1. Psychoeducational Groups in schools
Deandre Jackson & Anthony Paige

2. 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

3. Conducting Psychoeducational Groups

4. 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

5. 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.

6. Psychoeducational group video Example
Play Video
01:02

7. 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

8. BENEFITS OF PSYCHOEDUCATIONAL GROUPS

9. 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.

10. 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.

11. 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.

12. 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.

13. Planning psychoeducational groups

14. 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.

15. 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.

16. Implementing psychoeducational groups

17. 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.

18. Implementing classroom guidance

19. 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.

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

21. 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

22. Sources Group Work in the Schools by Bradley T. Erford. (2010)
YouTube Video: Greenhouse Clinical –Psycho-Educational Group (2014)
YouTube Video: An Elementary School Counselor Beginning of the Year Introduction (2014)