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
Michelle_Michy
20160928002145overview_of_psychoeducational_groups_2016.pdf
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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.
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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.
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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
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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
Understanding of potential counter- transferential issues
Basic and core attributes including warmth and caring
Ability to be empathic
Cultural and diversity sensitivity
HLSC 344 Fall 2016
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
HLSC 344 Fall 2016
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Science Factors (Brown)
Planning
Organizing
Directing
Evaluating
Structuring Sessions
Matching target audience’s needs with material
HLSC 344 Fall 2016
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
HLSC 344 Fall 2016
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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
HLSC 344 Fall 2016
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
HLSC 344 Fall 2016
Individual factors of Psychoeducational
Group Members
Intelligence
Age and maturation
Education level
Motivation
Level of anxiety
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HLSC 344 Fall 2016
Major Learning Theories
Behaviorism
Social Learning
Cognitive and Cognitive Behavioral theories
Gesalt
HLSC 344 Fall 2016
Thorndike: Learning as Problem
Solving
Law of Readiness
Law of Exercise
Law of Effect
HLSC 344 Fall 2016
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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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)
Learning involves a drive or need for action.
Cues to provide information and direction to the response
The reinforcement
HLSC 344 Fall 2016
Social Learning theory built
on SOR theories by more
specifically focusing on
environmental influences
and cognitive influences on
behavior.
HLSC 344 Fall 2016
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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HLSC 344 Fall 2016
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)
HLSC 344 Fall 2016
Transfer of learning
Formal Discipline theory
Theory of Identical elements
Generalization theory
Transposition theory (Gestalt)
HLSC 344 Fall 2016
Theories of forgetting
Trace decay theory
Interference theory (proactive inhibition and retroactive inhibition)
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HLSC 344 Fall 2016
Principles of Psychoeducational
Instruction
Clear Goals
Readiness
Motivation
Active versus passive
Organization
Comprehension
practice
HLSC 344 Fall 2016
Bloom’s taxonomy: Useful when
thinking about stages of learning
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
HLSC 344 Fall 2016
Psychoeducational Techniques
Lectures
Discussion
Exercises and games
Media
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HLSC 344 Fall 2016
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
HLSC 344 Fall 2016
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
HLSC 344 Fall 2016
Types of questions
Direct questions
Indirect questions
Open questions
Closed questions
Double questions
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HLSC 344 Fall 2016
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.
