Three models for developing psyhcoeducational groups.

2. Structured Learning Exercises- Used mostly for skill building courses.

3. Patient Education- Used mostly for transmitting information and more of a traditional classroom instruction model.While these models are presented independently, they can be blended to provide more interactive and informative psychoeducational groups.<br />Experiential Learning Exercises<br />0197485Functions:Experiential Learning Exercises are used to help participants improve communication skills, examine relationships, better understand their reactions to events and learn how to better problem solve.General Format:1] A brief introduction to the objectives and tasks. 2] The experiential learning exercise. 3] A discussion of the group process.4] A review of the learning process.Structures:The development of the exercises directly supports the identified learner outcome.<br />Included in this section are a series of examples of experiential learning exercises.<br />Icebreaker- Finders<br />Icebreaker- Guess Who<br />Communication and Problem Solving- A Murder Mystery<br />Relationships –Personal Characteristics<br />Personal Values –Individual Characteristics<br />Understanding Stress- Stress Index Scale<br />Some additional resources for this type of exercise can be found in the following books:<br />Jones & Pfeiffer (2004). Annual Handbook for Group Facilitators, John Wiley Publishers <br />Forbes-Green, S. (1983). The Encyclopedia of Icebreakers. University Associates: USA.<br />Simon, Howe, Kirschenbaum (1995) Values Clarification. Warner Books<br />AVP, (2002). Alternatives to Violence. Alternatives To Violence.<br />left83185Functions:Structured Learning Exercises are used to help participants learn specific skills, effectively cope with interpersonal relations and manage their anger.Structures:The structured learning exercises usually contain a didactic presentation, followed by a demonstration/practice session and often a homework assignment. General Format:A brief didactic presentationFacilitator demonstration of the skillDescription of the steps involved in the skillParticipant practice with feedbackHomework of practicing the skills between sessions<br />Included in this section are a description of the principles behind structured learning exercises and a review of the methodology for developing structured learning exercises.<br />Functions of Structured Learning<br />The YAVIS Patient<br />Steps in a Skill Building Session<br />Guidelines for Modeling a Skill<br />Task Analysis<br />Hints for Teaching a Skill<br />Example of a Structured Learning Exercise<br />FUNCTIONS <br />The Structured Learning Exercises [SLE] approach to Psychoeducation uses a behaviorally oriented method to teach individuals a variety of specific day-to-day skills. For example SLE are used to teach skill like “How to Start a Conversation” , “How to Say No When Someone Ask You for Money”, of “How to Negotiate a Conflict. With Another Person.”<br />Arnold Goldstein best describes the values of this approach in his books on “Structured Learning Therapy.” Goldstein describes the differences individuals seen in private practice and those that often are treated in the public sector. He discuss the differences between these two types of individuals in terms of cultures, values and cognitive styles. In this comparison Goldstein identifies a YAVIS and Non-YAVIS individuals. And how the differences between those types of clients can impact on therapy.<br />Y____________________<br />A____________________<br />V____________________<br />I_____________________<br />S___________________<br />Structure<br />Structured Learning Exercises are taught using a variety of mediums and some variation in methodology. There are learning tapes and videos, as well as workbooks for individuals. The groups are structured more like a classroom setting than a traditional group therapy session. The sessions are often sequentially arranged so that one skill provides a foundation for the following skill.<br /> <br />SAMPLE OF STEPS USED IN A SKILL BUILDING SESSION:<br />Description of the skill to be demonstrated<br />Discussion of why that skills important and how it can be used<br />Facilitator demonstration of the skill<br />Participant discussion of the skill<br />Participant practice of the skill with feed back from other participants<br />Facilitator review of skill<br />Skill demonstration assignment<br />GUIDELINES FOR MODELING OF SKILLS<br />Use at least two demonstrations, one at regular speed and the next showing each of the steps<br />Select situations relevant to person<br />All displays should have a positive outcome<br />Modeling should depict all steps correctly sequenced<br />Focus on one skill at a time<br />Comparative Models- Patient Education<br />68580228600Functions:Patient Education programs provide information on medication, healthcareStructures:Most Patient Education programs resemble a traditional classroom setting. They often have a large didactic component and frequently are accompanied by workbooks and even homework assignmentsExample of Format:An “Advanced Organizer” which is an overview of the topic including goals and activitiesDidactic presentation often with:ExamplesQuestion periodsVisual aidsA summary reviewing the key pointsAn assignment for the next session<br />Included in this section are <br />Descriptions of functions and structures of patient education groups<br />Hints on developing a lesson plan<br />An example of an advanced organizer<br />Hints for presenting content <br />How to use teaching strategies<br />A sample lesson plan<br />Patient Education<br />Functions: <br />Patient Education programs are used to teach individuals and their families how to cope with mental illness. Other topics frequently taught in patient education programs are medications, health awareness and smoking cessation. The approach places a large focus on teaching individuals methods to help manage their symptoms and often focuses on recovery.