Theoretical Foundations of the Remedial Model

· Psychodynamic Theory

The psychodynamic theory provides one of the strongest foundations for the Remedial Model of Social Group Work. Rooted in the work of Sigmund Freud, this theory emphasizes the role of unconscious conflicts, past experiences, and unresolved emotional issues in shaping present behavior. According to Konopka (1963) and Hamilton (1956), the remedial model integrates psychodynamic insights by helping individuals recognize how hidden conflicts or repressed feelings contribute to maladaptive behaviors. The group setting becomes a therapeutic space where members can express emotions, project inner conflicts, and gain insight into their problems through guided reflection and feedback.

In practice, the psychodynamic approach is visible when the group worker interprets members’ behaviors, facilitates self-awareness, and encourages exploration of emotional difficulties. For example, a member displaying hostility in the group may be unconsciously reenacting earlier unresolved family conflicts. By addressing such patterns, the worker helps individuals achieve emotional catharsis and develop healthier coping mechanisms. The group also provides opportunities for corrective emotional experiences, where members can build trust and supportive relationships, contrasting with earlier dysfunctional ones. Thus, psychodynamic theory supports the remedial model by explaining how self-understanding, emotional expression, and insight within the group lead to personal growth and behavioral change.

· Learning Theory (Behaviorism & Social Learning)

Learning theory, particularly behaviorism and social learning, forms a key theoretical base of the Remedial Model of Social Group Work. From a behaviorist perspective, maladaptive behaviors are seen as learned responses that can be unlearned and replaced with positive alternatives through reinforcement and practice. According to Vinter (1967), the group serves as a structured setting where individuals are guided to adopt new behaviors using methods such as role-playing, modeling, and reinforcement. This aligns with B. F. Skinner’s behaviorism, which emphasizes reward, punishment, and repetition as tools for behavioral change.

Additionally, Bandura’s Social Learning Theory (1977) strengthens the remedial model by highlighting the role of observational learning. Within the group, members not only learn from the worker but also from each other’s behaviors, experiences, and feedback. For instance, when one member demonstrates positive coping strategies or conflict resolution, others can model these behaviors in their own lives. The supportive group environment provides both reinforcement and corrective feedback, helping members test and internalize new patterns. Thus, learning theory explains how the remedial model uses planned activities and group interactions to bring about lasting behavioral and social adjustment.

· Systems Theory

Systems theory provides another strong foundation for the Remedial Model by viewing individuals as part of interconnected systems such as family, peer groups, community, and society. According to Pincus and Minahan (1973), problems in behavior or adjustment often emerge when there is a disruption or imbalance within these systems. The remedial model applies this understanding by working with individuals in group settings to restore balance, improve role functioning, and enhance their capacity to interact positively within their larger social systems. Thus, behavioral or emotional issues are not seen in isolation but as outcomes of interactions within these multiple systems.

In practice, the group itself functions as a micro-system where individuals can examine their roles, relationships, and patterns of interaction. The group worker, acting as a change agent, facilitates opportunities for members to test new behaviors, receive feedback, and strengthen social skills that can later be applied in their family or community systems. As Lewin’s (1947) field theory suggests, behavior is a function of both the person and their environment, and the group setting provides a controlled environment where both factors can be addressed. In this way, systems theory supports the remedial model by emphasizing that lasting adjustment requires harmony not only within the individual but also within the systems they are a part of.

· Social Psychology (Group Dynamics

Social psychology, especially the study of group dynamics, provides a vital theoretical base for the Remedial Model of Social Group Work. Drawing from Kurt Lewin’s (1947) field theory, group dynamics emphasizes that individual behavior is strongly influenced by interactions within groups. The remedial model uses this principle by creating a structured group environment where members’ attitudes, behaviors, and social skills can be reshaped through interaction. In such settings, the group itself becomes a therapeutic medium—helping individuals gain new perspectives, reduce feelings of isolation, and develop adaptive behaviors through shared experiences.

Within the remedial model, the group is not just a collection of individuals but a social system that fosters learning, feedback, and support. As Konopka (1963) highlighted, the dynamics of acceptance, role-taking, cooperation, and communication are central to the healing process. For example, when a member receives constructive feedback from peers, it holds greater influence than advice from the worker alone because it comes from shared experience. Through processes like cohesion, group norms, and peer modeling, members are encouraged to adjust behaviors in ways that promote both personal growth and social adjustment. Thus, group dynamics in social psychology strengthens the remedial model by showing how the group itself functions as a corrective and transformative force for individuals struggling with maladaptive patterns.

· Clinical Social Work Tradition

The clinical social work tradition is a central theoretical foundation of the Remedial Model because it emphasizes the use of therapeutic methods to help individuals with emotional, behavioral, and interpersonal difficulties. Rooted in casework and psychiatric social work practices of the early 20th century, clinical social work focuses on diagnosis, treatment, and rehabilitation through structured interventions. According to Hamilton (1956) and Trecker (1960), the remedial model grew out of this clinical orientation, applying therapeutic principles not only to individuals but within group contexts. This tradition highlights the importance of understanding the psychological problems of group members and using group processes as a medium of treatment.

In the remedial model, the group worker functions like a clinician, using skills such as assessment, therapeutic interviewing, interpretation, and structured activities to bring about change. The focus is not just on surface behaviors but also on the underlying emotional conflicts that may cause maladjustment. For example, a worker might use group discussions, role-play, or guided reflection to help members gain insight into their problems and practice healthier coping strategies. The clinical tradition also emphasizes the therapeutic relationship—between worker and members, and among members themselves—as a key tool for change. Thus, the clinical social work tradition grounds the remedial model in professional therapeutic practice, ensuring that group work remains purposeful, evidence-based, and oriented toward healing and adjustment.

Theoretical Foundations of the Remedial Model