GOLD BORSCH PDAGOGISCHE PSYCHOLOGIE PDF

Elmar Souvignier; Andreas Gold. Elmar Souvignier. Andreas Gold. Paedagogische Studien 38 : 8M. Psychology: Clinical Approaches to the Total Per- sonality. David Gold,.

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Gates and Akabas identify several practical strategies for easing peer providers into traditional mental health agencies based on interview data collected from 21 agencies in New York City. Policy strategies, which can be enacted immediately, include agency adoption of a recovery orientation, minimization of peer versus professional job distinctions, and peer provider job security, dignity, and control over disclosure of disabilities.

Practice strategies, which require time to establish and become routine, include clear job tasks, sharing of client information between peer and nonpeer staff, cooperative service planning, and supervision of peer providers by professionals.

Ideally, recovery-oriented policies facilitate peer provider integration as they are realized through empowering agency practices. Although derived from very different data sources, the strategic approach to peer staff integration proposed by Gates and Akabas closely resembles an intervention, called the Jigsaw Classroom, that was designed to ease the tensions of public school desegregation in the s Aronson ; Aronson and Patnoe ; Aronson et al. Just as Gates and Akabas recommend that peer and nonpeer staff share client information needed for service planning, the Jigsaw Classroom recommends that students share vital knowledge needed for school success.

The basic tenet of the Jigsaw Classroom is that members of a dominant group will befriend minority group members to the extent those members hold critical knowledge unavailable to the dominant group. The elegance of the Jigsaw approach is its natural ease of implementation. Students assigned to racially integrated workgroups are each given a piece of an assignment and told not to share the printed material, but to read the material and prepare an oral presentation of the information.

Students then take turns making their presentations and try to learn from one another enough knowledge to pass their exams. They quickly discover it is advantageous to listen well and help each speaker articulate what he or she knows, offering encouragement rather than criticism. Shy students are cajoled to share their ideas, and self-interest stifles disparaging remarks when a classmate has trouble speaking. Talking quietly with one another, trying to reason out the assignment, they discover quite often that the kid with the chip on his shoulder is actually okay, and the dumb kid is not so dumb after all.

Tentative friendships are forged as students get to know one another, and interracial attitudes improve to justify this friendly banter with someone they would ordinarily avoid or disdain. Typically, at the end of a school term, the A students are still A students, but everyone has passed the course, and racially-mixed groups hangout together after class. Jigsaw Classroom effectiveness for easing racial tension and increasing minority student achievement has been demonstrated in a wide variety of university, high school, and elementary school settings Alebiosu ; Borsch et al.

The Jigsaw Classroom and the strategies proposed by Gates and Akabas have similar top-down policies of egalitarianism and expectations for minority group success. Similarly, both encourage cooperative interaction and information-sharing between individuals who differ in social status. Unique to the Jigsaw Classroom is the explicit requirement that lower status individuals hold vital information needed by their higher status counterparts.

This new program was an open-door activity and resource center for adults with severe mental illness that offered support or interest groups, supported employment and education, horticulture and crafts, supportive counseling, skill development, and help with daily living.

In keeping with a recovery orientation, program attendance was not mandatory, and clients could select their own services and the staff workers who provided them.

The remaining three peer staff, who worked 8—15 h per week, stayed on the job and began to draw on their peer provider training to expand their minimalist job description as counselors and community builders to include most of the possible peer provider tasks listed in the article by Gates and Akabas, with a focus on promoting client self-determination.

The successful integration of peer and professional staff became evident about 6 months later when the director asked all staff to reflect upon what they needed to do their jobs well.

With caseloads steadily increasing, it was becoming difficult for professional staff to spend sufficient time with every client to know them all well, and still have time to provide essential services. This was especially true for specialized staff, such as the nurses, the employment specialist and occupational therapist, who were responsible for screening and serving anyone enrolled in the program who wanted their help.

