chapter 10: guidance/ psychoeducational groups introduction to group work, 5th edition edited by...

21
Chapter 10: Guidance/ Psychoeducational Groups Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

Upload: gervase-wilkins

Post on 02-Jan-2016

242 views

Category:

Documents


2 download

TRANSCRIPT

Page 1: Chapter 10: Guidance/ Psychoeducational Groups Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

Chapter 10: Guidance/

Psychoeducational Groups

Introduction to Group Work, 5th EditionEdited by David Capuzzi, Douglas R.

Gross, and Mark D. Stauffer

Page 2: Chapter 10: Guidance/ Psychoeducational Groups Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Definition of Guidance/Psychoeducational Groups

Structured, issue specific, and leader directed

Emphasis on learning about a problem or issue Purpose = prevention, growth, or remediation Promote growth through knowledge and skill building

May emphasize self-awareness and self-empowerment

Combine some of the therapeutic aspects of traditional group counseling with the goal-directed emphasis of psychoeducation

Page 3: Chapter 10: Guidance/ Psychoeducational Groups Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Benefits

Knowledge is empowering. Clients benefit from the universality inherent in an issue-specific group.

Guidance/psychoeducational groups fit well with multiculturalism.

They may attract clients who may not be attracted to traditional therapy groups.

They can be more cost effective because the size of the group can be larger.

Page 4: Chapter 10: Guidance/ Psychoeducational Groups Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Examples of Guidance/Psychoeducational Groups

Groups offered by school counselors addressing responsible sexual behavior

Groups offered by college counselors addressing stress management, relationship skills, diversity awareness, conflict resolution, or career readiness

Groups offered by agency counselors emphasizing healthy lifestyle choices for seniors or effective parenting strategies for parents of adolescents

Page 5: Chapter 10: Guidance/ Psychoeducational Groups Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

History of Guidance/Psychoeducational Groups

Joseph Pratt is credited with beginning the group movement by offering groups to tuberculosis patients.

At the turn of the 20th century, schools began offering vocational and moral guidance groups.

Since these groups focus on prevention, personal responsibility, and empowerment as well as incorporating emotional, behavioral, and spiritual aspects of change, psychoeducational groups are consistent with the current wellness model.

Page 6: Chapter 10: Guidance/ Psychoeducational Groups Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Primary Purposes of Guidance/ Psychoeducational Groups

Educational: Teach members new material through lecture, discussion, observation, or participation.

Skills training: Have a strong experiential component. The leader models the desired skills. Feedback is important.

Self-understanding/self-knowledge: May resemble counseling groups but differ in their lack of emphasis on self-disclosure, working through resistance, or exploring past relationships.

Many groups contain elements of all three.

Page 7: Chapter 10: Guidance/ Psychoeducational Groups Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Incorporating Learning Principles

When designing learning activities for the group, leaders must consider: The general characteristics of the group (e.g., age, developmental level, education, cultural factors)

The learning styles of the group (e.g., auditory, kinesthetic, visual)

Motivation of the group Anxiety level of the group or individual members

Page 8: Chapter 10: Guidance/ Psychoeducational Groups Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Strategies for Incorporating Learning

Principles

Develop goals and objectives that are specific, realistic, and clearly articulated.

Incorporate culturally meaningful learning activities.

Vary methods of introduction to accommodate different learning styles.

Incorporate active and/or discovery teaching methods (e.g., hands on activities, games, etc.)

Page 9: Chapter 10: Guidance/ Psychoeducational Groups Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Strategies for Incorporating Learning

Principles

Tie content to relevant stories or examples.

When teaching behavioral skills, break the overall task into small stages or component parts.

Give opportunities for feedback.

Page 10: Chapter 10: Guidance/ Psychoeducational Groups Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Planning and Implementing a

Psychoeducational Group:

Conceptual Phase Developing a statement of purpose

This must be an explicit statement of the reason for the group’s existence and the approach that will be taken.

