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PSYCHOEDUCATION 1

Psychoeducational Groups

Darnetta Glover

Dr. Jim Cook

CCMH/511

October 4, 2020

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Bipolar mood disorders

Rahmani et al. (2016), The effect of group psychoeducation program on medication

adherence in patients with bipolar mood disorders; the first line of treating the disorder is

pharmacotherapy; however, meds are prevalent among the bipolar mood disorders. The

patients are expected to adhere to the medications for the success of the treatment. In some

circumstances, adherence becomes more complicated, especially when the patient needs to

take a more complex medication regimen to control the illness. Many patients opt to quit the

medications while others consider giving up the medication fully throughout their lives.

About 50% of the BMD patients fail to adhere to the recommended medications treatment

regimen. More than one patient out of three skips the medications, and to some extent, they

fall out of medication for long periods.

Based on other methods that have been used to encourage medication adherence,

group psychoeducation is identified as a low-cost, effective intervention. Its success is also

tied to peers' role in a person’s behavior, which guarantees that group psychoeducation leads

to enhanced medication observance in bipolar disorder patients.

Group psychoeducation has greater impacts and success in inpatient medication

adherence. It is more precise than group education is more actual in decreasing relapse

among patients than individual education.

Bipolar mood disorder

Etain et al. (2018), Bipolar mood illness is an intense psychiatric disorder. The illness

has high patient readmission rates, setback, and major complications arise when the

medication is not adhered to. Adherence of medication entails the conforming of a patient to

the healthcare provider's recommendation in terms of dosage, time, and medication-taking

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frequency within the prescribed length of time. These drawbacks from the patient lead to a

failure of the treatment, and on other occasions, it worsens the prognosis. Non-adherence to

the medications can be destructive to the patient and can also affect their families through

personal grief, readmission, long hospital admissions, and condensed life quality. Families

and the society are affected through loss of revenue and undeviating expenditures of

healthcare. Some of the factors that lead to non-adherence of the medication include low

patient awareness of their illness, which affects their attitude and beliefs about their health,

previous experiences, social, economic status, and the side effects of the medications.

Psychoeducation increases patient’s accountability when confronted with the disorder.

It generates an active collaborative treatment plan. Psychoeducation encourages collective

with the treatment plan, which is an acute factor in encouraging patient medication

adherence. It creates an environment that allows collaborative communication that considers

the patient's perspective on the treatment decisions, which play a vital role in medication

adherence.

Psychoeducation comes in as a primary element of a collective model of the

treatment. It campaigns for the right of the patient to make knowledgeable treatment plans.

However, individual psychoeducation strategies have low success in improving patient

treatment.

Family violence

Morales (2020), Helping Children Understand and Manage The Effects of Domestic

Violence, Family violence is a phenomenon that poses a significant threat to psychological,

physical, and emotional wellbeing. It affects those involved with children experiencing

traumatic experiences. Over ten million children are exposed to domestic violence in their

homes. Children are exposed to higher emotional, social, and behavioral risk problems which

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affect them in the long term and short term experiences. However, their participation in

psychoeducational interventions helps them normalize their feelings by creating new friends

and acquiring healthy coping skills that help them manage their feelings. The main agenda

and strategy of helping the children are to overcome their stress by identifying feelings over

group psychoeducation.

Before intervening and solving the family's violence, the parent needs to undergo the

treatment program to ensure they understand the effects of witnessing the violence on the

children. As a result, it first focuses on the parents by providing interventions, and a route to

the family welfare then solves the major challenge posed on the child.

A major benefit of psychoeducational program is the increase of the patient’s

knowledge and attitude towards the illness on the benefits of the treatment plans and the

negative significances of non-adherence. The interventions suggest that the patients are more

positive towards wellness when they have improved levels of awareness and insights into the

effects of violence.

Domestic violence

Howarth et al. (2019), Towards an ecological understanding of readiness to engage with

children exposed to domestic violence and abuse, domestic violence psychoeducation

intervention also involves the education of parents, parental exercise, and conjoint parent

hearings. These interventions help the children to share trauma narratives and other family

issues that need to be addressed. The intervention includes components that help the parents

to interpret the child’s emotional state and activities. The intervention provides emotional

care to the parent and the child by increasing the joint parent-child account about trauma.

However, there is a major challenge of exposed inter-parental violence, which includes

access to psychoeducation links behavioral dysfunction to violence exposure.

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Psychoeducation can be considered a key element towards the child's welfare as group

psychoeducation can impact the participants through perceived social support, awareness, and

recognition. The intervention also focuses on the solution to the violence's root problem to

ensure that the patient has a positive attitude towards welfare over the stated intervention

strategies.

