20160928002200how_do_i_plan_a_psychoeducational_group_fall_2016 20160928002145overview_of_psychoeducational_groups_2016
Choose either your textbook readings or assigned group articles and respond as follows:
Readings to supplement tonight’s discussion:
Jacobs, Masson, & Harvil (Ch 4, 5, 6, 13, 14)
Brown, N. (2009).Theories and their applications. Becoming an effective group leader. Pearson.
Connections: How do the textbook readings or article readings connect to what you have already learned in class or to your experiences prior to this class?
Challenges: How do the readings or articles challenge your thinking or beliefs? What new ideas extend or broaden your thinking in new directions?
Concepts: Identify the top 3-5 key concepts that are important to remember from your readings this week. Please define each concept. .
Changes: What changes in your attitudes, thinking, or action would you need to make to apply what is suggested in your readings?
note:
Professor comments on last assignment “I wish that you elaborated a little more on your thinking related to your reading.”
And the attachment two are the lecture for today and the overview of the lecture and the next of is the article let me know if you unclear about anything please try to do what she mentioned in her comments thanks lesser
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1
How do I plan a
psychoeducational
group?
Small Group Process for the Health Professional
HLSC 34
4
Fall 2016
Laurette Olson PhD OTR/L FAOTA
Group Components to plan
Statement of purpose
Establish goals
Setting objectives
Selection of content
Designing Exercises
Evaluating Group Experience
Statement of Purpose
What is your focus?
What is your theoretical orientation to your topic?
Theories guide beliefs about how change occurs in
individuals
(awareness, knowledge, insight, and
behavior)
Who are your participants?
What is the purpose of the group?
what do you expect participants to gain from
participating (change in thinking feeling,
behavior, reconsidering a value)?
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Establishing Goals
Derived from your theoretical perspective about
how change will occur. Are you looking to:
Increase awareness?
increase knowledge?
increase insight?
change behavior?
Goals and theoretical approach should always
be consistent.
Effective goals: The Group’s
compass
Reasonable: there is a learning
challenge before the group, but it is
achievable
Measurable: participants should be able
to self-evaluate their own learning.
Setting Objectives: The Road
Map
The steps to reach goal over the course
of the group
Objectives are logically sequenced.
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Selecting Group Content
Didactic (Interactive lecture: 10-15
minutes)
Experiential
Process
Designing Exercises
Self assessment
Cognitive restructuring
Role playing
Imagery
Creative arts
Body awareness
Homework
Choosing experiential activities
Grounded in theory; consistent with how
the theory expects change to happen
(awareness, knowledge, insight, and
behavior)
Example: Time management viewed from
different perscpectives (Furr, 2000, p. 36)
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When there is a series of psycho-
educational group sessions, a
leader must consider the stages
of group development as the
leader chooses
activities.
Intensity should be modulated across group
development. Intensity of activities and
exercises is:
low in the beginning stages
Increases in the middle stages
Decreases as a group prepares for termination.
Jones & Robinson, 2000
Intensity is defined as the extent
to which a group topic, exercise or
technique:
Evokes anxiety in or among group
members.
Challenges group participants to self
disclose
Increases awareness of self or others.
Focuses on feelings
Concentrates on the here and now.
Focuses on threatening issues
In choosing activities, a leader must
be cognizant of their clients’
readiness to approach certain
activities.
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In planning and choosing activities
appropriate for a group’s stage of
development, a leader:
Brainstorms group activities appropriate
for the group’s theme.
Assesses the intensity of each
activity.
Sorts activities based upon the intensity
and most appropriate stage of group
development to leader to introduce
activity.
Process Component of content:
Crucial for transfer of learning
Helping participants to connect the
experiential and didactic group
components.
Processing questions begin at the
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
Process evaluation
Outcome evaluation
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Pitfalls in Psychoeducational
Group Design
Too broad a topic
Time commitment needed for group design
process and detail for implementation.
Choosing exercises and trying to build a
session around it.
Not letting go a favored exercises when they
don’t fit stage, goals and/or objectives of a
session.
Losing the balance between process and
content: Letting the process dominate over
content
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HLSC 344 Fall 2016
Overview of
Psychoeducational
Groups
Education and prevention
are central in these
groups.
