The second edition of Psychoeducational Groups provides an overview of instructional theories together with guidelines for conducting psychoeducational groups. Two new chapters cover group planning and themed sessions with special populations.
Author(s): Nina W. Brown
Edition: 2
Year: 2003
Language: English
Pages: 276
Book Cover......Page 1
Half-title......Page 2
Title......Page 3
Copyright......Page 4
Dedication......Page 5
Contents......Page 6
Preface......Page 7
Acknowledgments......Page 9
INTRODUCTION......Page 10
KNOWLEDGE......Page 11
Art......Page 12
Techniques......Page 13
PSYCHOEDUCATIONAL GROUPS DEFINED......Page 14
CONCEPTUALIZATION OF PSYCHOEDUCATIONAL GROUPS......Page 15
DIFFERENT PSYCHOEDUCATIONAL GROUPS......Page 16
BASIC CHARACTERISTICS OF PSYCHOEDUCATIONAL GROUPS......Page 18
Management of Content......Page 19
Competency of the Group Leader......Page 20
ANOTHER GROUP CLASSIFICATION......Page 21
Personal Versus Abstract......Page 22
Open Versus Closed......Page 23
ETHICAL ISSUES......Page 24
CULTURALLY SENSITIVE GROUP LEADERS......Page 28
GUIDE FOR COMPLETING THE PERSONAL DEVELOPMENT EXERCISES......Page 30
INTRODUCTION......Page 32
RATIONALE FOR PERSONAL GROWTH EMPHASIS......Page 33
POTENTIAL FOR NEGATIVE COUNTERTRANSFERENCE......Page 34
UNDERDEVELOPED NARCISSISM OR SELF-ABSORPTION......Page 35
Self-Confidence......Page 37
Being Organized......Page 38
Self-Awareness......Page 39
GROUP LEADERSHIP SKILLS......Page 40
Group-Level Skills......Page 41
Skill Development......Page 42
Elements of Effective Communication......Page 43
DEVELOPING LISTENING AND RESPONDING SKILLS......Page 44
INTRODUCTION......Page 55
Styles......Page 56
Situational Leadership......Page 57
LEARNING LEVELS AND LEADERSHIP STRATEGIES......Page 58
Moderate Level......Page 59
High Level......Page 61
Flexible-Spontaneous......Page 62
Reflective-Thoughtful......Page 63
BASIC PRINCIPLES OF LEARNING......Page 64
Methods......Page 65
Theory of Identical Elements......Page 66
Retention......Page 67
PRINCIPLES OF INSTRUCTION FOR PSYCHOEDUCATIONAL GROUPS......Page 69
Motivation......Page 70
Organization......Page 71
Taxonomy......Page 72
TECHNIQUES......Page 73
Exercises and Games......Page 74
Media......Page 75
INTRODUCTION......Page 77
Resistance......Page 78
Feeling Tone......Page 79
Stage 1: Beginning......Page 80
Stage 4: Termination......Page 85
Setting Goals, Objectives, and Strategies......Page 86
Helpful Group Factors......Page 87
Altruism......Page 89
Guidance......Page 90
Social Skills Development......Page 91
Mutual Attraction and Interaction......Page 92
Catharsis......Page 93
Existential Factors......Page 94
INTRODUCTION......Page 96
THE LEADER’S ROLE IN PLANNING......Page 97
Purpose......Page 98
Goals......Page 99
Expected Outcomes......Page 100
Environmental Factors......Page 101
Session Planning......Page 103
Sufficient Information......Page 104
INSTRUCTIONAL STRATEGIES AND MATERIALS......Page 105
Forming Small Groups......Page 106
Lectures......Page 107
Exercises and Games......Page 108
Media......Page 110
Simulations......Page 111
Goals......Page 112
Time and Group Size......Page 113
Materials......Page 114
INTRODUCTION......Page 117
RATIONALE FOR EVALUATION......Page 118
DEFINITION OF TERMS......Page 119
EVALUATING GOALS, OBJECTIVES, AND STRATEGIES......Page 120
