PSYCHOPEDAGOGY
“What we call the personality is often a jumble of genuine traits and adopted coping styles that do not reflect our true self at all but the loss of it.
— Gabor Maté
For over 20 years of helping children, teens, and adults to find their true meaning in life and supporting them in transforming into who they are meant to be.
Psychosocial evaluations
Group and individual therapy and interventions
Create and implement collaborative psychosocial intervention plans.
Involves developing strategies and approaches that can be used to help people become more self-aware, confident, and empowered. The goal of psychoeducation is to help individuals reach their full potential by providing them with the tools and resources they need to achieve success within a ecosystematic approach. Through psychoeducation people can learn how to better manage their emotions, build relationships, set goals, and develop skills for achieving personal growth. Psychoeducation also helps individuals understand how their thoughts and behaviours impact their lives. By understanding themselves better, individuals can make informed decisions about how they want to live their lives.
HOW IS THIS POSSIBLE?
Psychoeducation are subject matter experts in 21st-century learners and psychosocial issues. Psychoeducation help people learn soft skills such as social-emotional learning to build emotional intelligence. This process is done by creating a climate and culture change for everyone involved.
By hiring a psychoeducator to help integrate emotional intelligence into your mission’s philosophy.
By training the workers and/or families to implement emotional literacy techniques to increase social-emotional learning to help foster personal growth and self-regulation. Psychoeducator also offers training sessions for teachers and other professionals to help them learn skills on how to promote social-emotional learning within their lectures and interventions.
Thoughts from past experiences
After working in front-line work as a social service worker, I noticed children and teens have changed. Rather than having only anger-related problems, they began developing anxiety due to the emergence of trauma-related circumstances. In fact, the episodes were not what had changed, rather, it was the way in which they related to one another.
The human component in their connection is affected. Technology has had an immersion influence on us as people, it has created a shift in humanity. This change is here to stay. Rather than ignoring it, I did something constructive about it. I changed my approach to working with children and the youth in need, helped parents understand this shift and provided them with the knowledge to proactively support their children. I provided a service for institutions and health care services to train their workers on how to incorporate social-emotional learning (SEL) into their work ethics and educational approaches. I advocate the use of technology as a practical tool; however, it does not define who I am as a person.
I focus on factors that strengthen the capacity of schools and communities to learn and support youth development and social-emotional learning. My clients include individual schools, government institutions, nonprofits, and foundations that have an interest in linking research and practice in the fields of education.