Today’s rapidly changing world has a strong impact on the human psyche. Just as the world evolves and develops, so do people — their nature, perception, values, psychology, and inner processes. Mental well-being is the foundation of a fulfilling life. Without internal clarity and inner order, a person experiences chaos and perceives life through darker tones.
In a changing world, methods for supporting mental well-being must also evolve. Long conversations and years of self-analysis are not always suitable for everyone, although they can be effective for preventive purposes — helping to continuously discover new connections and maintain psychological flexibility. However, a person in serious distress, who is losing hope, often seeks practical solutions — something immediately applicable that produces results and teaches them how to manage their life effectively and with clarity.
We live in a world where the rational and the experiential increasingly work together. The strengths of both domains meet to create a new, integrated level. The Reflective-Integrative Method (hereafter RI Method) is a unique approach that enables individuals to learn practical methods for helping themselves. Within the RI Method, the emotional and experiential are strongly balanced with the practical and rational to create lasting change.
The RI Method is a comprehensive approach to understanding human functioning. It includes a structured system of psychological exercises and practical guidance for their application.
It is an integrative framework based on the combination of scientifically grounded methods, together with self-regulation practices developed through Maria Baydar’s practical work.
The effectiveness of the RI Method depends on clearly defined goals, carefully selected and adapted process components, and the evaluation of outcomes. As with any integrative approach, its credibility lies in methodological transparency, measurable results, and professional ethics.
Practitioners working within the RI Method are referred to as psychotechnicians.
The RI Method is a psychocorrective, holistic, and integrative psychological approach that combines multiple models of influence and intervention in a systematic way.
It is not a single therapeutic school, but a multi-layered framework aimed at adjusting psychological processes and behavioral patterns while taking into account the individual’s uniqueness, developmental needs, and environmental influences. RI Method does not address psychopathology — if a mental disorder is suspected, the client is referred to an appropriate specialist.
What is Psychocorrection?
Psychocorrection is a broad term encompassing various techniques and approaches, rather than a single therapeutic school. It is goal-oriented work aimed at improving psychological processes and behavior.
Vdovenko defines psychocorrection as follows:
“Psychocorrection is a set of psychological techniques used by a psychologist to correct deficiencies in the psyche or behavior of a mentally healthy individual; it is a system of measures aimed at improving psychological or behavioral shortcomings through targeted psychological influence.”
(Vdovenko et al., 2022)
What is the RI Method based on?
RI exercises are based on structured self-reflection, self-integration practices, and question-based thinking (Paul & Elder, 2016).
Through this process, the RI psychotechnician teaches the client to ask forward-moving questions that initiate planned change.
During the exercises, the client works through different aspects of their life, identifies negative psychological associations, and actively retrains them into healthier patterns.
The RI Method integrates multiple mutually supportive approaches that enhance self-regulation, neuropsychological balance, and personal meaning-making.
Through structured questioning, attention is directed not only to the problem, but to possibilities: “How can I think, feel, or act differently?”
This supports increased agency, goal-directed action, and the restructuring of psychological patterns.
Core Components of RI Psychotechnology
- Written reflection — most exercises are done in writing to engage higher-level cognitive processes, support meaning-making, and enhance self-awareness (Pennebaker & Smyth, 2016)
- Experiential restructuring — based on Bandura’s (1977) social cognitive theory, exercises help reconstruct negative beliefs through new meaning
- Model learning — learning through others (practitioner, role models, group members) supports new coping strategies (Bandura, 1986)
- Psychosynthesis — a central method for integrating internal conflicts and developmental potential (Assagioli, 1965)
- Question-based thinking — a core RI method supporting metacognitive reflection and cognitive restructuring (Beck, 2011; Froján-Parga, 2011)
- Experiential avoidance theory — identifying and transforming avoidance of internal experiences (Hayes et al., 1996)
- Mindful acceptance — developing awareness and non-judgmental acceptance of internal states
- Multimodal therapy (Lazarus) — working simultaneously across multiple psychological dimensions
- Shadow integration — integrating unconscious aspects of the psyche based on Jung (1959)
Scientific Background
- The RI Method is strongly connected to Arnold Lazarus’s Multimodal Therapy (1976), which identifies seven key modalities influencing human functioning. The RI Method expands this model by including the relationship with the self, shadow aspects of the psyche, and practical self-management.
- It also integrates ideas from psychosynthesis (Assagioli, 1965) and social cognitive theory (Bandura, 1977; 1986), supporting self-efficacy, modeling, and experiential learning.