At this crucial point, it became clear that peer staff had more, and more personalized, information about clients than anyone else sitting in staff meetings. Several professional staff admitted that they had initially seen peer providers as fragile or inept, but their attitudes had changed as they watched these three individuals become increasingly competent as both advisers and service providers.

In turn, peer staff attributed their job success to supervisors who helped them translate their insights into practice theory and hands-on help.

All three peer staff also credited the program director for modeling respect for their opinions during staff meetings and for suggesting to professional staff that they seek out peer staff advice when confronted with challenging situations. One could say that Waverley Place discovered the Jigsaw principle of successful peer staff integration without any conscious intent to do so.

This independent discovery strengthens confidence in the findings now reported by Gates and Akabas However, the unique advantage of information sharing at Waverley Place was its appeal to the self-interest of professional staff. In the Jigsaw approach at Waverley Place, professional staff were enticed to rely on peer staff knowledge to enhance their own job performance, and herein lay a path to peer staff acceptance and job success.

Paul J. Paul B. National Center for Biotechnology Information , U. Adm Policy Ment Health. Author manuscript; available in PMC Oct Author information Copyright and License information Disclaimer. Corresponding author.

Copyright notice. The publisher's final edited version of this article is available at Adm Policy Ment Health. Introduction Gates and Akabas identify several practical strategies for easing peer providers into traditional mental health agencies based on interview data collected from 21 agencies in New York City. The Jigsaw Strategy Although derived from very different data sources, the strategic approach to peer staff integration proposed by Gates and Akabas closely resembles an intervention, called the Jigsaw Classroom, that was designed to ease the tensions of public school desegregation in the s Aronson ; Aronson and Patnoe ; Aronson et al.

References Alebiosu KA. Building empathy, compassion, and achievement in the Jigsaw classroom. In: Aronson J, editor. Improving academic achievement: Impact of psychological factors on education. The Jigsaw classroom: Building cooperation in the classroom. New York: Addison-Wesley; The Jigsaw Classroom. Beverly Hills, CA: Sage; Cooperative learning in elementary schools: Effects of the Jigsaw method on student achievement in science.

Psychologie in Erziehung und Unterricht. Responses to loss of freedom: A theory of psychological reactance. Effects of structured cooperative contact on changing negative attitudes towards stigmatized social groups. Journal of Personality and Social Psychology. Developing strategies to integrate peer providers into the staff of mental health agencies. Cooperative learning at the university: An evaluation of Jigsaw in classes of educational psychology.

Zeitschrift fuer Paedagogische Psychologie. Teaching of psychology. Academic performance, prejudice, and the Jigsaw classroom: New pieces to the puzzle. The diamond in the stone: Exploring the place of free behavior in studies of human rights, culture. Mahwah, NJ: Lawrence Erlbaum; Support Center Support Center.

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Integrating Peer Providers into Traditional Service Settings: The Jigsaw Strategy in Action

Gates and Akabas identify several practical strategies for easing peer providers into traditional mental health agencies based on interview data collected from 21 agencies in New York City. Policy strategies, which can be enacted immediately, include agency adoption of a recovery orientation, minimization of peer versus professional job distinctions, and peer provider job security, dignity, and control over disclosure of disabilities. Practice strategies, which require time to establish and become routine, include clear job tasks, sharing of client information between peer and nonpeer staff, cooperative service planning, and supervision of peer providers by professionals. Ideally, recovery-oriented policies facilitate peer provider integration as they are realized through empowering agency practices. Although derived from very different data sources, the strategic approach to peer staff integration proposed by Gates and Akabas closely resembles an intervention, called the Jigsaw Classroom, that was designed to ease the tensions of public school desegregation in the s Aronson ; Aronson and Patnoe ; Aronson et al.

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GOLD BORSCH PDAGOGISCHE PSYCHOLOGIE PDF

Elmar Souvignier; Andreas Gold. Elmar Souvignier. Andreas Gold. Paedagogische Studien 38 : 8M. Psychology: Clinical Approaches to the Total Per- sonality.

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