MODULE: EDE311

EDUCATION STUDIES 4
(EDUCATIONAL PSYCHOLOGY)

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CHILD DEVELOPMENT THEORIES:
THE BIOPSYCHOSOCIAL MODEL

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 Introduction to the Biopsychosocial Model
• The biopsychosocial model was developed at Rochester by Drs. George Engel and John
Romano.
• This model was intended as a general health care delivery model but is used most often by
psychiatrists and developmental psychologists because of its humanistic approach.
• This model takes into consideration the complex nature of individuals and, with minor
modification, is a perfect tool for teachers who are on the front lines of behaviour
interpretation and problems in the classroom.
• The biopsychosocial approach provides the foundation for accurate functional behaviour
analysis—the only evidence-based method of analyzing behaviour.
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 The biopsychosocial Model

• The bio-psycho-social approach systematically considers biological, psychological, and

social/environmental factors, alongside their complex interactions.
• Biological type factors include medical, psychiatric, neurological states, and genetic factors
that can cause behaviour.
• Psychological factors include current psychological features (i.e., emotional, cognitive,
developmental) as well as skill deficits that can influence how a student behaves or learns.
• The social/environmental factors include family, cultural, interpersonal, school program
factors, and physical aspects of the environment that can affect behaviour and learning.
(Griffiths and Gardner, 2002)
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 Assumptions of the Biopsychosocial Model

• The Biopsychosocial Model:

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 Assumptions of the Biopsychosocial Model

• In order to predict behaviour and learning outcomes and influence future behaviour and
learning, an understanding of the following is required:
• 1) the synthesis of instigating conditions, such as the social/environmental causes of the
behaviour.
• These factors, which result in the occurrence of behaviour or learning difficulties, may include
aspects of the school, social, or physical environment (social/environmental factors) (Griffiths
& Gardner, 2002).
• Other social/environmental features may include mismatches between the individual and the

physical environment, (e.g., sensitivity to temperature, light, or seating conditions).

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 Assumptions of the Biopsychosocial Model cont…

• 2) the child’s vulnerabilities (psychological/biological/medical factors inherent in the child).

• These conditions may include features of the individual (psychological or biological/medical

factors) that place the individual at risk for problem behaviour or learning difficulties.
• Vulnerability conditions may include skill deficits (e.g., poor expressive language or poor
memory), cognitive deficits, psychological features (e.g., social anxiety, fear of failure),
biological abnormalities (e.g., sensory sensitivities or difficulty sleeping), or medical/mental
health diagnoses (e.g., epilepsy, ADHD, or autism). Vulnerability conditions increase the
likelihood of challenging behaviour or learning challenges in the classroom.

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 Assumptions of the Biopsychosocial Model cont…

• 3) the reinforcing (maintaining) factors that can influence behaviour and learning.
• The likelihood of the student displaying challenging behaviour is further influenced by the
consequences that arise after the behaviour has occurred.
• Consequences that increase the likelihood of the behaviour occurring when something is
added to the environment are positive reinforcers.
• Consequences that increase the likelihood of the behaviour occurring when something is
removed from the environment are negative reinforcers.

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 Assumptions of the Biopsychosocial Model cont…

• 4) the positive (protective) factors are the individual’s own areas of competency, skills, talent,
interest, and supportive elements.
• They refer to the strength of an individual that can promote healthy and adaptive functioning.
• These can be in the from of personal characteristics such as tenacity, intellect, or insight.
• They can also be a supportive family, teachers or a conducive learning environment.

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Application of the Biopsychosocial Model

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 Application of the Biopsychosocial Model

Justin’s Case Biological Psychological Socio-Cultural

Vulnerability Factors Maternal & paternal history Very reliant on mother Neglected scholastic skills
(Why me?) of developmental disorders.
Instigating Factors (Why Stress associated with Feeling lost, desperate, No remediation,
now?) struggling. trapped and inadequate. accommodations and
Neurotransmitters not concessions, work speed
optimal. increasing in high school.
Reinforcing Factors (Why No treatment on Constant failure despite Inadequate academic
does it continue?) Neurological disorders. attempts to get help and support, children teasing
study hard. him, wrong school for his
needs?
Positive Factors (What Good treatment available He is persistent never gives Willingness to do well in
can I rely on?) up. school, parents supportive.

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 References
• Engel, G.L. (1980). The clinical application of the biopsychosocial model. American
Psychiatry, 137, 535–544. Retrieved from: http://ajp.psychiatryonline.org/article. aspx?
articleid=158186
• Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic
Books.
• Hook, D., Watts, J. & Cockcroft, K. (2004). Developmental Psychology. Lansdowne:
UCT Press. (Pages 294 to 311)
• Berk, L.E. (2009). Child development. Boston: Allyn and Bacon. (Pages 492 to 506)

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