A theoretical perspective must be chosen (e.g., insight oriented, behavioral).

Group must be conceptualized (e.g., skills based, self-awareness, educational, or a combination).

Page 11: Chapter 10: Guidance/ Psychoeducational Groups Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Planning and Implementing a

Psychoeducational Group:

Conceptual Phase Establishing goals

Goals indicate how participants may change as a result of group involvement.

Goals must be consistent with the theoretical approach defined in the statement of purpose.

Goals should be reasonable and attainable.

Page 12: Chapter 10: Guidance/ Psychoeducational Groups Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Planning and Implementing a

Psychoeducational Group:

Conceptual Phase Setting objectives

Objectives specify, generally in behavioral terms, the steps needed to reach each group goal.

The completion of the objectives should signal successful mastery of the goal.

Page 13: Chapter 10: Guidance/ Psychoeducational Groups Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Planning and Implementing a

Psychoeducational Group:

Operational Phase Selecting the content

Group content may be organized into three categories:• Didactic: Leader uses teaching strategies that take into account member development and attention span.

• Experiential: Helps members understand the material on a personal level. Should be chosen to reinforce didactic content.

• Process: Helps members connect the didactic and experiential components of the group.

Page 14: Chapter 10: Guidance/ Psychoeducational Groups Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Planning and Implementing a

Psychoeducational Group:

Operational Phase Designing exercises

Group exercises must be tailored to address group goals and objectives.

Exercises should be brief, simple to implement, and require active participation.

Page 15: Chapter 10: Guidance/ Psychoeducational Groups Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Planning and Implementing a

Psychoeducational Group:

Operational Phase Performing evaluations

Process evaluation: Involves soliciting feedback during each session and incorporating changes when necessary

Outcome evaluation: Assesses the success of the group and can involve measuring goal attainment, member satisfaction, or both

Page 16: Chapter 10: Guidance/ Psychoeducational Groups Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Effective Group Leadership

Develop a clear understanding of the needs of group members.

Clearly inform group members about the scope and nature of the group.

Use stage-appropriate interventions. Be aware of therapeutic factors at play. Take the role of therapeutic mentor (e.g., group leaders must integrate counseling and teaching strategies to provide structured intervention that allows for personal reflection and meaning making).

Page 17: Chapter 10: Guidance/ Psychoeducational Groups Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

PsychoeducationalGroups in Clinical

Practice

Increasing in popularity because of the following: They can address common needs of clients. They can address serious mental health issues by incorporating problem solving and life skills components.

They can be used to educate persons with psychiatric disabilities.

They can be used in vocational counseling, marriage counseling, family counseling, etc.

Page 18: Chapter 10: Guidance/ Psychoeducational Groups Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Guidance Groups in Schools

Essential in schools because they can do the following: Be an effective means of addressing the emotional

needs of a large number of students as well as a myriad of prevention and adjustment issues

Can be used to address schoolwide wellness issues (e.g., substance abuse, self-esteem, conflict resolution)

Can be used to address mental health issues in schoolchildren (e.g., depression, eating disorders)

Can be used to help students with vocational and academic goals

Page 19: Chapter 10: Guidance/ Psychoeducational Groups Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Psychoeducational Groups on College Campuses

Benefits They are economical. They can provide an intensity of focus on the developmental issue of concern.

They provide a natural mode for many of the strategies in student development.

They provide peer affiliations for the traditional-age college populations.

Page 20: Chapter 10: Guidance/ Psychoeducational Groups Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Multicultural Considerations

Group goals must be congruent with the values of the group members.

Page 21: Chapter 10: Guidance/ Psychoeducational Groups Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Ethical Considerations A leader must follow all the relevant ethical guidelines that all counselors and group leaders must follow. Special considerations include the following: Leaders must clearly articulate the nature of the

group including criteria for membership exclusion. Leaders must stress that confidentiality still

applies even though the group format may seem like a class.

Leaders must still communicate with a group member’s other mental health service providers.

Leaders must provide referral resources for any member in need.