From Trans-Multiple Abilities to Transformative Praxis: The Meta-Praxis 3 (MP3) Model in Pediatric Therapeutic Alliance

This conceptual paper presents the Meta-Praxis 3 (MP3) model as a praxeological extension of the Trans-Multiple Abilities (TMA) meta-theory of learning, situating professional practice of pediatric therapeutic alliance (PTA) within an integrated framework of Diagnostics, Dialogics, and Didactics (Triple-D). Grounded in the educological traditions of Freire, Schön, and Kemmis, the MP3 model conceptualizes praxis as dialogic, reflective, ethically informed, and socially embedded action. While the TMA meta-theory explains learning as a non-linear, recursive, and emergent process grounded in the dynamic interplay of Cognition, Conation, Affect, and Sensation (CCAS), the MP3 model extends this architecture into professional and institutional contexts. It translates cognitive meta-theoretical principles into transformative praxis through a structured assessment-intervention continuum operationalized in the two-level 3-D management system (Define-Develop-Drive; Design-Deploy-Deliver). Applied within PTA and the treatment of learning disabilities (LDs), the MP3 model integrates multidimensional Diagnostics, collaborative Dialogics, and evidence-based Didactics into a coherent, reflective cycle of practice. By unifying learning theory with socio-critical and participatory praxis, the MP3 model advances both clinical rigor and humanistic responsiveness in pediatric therapy settings.