Psychoeducational Groups in schools Deandre Jackson & Anthony Paige

Presentation Agenda Conducting Psychoeducational Groups Benefits of Psychoeducational Groups Planning Psychoeducational Groups Implementing Psychoeducational Groups early stage, middle stage, and ending stage Diversity Issues in Psychoeducational Groups Implementing Classroom Guidance

Conducting Psychoeducational Groups

What does psychoeducational groups entail? Does not entail Does Entail Structure Time limited Leader center Specific issue and behavior goal focused Less structure Self-disclosure and extensive processing of Feelings, Behaviors, or Thoughts

So in other words it means…. Psychoeducational groups tend to be more structured, with the groups goals and activities defined primarily by the leader and with processing focused on helping members understand and make meaning of the information presented.

Psychoeducational group video Example Play Video 01:02

I understand how to better cope with my test anxiety. So AS FUTURE SCHOOL counselors OUR purpose IN THESE GROUPS ARE to teach….. I understand how to better cope with my test anxiety. ACADEMIC SOCIAL/EMOTIONAL LIFE SKILLS COLLEGE/CAREER

BENEFITS OF PSYCHOEDUCATIONAL GROUPS

Psychoeducational groups constitute a critical mode of intervention for professional school counselors, who assume responsibility for meeting the academic, career, and personal-social needs to large numbers of students. It is impossible for school counselors to address the needs of large numbers of students using individual counseling as the primary mode of service delivery. Although individual counseling serves important functions within school context, classroom guidance and psychoeducational groups allow counselors to maximize the amount of services delivered to students.

Closing the achievement gap Given the focus of closing the achievement gap and increasing college access for all students, psychoeducational groups offer professional school counselors an appropriate mode of intervention for assisting students with academic challenges and college and career decision making. Moreover, school counselors can structure and evaluate the effectiveness of psychoeducational initiatives so that outcomes match the educational orientation of specific questions.

Cultural and linguistic diverse students Psychoeducational Groups Provide: Both structure and the direction that some culturally and linguistically groups value. Some culture groups may find the lesser orientation toward self-disclosure and the greater focus on goal accomplishments more appealing. These groups also provide a forum for helping minority and immigrant students with issues of cultural identity, acculturation, and relocation.

Parent education and support groups Psychoeducational Groups Provide: Knowledge pertinent to their children’s academic and personal success. Teaching of parenting skills. Other offers of support for parents. Parent education and support groups facilitate parents connection with each other and are especially important for culturally and linguistically diverse parents, who often feel isolated from schools.

Planning psychoeducational groups

Planning for psychoeducational groups Professional school counselors should consider several factors when planning for psychoeducational groups, such as: Assessing student needs. Developing the purpose and goals for the group. Recruiting members. Deciding on group size and composition. Screening potential members. Determining group procedures and techniques. Evaluating the group.

A group proposal provides a road map for conducting a group The proposal should include: A rationale for the group. (underlying reason) The overall purpose and goals of the group. The procedures and techniques to be used. An outline of each group session. Purpose Goals Objectives Time and materials needed Description of teaching and processing activities that will be concluded in the beginning, middle, and end of each session.

Implementing psychoeducational groups

Implementing Psychoeducational groups Early Stage: Forming and Transition Exploration of students’ expectations of the group and the group process. Create the norm of teaching and learning. Honeymoon state. Resistance and Reluctance. Middle Stage: Working Ice breakers, energizers continued. New information and skills Prevent onset of difficulties Help students to cope with current challenges. Instruction and accompanying activities interesting. Ending Stage: Termination Summarizing and wrapping up themes that emerged in the group Discuss and process unfinished business Discuss members new knowledge, change, and next steps.

Implementing classroom guidance

Classroom Guidance Professional school counselors deliver classroom guidance curricula consisting of units with four to six lessons. This units can be organized in a number of ways; often, they tend to revolve around current initiatives (e.g. bullying prevention, suicide awareness) mandated by a school systems central-office or building level administrators, critical needs that arise in the school or are unique to the local student body, or a combination.

planning IF YOU FAIL TO PLAN, YOU PLAN TO FAIL. ----------------------------------- NEVER WING IT, YOUR STUDENTS DESERVE THE BEST SUPPORT!

CLASSROOM MANAGEMENT Classroom management involves managing classroom dynamics in an effort to prevent potential disciplinary problems and minimize and behavioral problems that arise. Tips on Effective Classroom Management: Become familiar with students names quickly. (seating arrangements usually help) Establish classroom rules and BE CONSISTENT. Positive reinforcement and redirection. Respect your students. Positive climate (value diverse opinions) Play Video

Sources Group Work in the Schools by Bradley T. Erford. (2010) YouTube Video: Greenhouse Clinical –Psycho-Educational Group (2014) https://www.youtube.com/watch?v=pUxrzJn7_3o YouTube Video: An Elementary School Counselor Beginning of the Year Introduction (2014) https://www.youtube.com/watch?v=gf-Jdnz87nc