FORMATIVE AND SUMMATIVE EVALUATION......Page 122
Questionnaires......Page 123
Assessing Opinions, Attitudes, and Affective Responses......Page 124
Selecting Areas......Page 125
Provision for Rating......Page 126
The Semantic Differential......Page 127
ASSESSMENT OF ATTITUDES......Page 128
INTRODUCTION......Page 130
Involuntary Members......Page 131
The Leader’s Role......Page 132
Freedom of Exit......Page 134
Coercion and Pressure......Page 135
Dual Relationships......Page 136
Storytelling and Monopolizing......Page 137
Under-or Nonparticipation......Page 138
Disengaged Group Members......Page 139
Feelings, Thoughts, and Ideas......Page 142
Mind Reading Is Not Possible......Page 143
Nonverbal Communication......Page 144
SPECIFIC LEADERSHIP STRATEGIES......Page 145
Feeling Responses, Not Questions......Page 146
Advice Giving Is Not Helpful......Page 147
INTRODUCTION......Page 149
CHARACTERISTIC CONFLICT BEHAVIOR......Page 150
VARIABLE CONFLICT MANAGEMENT STRATEGIES......Page 151
Expertise......Page 152
Low Responsibility/Low Expertise......Page 153
An Example......Page 154
CONFRONTATION......Page 155
Weakness......Page 156
Established Safety and Trust......Page 157
Rationale for Confronting......Page 158
Confronter, Receiver, and Condition Variables......Page 159
Fundamentals of Confronting......Page 160
Wait for an Invitation to Confront......Page 161
Be Prepared to Listen, as Confrontation Involves Sharing of Information......Page 162
INTRODUCTION......Page 163
Case-Centered Groups......Page 164
Skill Development Groups......Page 165
HOW CHILDREN GROUPS DIFFER......Page 166
Special Facilitation Skills......Page 167
Setting Goals and Objectives......Page 168
Limits for Confidentiality......Page 169
Procedures for the First Session......Page 170
Purpose, Goals, and Confidentiality......Page 171
Plan for Activities......Page 172
First Activity......Page 173
A Sample Psychoeducational Group Plan......Page 175
Creativity......Page 180
Capacity for Happiness and Joy......Page 181
Self-Acceptance......Page 182
INTRODUCTION......Page 188
CHARACTERISTICS OF ADOLESCENTS......Page 189
MAJOR PLANNING CONSIDERATIONS......Page 191
Group Size......Page 192
Environmental Concerns......Page 193
A Sample Psychoeducational Group......Page 194
INTRODUCTION......Page 203
Stress......Page 204
Setting Goals and Objectives......Page 205
Leader Tasks......Page 206
Minilecture: Daily Planning......Page 207
Setting Priorities......Page 208
Minilecture: Paperwork......Page 218
Minilecture: Meetings......Page 220
INTRODUCTION......Page 225
DESCRIPTION OF PSYCHOEDUCATIONAL SUPPORT GROUPS......Page 227
GUIDELINES FOR STRUCTURING LEARNING......Page 228
Medical Conditions......Page 229
Caretakers......Page 230
Psychiatric Conditions......Page 231
Trauma......Page 232
Factors for Planning......Page 233
Factors for Facilitation......Page 235
INTRODUCTION......Page 241
EMOTIONAL INTENSITY......Page 242
SIMILARITIES OF MEMBERS......Page 243
PLANNING AND FORMING THE GROUP......Page 244
Reporting Responsibilities......Page 245
Outside-Group Socializing......Page 246
Effects of the Condition......Page 247
Self-Absorption......Page 248
Reaching Out and Connecting......Page 249
Intense Fears......Page 250
Displaced Hostility......Page 251
Depressed State, Resignation, and Giving Up......Page 252
References......Page 253
Index......Page 260
