Every teacher knows that no two students are alike. Even so, when faced with classroom challenges, it can be easy to lose sight of the individual and think about the problem as it relates to the class. For example, when a student is acting out or failing to meet academic expectations, it can be easy to focus only on their behavior or academic performance without considering the multitude of factors that may contribute to the problem. This is where the biopsychosocial assessment model comes in. Applying this model can create a more inclusive and effective learning environment that provides holistic support for diverse learners. For instance, understanding how to teach essay writing effectively can be enhanced by considering the individual strengths and challenges of each student. In this article, we’ll explore the biopsychosocial assessment model, outlining its components and discussing how to implement it in your classroom.
We’ll also look at how EssayGrader’s grading software for teachers can help you achieve your objectives.
What is a Biopsychosocial Assessment?
A biopsychosocial assessment is an approach therapists use to gather biological, psychological, and social factors that impact a client’s:
- Thoughts
- Feelings
- Behaviors
It’s based on Engel’s biopsychosocial theory, which suggests a person’s well-being stems from multiple factors. Through this assessment, you can understand a client’s strengths while evaluating vulnerabilities or struggles that may contribute to their mental health symptoms.
In either case, it’s a helpful tool for better understanding, diagnosing, and treating your clients. “People don’t live in a vacuum, and this approach helps you get a clear and complete image of the client on multiple different planes in a short time,” says Michael Heckendorn, a licensed therapist and Headway’s clinical lead of clinical education.
What Are the Key Components of a Biopsychosocial Assessment?
A biopsychosocial assessment typically addresses three key components of a person’s life.
- Biological Questions: The assessment usually includes questions about a person’s medical history, including health conditions, medications, and lifestyle habits.
- Psychological Questions: You’ll also ask questions about a person’s mental health history, including past diagnoses, therapy experiences, and psychiatric medications.
- Social Questions: Finally, the assessment incorporates questions about a person’s social history, including relationships with their family, friends, and colleagues or classmates.
What Are the 4 Components of the Biopsychosocial Model?
The biopsychosocial model considers the “4 Ps” for each of the biological, psychological, and social factors:
1. Predisposing Factors
These areas of vulnerability increase the risk of the presenting problem. Examples include:
- Genetic (i.e., family history)
- Predisposition for mental illness
- Prenatal alcohol exposure
2. Precipitating Factors
These are typically thought of as stressors or other events (they could be positive or negative) that may precipitate the symptoms. Examples include:
- Conflicts about identity
- Relationship conflicts
- Transitions
3. Perpetuating Factors
These are any conditions in the patient, family, community, or larger systems that exacerbate rather than solve the problem. Examples include:
- Unaddressed relationship conflicts
- Lack of education
- Financial stresses
- Occupation stress (or lack of employment)
4. Protective Factors
This includes the patient’s:
- Competency
- Skill
- Talents
- Interests
- Supportive elements
Protective factors counteract the predisposing, precipitating, and perpetuating factors.
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Applying the Biopsychosocial Model to Teaching and Learning
The Biopsychosocial Model: Seeing the Whole Student
Every student is unique, entering classrooms at varying ages and stages in life. Their biological, psychological, and social makeup and circumstances impact their learning outcomes.
As educators in post-secondary institutions, we are a front-line point of contact with this diversity. Valuing this diversity and striving to provide inclusive learning spaces in the classroom, we believe that educators of any discipline can benefit from using the biopsychosocial model to see the whole student.
Biopsychosocial Model Basics
The biopsychosocial model originated in the 1970s through George Engel. He worked in psychiatry then, and the biomedical model was considered the gold standard, but Engel saw the medical model as reductionistic.
Addressing Student Diversity with the Biopsychosocial Model
The biopsychosocial model allows educators to improve their understanding of student diversity and better address the needs of students in their classrooms. The model considers three key domains:
- Biological
- Psychological
- Social
Biological Factors
In the classroom, biological factors could include:
- Pre-existing health conditions
- Disabilities
- Genetic predispositions to certain behaviors
For instance, a student with ADHD might struggle with:
- Staying organized
- Completing tasks
- Following timelines
Psychological Factors
Psychological factors include:
- Mental health
- Cognitive functioning
- Emotional regulation
Returning to the student with ADHD, it’s possible they may also be dealing with anxiety related to their academic performance, which could further impact their ability to focus and perform tasks.
