Treatment Phase 3

Treatment Phase 3

Phase 3 (3 months~ ): Generalization of treatment strategies, precautions, and prevention methods

Among the clinical/psycho-educational strategies that have shown treatment effects during Phase 2, strategies that are necessary for a child’s behavior modification or learning progress at home or school go through the generalization process in the following ways.  

First, parents and guardians get educated and trained to apply the same treatment strategies, which clinicians have used in the clinical and psycho-educational settings and have been proved successful. This process of getting trained is very important for the child to continuously achieve both the clinical and psycho-educational goals in the treatment plan. 

 

There are several caveats in the process of transferring the treatment strategies from clinicians to parents. Because these were developed in clinical setting, it may not be easy for parents to acquire effective Treatment skills. Particularly, the way parents and guardians discipline or teach their child is often not consistent; during Phases 1 and 2, clinicians identify such inconsistencies, find the most effective disciplinary methods out of all methods that they have been using at home, incorporate them into the clinical strategies and try to make them work as consistent as possible. Parents and guardians may find difficult to become familiarized with the newly learned Treatment skills and how to discipline and respond to their child in a consistently effective manner. If one of the parents who is relatively busier than the other does not acquire these skills, it can hinder consistent treatment strategies from being fully implemented at home. Parents and guardians should consider themselves a core member of the treatment team to prevent such problem from occurring and actively participate in implementing the recommended treatment strategies at home for their child’s Treatment progress.   

 

When these treatment and disciplinary strategies are successfully transferred to all of the child’s parents and guardians, they may also be partially transferred to school professionals. In case the child’s symptoms are severe or the treatment team has established a cooperative partnership with the school before proceeding with the psycho-educational program, these strategies can be shared with the school professionals immediately after Phase 2.  
 

Usually, we find it more challenging to share these strategies with local Korean schools; however, international schools that have professional resources may be capable of implementing these to their classrooms. Still, we fully respect that school professionals have their own expertise and are aware that they may have different opinions about behavior modification approaches and treatment strategies. However, building close partnerships with the schools is important for the students’ progress although all of us have time and resource constraints.  

In addition, because a large amount of additional research and advisory time should be devoted to gaining cooperation from school professionals, we need to work efficiently to the extent possible with these limitations in mind. All of these processes are shared with parents; their dedication and trust are essential for their child in creating a strong, collaborative system between the school and our institution. If the parents or caregivers feel uncomfortable with such a partnership, we cannot build one on our own, and thus, it is desirable to start the partnership with the school only when the parents and guardians are ready. 

치료전략의 일반화과정과 유의사항 및 예방법

일반화 과정 Generalize

임상세팅에서의 치료전략을 가정 및 학교로 전달
- 치료적 효과가 나타난 임상적/심리교육적 전략을 필요에 따라 집과 학교로 전달하여
일반화 과정을 통해 지속적으로 행동수정과 언어와 학습발달을 촉진시킴

- 부모와 보호자가 치료자와
동일하게 치료전략을 실행할 수 있도록 교육 훈련

부모 및 보호자 유의사항

- 보호자의 훈육 방식이 일관적이지 않을 수 있음

- 기존 방법들 중 효과적인 것을 변별하여 치료전략에 활용하고 가장 효율적인 방법을 일관화시키는 연구

- 보호자들이 전략으로 만든 스킬과 행동방식에 대해 생소하여 배우기 어렵거나, 한 분의 부모가 참여하지 못하는 경우가 발생함

- 치료팀과 부모님 한 팀. 적극적으로 효과적인 치료전략를 집에서 부모가 같이 적용하는 것이
치료효과를 높이고 기간을 단축시킴

학교와의 협력 시 유의사항

- 학교전문가들의 경우 각자의 전문영역이 있고 심리치료적 접근을 기본으로 하는 행동챠트 작성과 개발된 언어발달과 학습행동 등의 치료전략들에 대해 다른 의견이 있을 수 있음

- 각 학교마다 인적 재원과 정책이 상이하고 담당자가 할애할 수 있는 시간 문제가 있음

- 협력 체계 유지를 위해서는 학교 전문가 뿐 아니라 치료진도 추가 연구와 자문시간이 필요하므로 이러한 제약을 인식하고 가능한 범위에서 효율적으로 협력해 나가야 함

-학교 협력시 정보 공개 동의서를 작성하여 모든 정보를 공유해야 하며, 부모님의 각별한 노력과 신뢰가 필요함