two Major Disciplines

Two major disciplines emerge as having significant influence on the practice and development of educational therapy:

1. The Psychoeducational Model which emphasizes the diagnosis and remediation of learning, emotional or attentional difficulties

2. The Mental Health Model which seeks to ameliorate learning, emotional and attentional difficulties by intervening therapeutically in the individual's intrapsychic, interpersonal and social world.

APOGEE™ and the third domain

APOGEE™, founded in 1983 by Rose Marie Raccioppi, is a system of learning and educational therapy that considers the visual, auditory, motor, psychological, attitudinal, kinesthetic, cognitive, biochemical, nutritional, neurological, educational, environmental, vibrational and reciprocal factors that relate to learning and creativity. It addresses the Academics and the Arts.

APOGEE™ A Holistic Paradigm

APOGEE™ creates an educational milieu that:

1. Permits the learner to explore freely
2. Integrates the academics, the arts and sport or recreational activities
3. Assists the learner to understand the consequences of his/her actions or choices.
4. Paces learning experiences within the environment at a rate and style determined by the learner
5. Makes full use of the individual's capacity for discovering and making interconnections with his/her physical, emotional, social and cultural world.

Areas for Educational Therapeutic Intervention

1. Difficulty in content or process knowledge
2. Difficulty in perception, cognition or psycholinguistic skills
3. Difficulty in personal relationships that adversely affects learning

Points of Focus

1. The specific nature of the academic or creative work (music, art, dance, sport)
2. The relationship between the student and the academic or creative work
3. The relationship between the therapist and the student
4. The reciprocal relationship of the therapist, the student and the academic or creative work.

The first point of focus is appropriate when the student identifies with the need to address the task or project at hand, is cooperative, willing and interested in the particular assignment.

The motivation is with the student, passed to the therapist, so that the relationship is one of facilitation and support.

The role of the therapist becomes one of tutor and support giver. That support offers the resources and approaches most appropriate to the specific nature of the academic or creative work and the learning style of the student.

The second point of focus is indicated when the student expresses thought, affect or actions that are incongruent with the role of learner. Expressions of boredom, frustration, withdrawal, manipulative behavior, avoidance, fear, anger, that move the focus away from, rather than in support of the academic or creative work, are to be considered by the therapist. The therapist is to provide the support that will help the student understand his/her feelings and actions and guide the student to learning activities appropriate to the requirements of the academic or creative work.

The third point of focus becomes important when the difficulty experienced by he student interferes with his/her involvement with his/her academic or creative work. Lack of motivation, intense affect, destructive self-judgments, learning disabilities, attentional difficulties, conflict with teachers or others (parents, peers, family, coaches, etc.) require particular attention. Here we see the need to resolve intrapsychic and/or interpersonal conflicts that interfere with academic learning and creative expression.

The fourth point of focus is inherent in each of the other three. The reciprocal relationship creates, re-creates, modifies, enhances and expands the experience of learning. The student is to be brought closer to understanding how his/her own body, mind and spirit have a reciprocal relationship to each other, to attraction, to creativity and to learning. The student is provided with experiences that respect his/her Natural Intelligence, a paradigm put forth by Rose Marie Raccioppi, MS, FABI. APOGEE™ offers a holistic approach where the relationship between therapist and student is one of learning-teaching-learning.

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