Psychoeducation is an effective intervention over its simplicity cost-effectiveness. It focused

on providing opportunities to the participating victims through the sessions to provide

insights on their perception. Besides, meeting with other people normalizes the feeling and

the view towards oneself. It provides a feeling of solidarity, which helps in de-stigmatizing.

Psychoeducational interventions for interpersonal trauma

Mahoney (2019), The Efficacy of a Psychoeducational Intervention for the

Stabilisation of Complex Interpersonal Trauma Symptomatology in Female Offenders, there

are essential components of trauma-focused interventions to be considered to improve

emotional processing of traumatic memories through repeated exposure. Psychoeducational

interventions are employed to help the survivors develop an understanding of their

experiences and ameliorate associated distress. Psychoeducational interventions are

employed to stabilize the maladaptive behaviors by engaging practical strategies that increase

effective distress perceptual biases. Psychoeducational interventions help through increased

awareness and adaptive coping strategies. Psychoeducational interventions are considerable

variability based on their content, delivery, and length.

However, psychological interventions are not supposed to be brief for effective

delivery and experience change. Time is a major factor that needs to be considered to ensure

that effective change is applied. Offering psychoeducation over a longer period of time plays

an important preparatory role for the successful orientation of survivors towards further

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treatment. Group psychoeducation helps to overcome challenges that lead to higher rates of

dropouts than other types of intervention strategies. However, there is potential cost-

effectiveness for the psychoeducation interventions which need interventions.

Psychoeducational group intervention is used to educate participants concerning the trauma

to downsize their propensity on the reenactment and risk behaviors that expose them to

additional trauma.

Psychoeducational group therapy constitutes of individuals sharing a common

experience or comparable issues. As a result of experienced trauma, there are intense

emotional situations. It helps the patients not be alone and feel the comfort that they are not

the only ones experiencing the feeling. Group therapy also creates a sense of belonging as the

patients are surrounded by people who know of their experiences as they are going through a

similar experience themselves. It is also a network of supporting patients by sharing similar

situations under different perspectives. It also helps create a deeper perspective when other

people talk and share their experiences by creating a connection. However, psychoeducation

is culturally sensitive and relationship-focused in a manner that emphasizes value and

resilient response to trauma.

Psychoeducational group intervention is effective for stabilizing trauma

symptomology, especially in female prisons. Psychological materials are measured through

future evaluations. It was also noted that patients should be allowed to participate in

psychoeducational sessions to improve insights into the illness and increase adherence among

the patients on the help strategies imposed on them. Psychoeducational is also considered a

key element towards good medical practices as it can influence the patients towards

medications and access to the provided services.

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References

Etain, B., Scott, J., Cochet, B., Bellivier, F., Boudebesse, C., Drancourt, N., ... & Richard, J.

R. (2018). A study of the real-world effectiveness of group psychoeducation for

bipolar disorders: Is change in illness perception a key mediator of benefit?. Journal

of Affective Disorders, 227, 713-720.

https://www.sciencedirect.com/science/article/pii/S0165032717312247

Howarth, E., Moore, T. H., Stanley, N., MacMillan, H. L., Feder, G., & Shaw, A. (2019).

Towards an ecological understanding of readiness to engage with interventions for

children exposed to domestic violence and abuse: Systematic review and qualitative

synthesis of perspectives of children, parents and practitioners. Health & social care

in the community, 27(2), 271-292.

https://onlinelibrary.wiley.com/doi/abs/10.1111/hsc.12587

Mahoney, A. (2019). The Efficacy of a Psychoeducational Intervention for the Stabilisation

of Complex Interpersonal Trauma Symptomatology in Female Offenders (Doctoral

dissertation, Edinburgh Napier University).

https://www.napier.ac.uk/~/media/worktribe/output-2086402/the-efficacy-of-a-

psychoeducational-intervention-for-the-stabilisation-of-complex.pdf

Morales, S. (2020). Helping Children Understand and Manage The Effects of Domestic

Violence: Healers, A Psychoeducational Group (Doctoral dissertation, California

State University, Northridge). http://scholarworks.csun.edu/handle/10211.3/214763

Rahmani, F., Ebrahimi, H., Ranjbar, F., R azavi, S. S., & Asghari, E. (2016). The effect of

group psychoeducation program on medication adherence in patients with bipolar

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mood disorders: a randomized controlled Trial. Journal of caring sciences, 5(4),

287. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5187549/