Biopsychosocial Model

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a new and improved biopsychosocial model, better than Engel’s version. This model is valuable to this day towards biomedical reductionism but its historical role does pay a role.

What evidence that I can provide that indicates that this model is an effective model is by having supporting articles/studies that involved the model. Found an article for Understanding ADHD from a Biopsychosocial -Cultural Framework. This is a case study that involves an assessment and intervention that is considered biologically, psychologically, and socio-cultural factors that does influence human functioning (Pham, 2015). This model can be used as a framework for school psychologists that addresses mental health needs towards youth with Attention-Deficit/Hyperactivity Disorder (ADHD). The school psychologists can use this model then conceptualizing academic, behavioral, and social-emotional functioning of both children and adolescents. School psychologists are encouraged to address any problems in a sensitive manner which may reduce bias and result in mental health outcomes (Pham, 2015).

This model allows the psychologists to carefully consider each one of the dimensions when they are assessing a child’s functioning (cognitive, academic, behavior, social-emotional, and physical/medical). Case study is about a 6-year-old first grader who was from Puerto Rico with his biological father. The young boy had received special education services (IEP) Individualized Education. He had problems with aggression, difficulty with sustaining attention, impulse control. He was diagnosed with ADHD when he did live in Puerto Rico, however, he did not receive any behavior intervention at home nor psychopharmacological treatment (Pham 2015, p. 56).

The young boy had limited English speaking as was the only Spanish speaking student in his class. He did have some strengths that were strong verbal skills, a supportive family relationship with step family despite him having behavior problems (Pham, 2015, p. 56). Since he had received an IEP in Puerto Rico, the student support team at the school had conducted a comprehensive psycho-educational evaluation. He does have those issues since he only speaks Spanish and very little English. But that did not stop him in school. The findings from the assessment did show that he was able to recognize certain things (shapes, colors, letters, numbers). He did not show a learning disability but he did require intensive English language support at his school (Pham, 2015, p. 57). It would help him with his English so he can get through school.

ADHD has been recognized in many countries, diverse cultural groups, families, etc. ADHD has been known to have both a genetic and neurobiological background. ADHD is usually determined by their level of severity and manifested by the environment. The young boy had a neurological assessment with his previous diagnosis of ADHD. Usually children who have ADHD display levels of aggression (Merrell and Wolfe, 1998). They can demonstrate impulsive behavior and difficulties with self-regulation. The young boy does not express any significant behavior from the behavior rating scales that his teacher reported. He is adjusting well in the classroom and reports to be attentive, cooperative, and engaging in the classroom (Pham, 2015, p. 58). Additionally, he would be occasionally off task or out of his seat to look at others’ work because he did not understand. He had difficulties with social interactions especially during recess.

Many institutions and even medical doctors have managed to use the holistic view of health, the Biopsychosocial (BPS) Model of Health and Illness. The concept of wellness is where the state of being in good health is based upon the model but is also accompanied by decent quality of life and strong relationships. Today, those individuals who are living with disease usually they take a good part of their life away. As years go by, more psychologists are using the Biopsychosocial model in their practice towards patients.