Zone of Proximal Development, Zone of Proximal Development, Scaffolding and Scaffolding and

Directional Therapeutic InquiryDirectional Therapeutic Inquiry

LaSalle University – Psychology 504BALaSalle University – Psychology 504BAApril 29, 2008April 29, 2008

Presented by: Mineela J. ChandPresented by: Mineela J. Chand

What is the problem...?What is the problem...?

Narrative (a la Michael White & David Epston) is a Narrative (a la Michael White & David Epston) is a powerful way of working with people but not empirically powerful way of working with people but not empirically supported...like so many other clinical practice theories...supported...like so many other clinical practice theories...

What is the “zone of proximal development” and What is the “zone of proximal development” and “scaffolding”?“scaffolding”?

Is there a way to intentionally direct conversation with a Is there a way to intentionally direct conversation with a client using therapeutic inquiry?client using therapeutic inquiry?

Thesis StatementThesis Statement

Provide understanding of zone of proximal development Provide understanding of zone of proximal development (ZPD) and scaffolding(ZPD) and scaffolding

Brief review of literatureBrief review of literature

Attempt to connect ZPD and scaffolding to Narrative Attempt to connect ZPD and scaffolding to Narrative practicepractice

Implications for psychotherapy and therapist educationImplications for psychotherapy and therapist education

Zone of Proximal DevelopmentZone of Proximal Development

Vygotsky defined the zone of proximal development as...Vygotsky defined the zone of proximal development as...

““the distance between the actual developmental level as the distance between the actual developmental level as determined by independent problem solving and the level determined by independent problem solving and the level of potential development as determined through problem of potential development as determined through problem solving under adult guidance or in collaboration with more solving under adult guidance or in collaboration with more capable peers” (Vygotsky in Burkhalter, 1994, p. 5)capable peers” (Vygotsky in Burkhalter, 1994, p. 5)

Therefore, acquisition of knowledge/skills occurs within a Therefore, acquisition of knowledge/skills occurs within a social context.social context.

In other words....In other words....

What is known (lower limit)

What is possible to know (upper limit)

ScaffoldingScaffolding

Scaffolding is the process by which a teacher guides a child Scaffolding is the process by which a teacher guides a child in incremental successive cognitive steps toward the upper in incremental successive cognitive steps toward the upper limit of the zone in collaboration with the child to reach the limit of the zone in collaboration with the child to reach the target goal or skill (Belmont, 1989) using different target goal or skill (Belmont, 1989) using different strategies (for example questioning and feedback). strategies (for example questioning and feedback). Scaffolding can be likened to the structural scaffolding used Scaffolding can be likened to the structural scaffolding used in the construction of a building before it is left to stand in the construction of a building before it is left to stand independently. independently.

What is known and familiar (lower limit) – “problem saturated stories”

What is possible to know (upper limit) – new possibilities, knowledge of self and problem/life and skills of living; personal agency

In therapy....In therapy....

Therapeutic inquiry – it’s all about the questions therapists ask....

The questions create a chain of association that leads to more complex ways of thinking that involves establishing bonds and relationships between each connected piece in manageable increments.

White’s “Scaffolding Conversations Map”White’s “Scaffolding Conversations Map”

Characterizing the unique outcome

Unique outcome taken into chain of association

Reflections on chain of association, learnings, & realizations

Abstraction of learnings & realizations

Plans for action

Low

Medium

Medium High

High

Very High

What is known and familiar (lower limit) – “problem saturated stories”

What is possible to know (upper limit) – new possibilities, knowledge of self and problem/life and skills of living; personal agency

In practice...In practice...

“walking away from lying”, “telling the truth”, “hard but I did it”“figuring ‘who needs it’”, “not losing it”, “keeping one’s mind”

“kept my privileges”, “avoided going to the principal’s office”, “didn’t get mom and dad and my teachers mad at me”, “didn’t get into trouble”

“wow! I can do it!”, “it feels good not to get into trouble”, “see, I don’t always lie”, “I can do hard things that are right”

“I don’t have to play with lying when it asks me to come out and play”, “I can say ‘no” and do things that don’t get me in trouble”

Plans for action (co-constructed solutions)

Low

Medium

Medium High

High

Very High

“lying gets me into trouble”, “I can’t not lie”, “it’s not my fault”, “I am a liar”

stand against “lying” and stand with “truth-telling”

Levels of distancing tasks

ZPD/Scaffolding Strategies in Therapeutic ContextZPD/Scaffolding Strategies in Therapeutic Context

Therapeutic alliance is collaborative, reciprocal, and dynamic (Vare, 1993)Therapeutic alliance is collaborative, reciprocal, and dynamic (Vare, 1993)

Determine, with the client, the lower and upper limits of the ZPD (Seng, Determine, with the client, the lower and upper limits of the ZPD (Seng, 1997); give words to/name the problem and the goal1997); give words to/name the problem and the goal

Begin at the lower limit; starting somewhere else will not lead to sustained Begin at the lower limit; starting somewhere else will not lead to sustained change or generalizability (Belmont, 1998); starting at an upper limit will change or generalizability (Belmont, 1998); starting at an upper limit will require reminders and starting in the middle will lead to an inability to require reminders and starting in the middle will lead to an inability to generalizegeneralize

Aim for a quality of relationship exemplified by genuine respect and care, Aim for a quality of relationship exemplified by genuine respect and care, bringing a human(e) element into the processbringing a human(e) element into the process

Share responsibility with the client – you have yours and they have theirs!Share responsibility with the client – you have yours and they have theirs!– Theirs – to work just as/harder than youTheirs – to work just as/harder than you– Yours – to scaffold appropriatelyYours – to scaffold appropriately

Check in with the client occasionally to make sure you are talking about Check in with the client occasionally to make sure you are talking about what is most vital to the client (Ge & Land, 2001)what is most vital to the client (Ge & Land, 2001)

ZPD/Scaffolding Strategies in Therapeutic ContextZPD/Scaffolding Strategies in Therapeutic Context

Set a positive emotional tone conveying warmth, respect, & listening attitude Set a positive emotional tone conveying warmth, respect, & listening attitude (Shuster, 2000)(Shuster, 2000)

Build shared understanding by repeating client’s own words, restating, & Build shared understanding by repeating client’s own words, restating, & seeking clarityseeking clarity

Extend understanding by asking “meaningful, open-ended questions to Extend understanding by asking “meaningful, open-ended questions to stimulate, provoke, expand thinking, and voiced limited conversation to a stimulate, provoke, expand thinking, and voiced limited conversation to a sense of a ‘right’ answer” (p. 291)sense of a ‘right’ answer” (p. 291)

Questions are powerful (Ge & Land, 2001); they can:Questions are powerful (Ge & Land, 2001); they can:– Direct attention to information which may not have been previously consideredDirect attention to information which may not have been previously considered– Help represent the problemHelp represent the problem– Make connections between resources and constraintsMake connections between resources and constraints– Link to solutionsLink to solutions– Help think about alternative solutions and their viabilityHelp think about alternative solutions and their viability– Organize thinkingOrganize thinking– Break down the problem into small stepsBreak down the problem into small steps