PsychoEd Intervention (24)
Psychoeducation 102. Life Space Crisis Intervention (LSCI) (Part 8)
Some Final Words on LSCI . . .
In all ways, LSCI embodies the values and practices that characterize psychoeducation. In theory and practice, LSCI . . .
1. Acknowledges the complex nature of human relationships, and the challenges inherent to producing meaningful behavior change;
2. Upholds the critical importance of adult-child relationships built upon trust, mutual respect, and communication;
3. Helps the child understand the cognitive distortions that he or she brings to the table, and how those distortions contribute to feelings and maladaptive behaviors;
4. Views the child's emotional responses as central to the process of change; and,
5. Enables a child attain increased independence by setting meaningful, personal goals; by making decisions based upon those goals; and, by acting upon those decisions.
LSCI goes far beyond the simplistic notion that if we "catch a child being good," we will bring change, or that maladaptive behavior is based upon some nebulous desire for "attention." LSCI gives us sophisticated tools to use on complicated problems, and the work we do requires that sophistication. Most importantly, LSCI ultimately promises to help troubled children and youth become solid, productive, and psychologically healthy citizens. The next section describes some Psychoeducational Approaches of a therapeutic nature.
