PSYCHOLOGY AS PEDAGOGY

Traditionally, psychology has followed in good measure, the medical model; that is to say, if someone has a “psychological problem” he is supposed to visit the doctor’s office of a psychologist or psychiatrist and tell him his “problem”, while the doctor analyses him trying to get to a precise diagnosis of his ‘pathology’, to determine the right treatment.

WHAT TO KNOW ABOUT THE REACH AND SCOPE OF PSYCHOLOGY

The notion that “only” in the doctor’s office, and in that way, a good influence over conduct, feelings and thoughts of a person can be inflicted, is completely wrong. 

Actually we all are, for good or for bad, permanently influencing or being influenced by other beings, be it in interpersonal relationships at work, studies, family, friendships, etc., as also indirectly through books, movies and the media in general (Bandura, 1987). 

If we want human beings to be more functional and happy, that is to say, that we are psychologically healthy, we have to be very aware that incidence over our psyche is a permanent thing, which is given in all areas and levels in a continuous way, even if we do it intentionally or not, if we are conscious of it or not. 

WHERE IS PSYCHOLOGICAL ACTION HEADED 

Although with differences between them, there are some orientations which are pulling psychology away from the office: the so called “group therapies” look for a cultural change holding each one responsible for his own luck.

Behavioral psychology can project change strategies over entire groups, putting emphasis in the sanctioning circumstances of the medium (Institutions, communities, school) without rummaging in the supposed pathologies of the persons involved (Ulrich, Stachnik and Mabry, 1977). 

A radical change is due to “positive psychology”, which is centered on the strengths and virtues of a person, who are hold protagonists of their lives and with the capacity to overcome difficulties, pulling strength from within themselves (Seligman, 2011). 

All this means that personal and collective wellbeing is everybody’s task. As parents, friends, or family, as teachers, as directors or leaders of an institution, as neighbors, even as passers-by, we have some responsibility in the wellbeing of ourselves and of those around us. 

I don’t mean to say that we should, or that we are in capacity to solve everybody’s problems, but instead we should look to create atmospheres that promote effectiveness, collaboration and harmony. How? In many ways, but there are there fundamental actions:

Let’s behave as we would like others to behave, 

Let’s not let a bad action happen without a corrective sanction in time and

Let’s recognize and celebrate timely and pleasantly all good behavior.

Maybe, some might think that it’s about such small things that they shouldn’t have important consequences, but they are wrong, even though we can’t measure its reach, there are reasons to believe that they can create virtuous circles with exponential effects. 

In my book WHAT DO I DO NOW? NO ONE TAUGHT ME HOW TO BE A MOM!  You will find 27 common problems in children from birth to 12 years. There you will find topics related to this of psychology as pedagogy

You can also check in this Blog To discipline with love and Should parents influence their children? As well as visit Facebook Urquia Larralde (psykia), Twitter @psykia20 and Instagram @psykia20

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BIBLIOGRAPHIC REFERENCES

Bandura, Albert (1987): Pensamiento y Acción. Fundamentos Sociales, Edit. Martínez Roca, Barcelona, España.

Seligman, Martin (2011): La Auténtica Felicidad, Edit. Zeta, Barcelona, España.

Ulrich, Stachnik y Mabry (1977): Control de la Conducta Humana, Trillas, México