1 HLSC 344 Fall 2016 Overview of Psychoeducational Groups Education and prevention are central in these groups. HLSC 344 Fall 2016 Psychoeducational Groups  Designed to help participants develop knowledge and skills for coping adaptively with potential and/or immediate environmental challenges, developmental transitions or life crises (Association for Specialists in Group Work, 1992) HLSC 344 Fall 2016 Psychoeducational Groups  Provided for all ages and educational levels in every kind of practice setting.  Emphasize learning rather than self- awareness and self-understanding though the latter may be a result of such groups.  Cognitive components take precedence over affective components, but again they are not ignored if affective issues are pressing. 2 Leaders of psychoeducational groups  Guide participants’ personal learning  Show group members how to interact  Provide opportunities for sharing  Capitalize on and foster the development of hope for change  Implement strategies to promote members’ self understanding  Create opportunities to practice new learning. HLSC 344 Fall 2016 HLSC 344 Fall 2016 In a psychoeducational group “it is assumed that the leader has some knowledge that participants may not be able to discover through normal group interactions.” (Furr,2000, p.35) HLSC 344 Fall 2016 Psychoeducational groups  Emphasize didactic and instruction  Use planned, structured activities  Goals usually defined by leader  Leader operates as a facilitator and teacher  Focus on prevention  No screening of members  Groups can be large  Self-disclosure accepted but not encouraged  Task functions emphasized  Sessions may be limited to one or have a series of sessions. 3 Some myths and misunderstandings (Brown, 2011)  The group leader directs the group in what to do and what to discuss.  Only counseling groups are “real” groups  Knowing what to do and say at all times is the group leader’s responsibility.  Group leaders should be so confident that they do not experience anxiety or uncertainty. HLSC 344 Fall 2016 HLSC 344 Fall 2016 Leadership  Skills listed are the same as those we previously discussed including those skills stressed by Rogers (Person-Centered Approach)  Learning levels and leadership strategies using theories of group development to support learning Knowledge for leadership  Group dynamics  Stages of group development  Identification of group therapeutic factors  Ethics  Instructional Principles  Information about the topic  Theories including learning theory and CBT (Cognitive Behavioral Theory) HLSC 344 Fall 2016 4 In conceptualizing a psychoeducational group leader, Brown identified leadership factors  ART Factors  SCIENCE Factors  SKILL Factors  TECHNIQUE Factors HLSC 344 Fall 2016 Art Factors for leadeship (Brown)  Leader’s level and extent of self development ...

1. 1
HLSC 344 Fall 2016
Overview of
Psychoeducational
Groups
Education and prevention
are central in these
groups.
HLSC 344 Fall 2016
Psychoeducational Groups
develop knowledge and skills for
coping adaptively with potential
and/or immediate environmental
challenges, developmental
transitions or life crises (Association
for Specialists in Group Work, 1992)
HLSC 344 Fall 2016
Psychoeducational Groups
al

2. levels in every kind of practice setting.
-
awareness and self-understanding though
the latter may be a result of such groups.
over affective components, but again they
are not ignored if affective issues are
pressing.
2
Leaders of psychoeducational
groups
hope for change
self understanding
learning.
HLSC 344 Fall 2016
HLSC 344 Fall 2016

3. In a psychoeducational group “it
is assumed that the leader has
some knowledge that
participants may not be able to
discover through normal group
interactions.” (Furr,2000, p.35)
HLSC 344 Fall 2016
Psychoeducational groups
y leader
-disclosure accepted but not encouraged

4. of sessions.
3
Some myths and
misunderstandings (Brown, 2011)
what to do and what to discuss.
groups
times is the group leader’s
responsibility.
that they do not experience anxiety or
uncertainty. HLSC 344 Fall 2016
HLSC 344 Fall 2016
Leadership
we previously discussed including
those skills stressed by Rogers
(Person-Centered Approach)
strategies using theories of group
development to support learning

5. Knowledge for leadership
c
factors
and CBT (Cognitive Behavioral Theory)
HLSC 344 Fall 2016
4
In conceptualizing a psychoeducational
group leader, Brown identified
leadership factors

6. HLSC 344 Fall 2016
Art Factors for leadeship
(Brown)
development
-
transferential issues
warmth and caring
HLSC 344 Fall 2016
Art Factors continued
emotions
the group
experiencing to understand group
needs.