- Mindful acceptance is a key foundation of the RI Method. It involves directing non-judgmental awareness toward internal experiences without suppression or avoidance (Bishop et al., 2004). Research shows that acceptance is associated with lower perceived stress and greater psychological flexibility. For example, Borlini et al. (2018) found that mindful acceptance reduces emotional distress and physiological reactivity. Dixon et al. (2020) demonstrated that acceptance is linked to broader attentional scope and more integrated brain activity.
- The RI Method also addresses experiential avoidance, defined as the tendency to avoid internal experiences perceived as threatening (Hayes et al., 1996). This avoidance is associated with psychological distress and reduced flexibility (Kashdan & Rottenberg, 2010; Levin et al., 2012). Therefore, integration and acceptance of internal experiences are essential.
Application and Practice
The human psyche is dynamic, systemic, and context-dependent.
The RI approach allows:
- working simultaneously across multiple psychological levels (thoughts, emotions, behavior, body)
- adapting interventions to the individual
- providing structured exercises between sessions to support independent development
- integrating evidence-based and experiential approaches into a coherent system
What does the RI process look like?
In the first session, the practitioner assesses the client’s condition, challenges, and goals.
Together, deeper patterns, internal barriers, and resources are explored, and new goals are defined.
At the end of each session, the client receives personalized exercises to practice between sessions.
The client plays a central role in the process — taking responsibility for their development.
The practitioner supports through guidance, reflection, and structured questioning.
Areas of Application
- Anxiety and panic
- Depression
- Burnout and chronic stress
- Self-worth and self-acceptance
- Relationship healing
- Emotional trauma
- Motivation and vitality
- Psychological instability
- Grief
- Addictions
- Fear
- Personal development and goal achievement
The RI Method supports all forms of self-development and does not oppose other therapeutic approaches.
If you feel you need support, Maria Baydar and trained RI practitioners are available to help.
Book a session:
https://mariabaydar.com/contact
Apply to study:
https://www.psyhhotehnoloogia.ee/
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Assagioli, R. (1965). Psychosynthesis. Viking Press.
Bandura, A. (1977). Social Learning Theory. Prentice Hall.
Bandura, A., & National Inst of Mental Health. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
Borlini, R., Benetka, G., Brighetti, G., Caselli, G., Caletti, E., Redaelli, C. A., Ruggiero, G. M., Sarracino, D., & Sassaroli, S. (2018). An investigation of sequencing effects in combining cognitive questioning and mindful acceptance. Journal of Cognitive Psychotherapy. https://doi.org/10.1007/s10942-018-0312-8
Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., … & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230–241. https://doi.org/10.1093/clipsy.bph077
Beck, A. T., & Dozois, D. J. A. (2011). Cognitive therapy: Current status and future directions. Annual Review of Medicine, 62, 397–409.
Dixon, M. L., Girn, M., & Christoff, K. (2020). Brain network organization during mindful acceptance of emotions. https://doi.org/10.1101/2020.03.31.018697.
Froján‑Parga, M. X., Calero‑Elvira, A. & Montaño‑Fidalgo, M. (2011) – Study of the Socratic Method during cognitive restructuring. Clinical Psychology & Psychotherapy, 18(2):110–123.
Hayes, S. C., Luoma, J. B., Bond, F. W., Masuda, A., & Lillis, J. (2006). Acceptance and Commitment Therapy: Model, processes and outcomes. Behaviour Research and Therapy, 44(1), 1–25. https://doi.org/10.1016/j.brat.2005.06.006
Kashdan, T. B., & Rottenberg, J. (2010). Psychological flexibility as a fundamental aspect of health. Clinical Psychology Review, 30(7), 865–878. https://doi.org/10.1016/j.cpr.2010.03.001
Lazarus, A. A. (1976). Multimodal Behavior Therapy. Springer.
Lazarus, A. A. (1997). Brief but comprehensive psychotherapy: The multimodal way. Springer Publishing Co.
Levin, M.E., Hildebrandt, M.J., Lillis, J. & Hayes, S.C., The Impact of Treatment Components Suggested by the Psychological Flexibility Model: A Meta-Analysis of Laboratory-Based Component Studies. Behavior Therapy (2012), doi: 10.1016/j.beth.2012.05.00
Leary, M. R. (2007). Motivational and emotional aspects of the self. Annual Review of Psychology, 58, 317–344. https://doi.org/10.1146/annurev.psych.58.110405.085658
Pennebaker, J. W., & Smyth, J. M. (2016). Opening Up by Writing It Down. Guilford Press.
Paul, R., & Elder, L. (2016). The Thinker’s Guide to the Art of Socratic Questioning. Foundation for Critical Thinking.
Vallacher, R. R., & Wegner, D. M. (2012). Action Identification Theory. https://doi.org/10.4135/9781446249215.n17
