Psychological Education: Curriculum Intervention of School Counselors Within a Primary Prevention Model

A five level intervention model: division of professional labor and implication for school counseling

“…A more earnest commitment to psychoeducation, which is considered an important counseling tool (Klingman, 1983) would help answer this criticism and enable guidance and counseling to impact more positively in elementary and secondary schools (Mosher and Sprinthall, 1971), as well as on college and university campuses (Thurman, 1984). The five-level model presented in this article provides a potential guide for a training program towards this end; counselor educators are the key to maximizing the power inherent in the model.…”

“…This article presents a five level model of mental-health intervention in the school setting and posits a division of responsibility for that intervention among the school psychologist, the school guidance counselor and the teacher. Implications for a school-counselor preparation program are discussed.Psychoeducation has been accorded an important role in counseling psychology in general (e.g,, Authier, Gustafson, Guemey and Kasdorf, 1975;Ivey, 1979;Watkins, 1985) and school counseling in particular (e.g., Klingman, 1983; Valine, 1981, 1984). The purpose of this article is to present a psychoeducationally-oriented intervention model for the school setting that has direct implication for pupil-personnel services.…”

“…Psychoeducation has been accorded an important role in counseling psychology in general (e.g,, Authier, Gustafson, Guemey and Kasdorf, 1975;Ivey, 1979;Watkins, 1985) and school counseling in particular (e.g., Klingman, 1983; Valine, 1981, 1984). The purpose of this article is to present a psychoeducationally-oriented intervention model for the school setting that has direct implication for pupil-personnel services.…”

Tertiary intervention: Conceptual framework for school counselor education and practice

“…Primary prevention focuses on lowering the incidence of mental health problems, secondary prevention on early identification and prompt treatment of problems, and tertiary prevention on reducing the long-term effects of disabilities. While both primary and secondary stages of prevention have been elaborated in the professional literature of school psychology and school guidance and counseling (e.g., Conyne, 1983;Klingman, 1978Klingman, , 1983Klingman, , 1984aKlingman & Ben Eli, 1981;Lewis & Lewis, 1981;Zax & Specter, 1974;Zigler, Kagan & Muenchow, 1982), tertiary prevention as a systematic intervention within the educational system has generally been neglected. Two main reasons cited for such neglect are (a) that this is the most difficult category to understand as prevention and (b) that it is often confused with rehabilitation, a term which is currently in wide use (Goodyear, 1976;Mann, 1978).…”

Health‐Related School Guidance: Practical Applications in Primary Prevention

“…In our context primary prevention is a proactive population-based guidance intervention made in key integrative social systems (e.g., schools). It focuses on knowledge, attitudes, and new coping skills (Bloom, 1979;Caplan, 1964;Conyne, 1983;Klingman, 1983a) and assumes that nonclient populations can be trained to effectively manage, their health behavior (Dwore & Matarazzo, 1981).…”