7. HLSC 344 Fall 2016
5
Science Factors (Brown)
udience’s needs
with material
HLSC 344 Fall 2016
Skill Factors (Brown)

8. HLSC 344 Fall 2016
Technique Factors (Brown)
vities
HLSC 344 Fall 2016
6
Planning a psychoeducational
group
– Establish goals and objectives
– Plan for evaluating
– Gather supplies

9. – Write mini-lecture
– Prepare activities, exercises, role plays
HLSC 344 Fall 2016
HLSC 344 Fall 2016
Factors that affect the process of
learning
ngfulness of material
HLSC 344 Fall 2016
Individual factors of Psychoeducational
Group Members

10. 7
HLSC 344 Fall 2016
Major Learning Theories
theories
HLSC 344 Fall 2016
Thorndike: Learning as Problem
Solving
HLSC 344 Fall 2016
Skinner (1953) expanded concepts
of conditioning by adding the
concepts :

11. extinction, differential reinforcement,
response shaping, punishment,
negative reinforcement)
8
HLSC 344 Fall 2016
Mediation Stimulus-Response in
Learning (S-O-R theory): Dollard
and Miller (1950) summary of it as
explained by Brown (1998)
action.
n and
direction to the response
HLSC 344 Fall 2016
Social Learning theory built

12. on SOR theories by more
specifically focusing on
environmental influences
and cognitive influences on
behavior.
HLSC 344 Fall 2016
Gestalt theories (insight)
occur in response to meaningful patterns or
configurations.
structure, and insight.
-directed, the structure is the
individual’s internal ways of organizing the world,
the insight is the sudden coming together of
previously unrelated components to form a whole
that can be understood).
9
HLSC 344 Fall 2016
Methods

13. learned in the group
right?)
learning)
HLSC 344 Fall 2016
Transfer of learning
theory
HLSC 344 Fall 2016
Theories of forgetting
inhibition and retroactive inhibition)
10

14. HLSC 344 Fall 2016
Principles of Psychoeducational
Instruction
HLSC 344 Fall 2016
Bloom’s taxonomy: Useful when
thinking about stages of learning

15. HLSC 344 Fall 2016
Psychoeducational Techniques
11
HLSC 344 Fall 2016
Effective Communication for a leader
of a psychoeducational group
-way communication

16. – avoiding the use
terms like we, the group or all of us feel or
think
HLSC 344 Fall 2016
How to use questions as a leader
misunderstanding
take immediate action
HLSC 344 Fall 2016
Types of questions
ns
12
HLSC 344 Fall 2016

17. Developing questioning skills
questions (tally the number and type of
questions that you ask)
ur own behavior and that of
others when asking questions.
– Do you become defensive?
– Rush in to answer quickly?
– Answer indirectly or with a question
– Ignore the question
HLSC 344 Fall 2016
To encourage participants to ask
questions
within the group (Brown, 1998)
expectations
and pause for a few seconds before
continuing.

18. 9/27/2016
1
How do I plan a
psychoeducational
group?
Small Group Process for the Health Professional
HLSC 344
Fall 2016
Laurette Olson PhD OTR/L FAOTA
Group Components to plan
esigning Exercises
Statement of Purpose

19. Theories guide beliefs about how change occurs in
individuals (awareness, knowledge, insight, and
behavior)
participating (change in thinking feeling,
behavior, reconsidering a value)?
9/27/2016
2
Establishing Goals
m your theoretical perspective about
how change will occur. Are you looking to:

20. be consistent.
Effective goals: The Group’s
compass
challenge before the group, but it is
achievable
to self-evaluate their own learning.
Setting Objectives: The Road
Map
over the course
of the group
9/27/2016

21. 3
Selecting Group Content
-15
minutes)
Designing Exercises
Choosing experiential activities
the theory expects change to happen
(awareness, knowledge, insight, and

22. behavior)
me management viewed from
different perscpectives (Furr, 2000, p. 36)
9/27/2016
4
When there is a series of psycho-
educational group sessions, a
leader must consider the stages
of group development as the
leader chooses activities.
sity should be modulated across group
development. Intensity of activities and
exercises is:
Jones & Robinson, 2000

23. Intensity is defined as the extent
to which a group topic, exercise or
technique:
members.
disclose
and now.
In choosing activities, a leader must
be cognizant of their clients’
readiness to approach certain
activities.
9/27/2016
5
In planning and choosing activities

24. appropriate for a group’s stage of
development, a leader:
for the group’s theme.
and most appropriate stage of group
development to leader to introduce
activity.
Process Component of content:
Crucial for transfer of learning
experiential and didactic group
components.
concrete level and move to a more
abstract level where group members
consider how they might apply what was
discussed and experienced in their lives.
Evaluation

25. 9/27/2016
6
Pitfalls in Psychoeducational
Group Design
eeded for group design
process and detail for implementation.
session around it.
don’t fit stage, goals and/or objectives of a
session.
between process and
content: Letting the process dominate over
content