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6
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)
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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.
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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)
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In conceptualizing a psychoeducational
group leader, Brown identified
leadership factors
ART Factors
SCIENCE Factors
SKILL Factors
TECHNIQUE Factors
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Art Factors for leadeship
(Brown)
Leader’s level and extent of self
development
Understanding of potential counter-
transferential issues
Basic and core attributes including
warmth and caring
Ability to be empathic
Cultural and diversity sensitivity
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Art Factors continued
Containing and managing personal
emotions
Emotional presence of the leader in
the
group
Ability to use one’s inner
experiencing to understand group
needs.
Making process commentary
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Science Factors (Brown)
Planning
Organizing
Directing
Evaluating
Structuring Sessions
Matching target audience’s needs
with material
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Skill Factors (Brown)
Teaching
Facilitating
Modeling
Conflict management and resolution
Anxiety management
HLSC 344 Fall 2016
Technique Factors (Brown)
Use of exercises and other activities
Role play or simulation
Discussion
Lectures
Use of media
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Planning a psychoeducational
group
Information gathering
Decisions about proposed group
Preparing
– Establish goals and objectives
– Plan for evaluating
– Gather supplies
– Write mini-lecture
– Prepare activities, exercises, role plays
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HLSC 344 Fall 2016
Factors that affect the process of
learning
Individual factors of members
Methods used by the leader
Meaningfulness of material
Transfer of learning and retention
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Individual factors of Psychoeducational
Group Members
Intelligence
Age and maturation
Education level
Motivation
Level of anxiety
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Major Learning Theories
Behaviorism
Social Learning
Cognitive and Cognitive Behavioral
theories
Gesalt
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Thorndike: Learning as Problem
Solving
Law of Readiness
Law of Exercise
Law of Effect
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Skinner (1953) expanded concepts
of conditioning by adding the
concepts :
Reinforcement schedule
Shaping (successive approximation)
Operants (positive reinforcement,
extinction, differential reinforcement,
response shaping, punishment,
negative reinforcement)
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Mediation Stimulus-Response in
Learning (S-O-R theory): Dollard
and Miller (1950) summary of it as
explained by Brown (1998)
Learning involves a drive or need for
action.
Cues to provide information and
direction to the response
The reinforcement
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Social Learning theory built
on SOR theories by more
specifically focusing on
environmental influences
and cognitive influences on
behavior.
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Gestalt theories (insight)
Learning happens as a result of modification that
occur in response to meaningful patterns or
configurations.
Reorganizing old learning to grasp new learning.
The 3 necessary conditions for learning: a goal,
structure, and insight.
(behavior is goal-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).
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Methods
Active participation
Distribution of practice of new skills
learned in the group
Knowledge of results (Did I do it
right?)
Whole versus part (teaching and
learning)
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Transfer of learning
Formal Discipline theory
Theory of Identical elements
Generalization theory
Transposition theory (Gestalt)
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Theories of forgetting
Trace decay theory
Interference theory (proactive
inhibition and retroactive inhibition)
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Principles of Psychoeducational
Instruction
Clear Goals
Readiness
Motivation
Active versus passive
Organization
Comprehension
practice
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Bloom’s taxonomy: Useful when
thinking about stages of learning
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
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Psychoeducational Techniques
Lectures
Discussion
Exercises and games
Media
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Effective Communication for a leader
of a psychoeducational group
Two-way communication
Active listening
Effective feedback
Lack of listener stress
Clarity
Focusing on the core issue
Speaking for yourself– avoiding the use
terms like we, the group or all of us feel or
think
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How to use questions as a leader
To obtain data and information
To clarify and avoid
misunderstanding
To pinpoint something in order to
take immediate action
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Types of
questions
Direct questions
Indirect questions
Open questions
Closed questions
Double questions
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Developing questioning skills
Become aware of how often you ask
questions (tally the number and type of
questions that you ask)
Observe your own behavior and that of
others when asking questions.
Reflect on your reactions to 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)
Determine your expectations
Inform group members of your
expectations
Ask if members have any questions
and pause for a few seconds before
continuing.
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