Social Factors
Social factors include:
- Family dynamics
- Cultural background
- Socioeconomic status
A student’s home life may be impacting their academic performance. For example, a student from a lower-income household may be dealing with unstable housing or family difficulties that make it challenging to focus on school and academic tasks.
Fostering Student Application of the Biopsychosocial Model
In forty years since its inception, the biopsychosocial model has been thoroughly researched in healthcare and has made its way into the classroom. In social science and humanities classrooms, the pedagogical application of this model is more evident because it connects to the content of the course.
Promoting Health Equity and Inclusivity through Biopsychosocial Awareness
This paradigm shift is intended to advance “health equity” because the social determinants of health intersect with other social structures, leading to exclusionary practices in work environments, research findings, and more. Flynn et al.
Creating Class Scenarios with a Biopsychosocial Perspective
An example of how this model can be included in the classroom of any discipline would be to create a “case scenario” specific to your course content and have students select one case to analyze (independently, in pairs, or small groups) from a biopsychosocial perspective. That is, ask students to consider various aspects of the person in the scenario and how those aspects might affect behavior.
For example, would Einstein have come up with the theory of relativity had he not encountered some of the hardships in his life (such as World War II)? Alternatively, students can create descriptions of people related to their field of study (including all aspects of the model) and exchange them with another student to examine. Depending on the specific outcomes of your course, you might consider using the following:
- A celebrity
- Criminal
- Researcher/historical figure in my field
- A family member
- A client encountered during a co-op placement
- Even themselves
Exploring Biopsychosocial Influences on Behavior: A Holistic Approach to Understanding Individuals
Regardless of the figure chosen (or if you provide them with a fictitious description of a person), students should consider the influence or role of various aspects of the biopsychosocial model in determining behavior. Some elements that the student might consider could be:
- Biological (genetic predisposition, underlying medical issue, certain hereditary mental health disorders)
- Psychological (developmental stage, certain mental health disorders, intelligence, attachment style)
- Social (attitudes, social expectations, education, family values)
- Cultural (religion, economic status, sexual identity, ethnicity/race, trauma/crisis, language).
Adapting Biopsychosocial Model Activities Across Disciplines for Holistic Learning
Discussions can be engaging, especially as students bring unique and diverse experiences. Various disciplines can adjust this activity to meet the needs of their curriculum. For example:
- In a law course, perhaps describe an accused/known criminal
- In a social work course, it could be a client
- In a nursing course, a patient
- In a business course, an applicant for a job
- In a literature course, present a character from a novel
- In a math course, it could be a key historical figure
Linking the Biopsychosocial Model to Students’ Future Workplaces
Students attend post-secondary institutions to earn a credential and gain employment in their field of study. Their learning journey is the foundation that will allow them to apply the learning outcomes and so-called “soft skills” they developed during their studies.
The biopsychosocial model is about developing a general ability to look at the “whole human” and the diversity among us, which is beneficial regardless of one’s field of study. In business management, for example, an essential biopsychosocial application might be equitable hiring practices. In health sciences (e.g., nursing), assessing and advocating for medical intervention on behalf of a patient may be imperative, a skill that requires a holistic approach.
A Connection with Equity, Diversity, and Inclusion (EDI)
Perez et al.’s research revealed an overall lack of engagement and understanding of equity, diversity, and inclusion (EDI) among post-secondary departments and, as a result, among students. Yet, these constructs are overwhelmingly relevant to a student’s identity and ultimate success in their personal and professional lives. Barnett wrote about “leading with meaning,” where he qualitatively reviewed 12 empirical articles on equity, diversity, and inclusion among higher education institutions in the U.S.
Promoting Inclusive Education: Integrating Biopsychosocial Perspectives for Equity and Diversity
Engagement at all levels, including administrators, educators, and individual student relationships, is critical to genuinely infusing inclusion practices, promoting equity, and maintaining awareness of diversity. The biopsychosocial model is not the sole solution but can aid in a more inclusive pedagogical practice.
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