<br />Structures:<br />Example: Advanced Organizer“Today we are going to discuss how various factors can impact on our emotions. Like today on my way driving to work, another driver cut me off and I almost ended in a ditch and spilled my coffee all over me. Then when I got out of the car to come into the building I stepped into a huge water puddle. As I walked into the building Mr. Faulks asked me a question and I almost took his head off. And, I thought how much like what we talk about in here is like what I just experienced this morning.“Today when we talk about managing our emotions we are going to be discussing:How different factors can influence our present emotional statesWe are also going to be discussing how to distinguish what is happening in the “here and now” from what it is that is influencing how we are feeling.“I have a short, 10 minute, film to help dramatize this issue and then we will have the rest of the session to talk about factors that can impact on our emotions and how to better manage our here and now emotional states.“Before I start are there any questions?” Patient education programs are conducted in a classroom like setting. There is often a formal lesson plan prepared by a clinician/teacher. The lesson plan can include informational handouts, films or even homework assignments. <br />Hints on Developing a Lesson Plan <br />Advanced Organizers<br />Starting off the session with an advanced organizer helps prepare learners for the main part of the presentation. An advanced organizer is often described as a conceptual framework that helps learners prepare for the main part of the lesson to follow. Metaphorically it is described as an ”intellectual scaffolding.”<br />The advanced organizer starts with something to prompt the learners interest. That prompt can be a story, maybe a joke, cartoon or even a recent incident the learners are familiar with. But, in someway the prompt needs to relate to the lesson plan.<br />The advanced organizer then contains a description of the goals and a highlighting of the importance of the goals. After a description of the goals, there is a brief description of how the session will proceed. And finally the advanced organizer gives learners a chance to ask any clarifying questions before the main part of the presentation begins. <br />Hints on Developing a Lesson Plan- continued<br />Presentation of the main body of the instruction“What you say or do is less important than what people learn.”“When the topic gets too heated talk more slowly. If it becomes a little to dry “punch it up” by changing your volume and rate of speech.”Hints for presentation of the contentIt is important that we use terms and concepts that can be easily understood by the learners. When presenting technical information review definitions and give at least two examples to help clarify the new terms. Try not to lecture for more than 5 minutes at a time without having some way to involve the learners in the discussion. This can be done by asking participants general questions or if they can give an example of what you are describing.At the end of each section summarize what has been discussed and then segue into the next section. Be modest in how much information can be retained in one session.It is easier for learner to understand what is being said if you use shorter sentences, speak slower than usual and repeat key points.Hints for instructional strategies:Remember people have different learning styles. Some people learn by listening, others by seeing and still others by doing. Use a variety of instructional methods to meet these different learning styles.Pre-test all of your media and have film, video or slide show ready to immediately start when necessary. It is easy to lose a group when the film has 5 minutes of credits before the story actually begins. Do not surprise learners with a strategy. Let them know what you want them to be doing and why.Preface the strategies with what you want the learners to focus on and what you will expect them to do at the end of the exercise. [Example: We are going to look at a 10 minute file and at the end of the file I want you people to talk about what really was making Howard mad, how those feeling might have influenced his reactions toward Ginger and how he could have better managed his “here and now” feelings.]KNOW YOUR LEARNERS! Match the media to the learners’ styles. This might be a simple as not showing a video of simple country life to individuals who have spent their lives in the country or a presenting a highly technical program to learners that are not familiar with the material. For example pharmaceutical companies have some very good videos on medications and mental illness, but the intended audience is physicians and nurses not individuals receiving mental health services. <br />Summary of the Session<br />The summary of a session can be the important phase of the learning. It is your opportunity to highlight key points, answer any remaining questions and prepare learners for the next session.<br />Example of a Lesson Plan <br />GoalsContentMethodTimeAdvanced OrganizerGoals and overview of courseParticipant introductions and expectationsGoal 1:Section 1Goal 2:Section 2Goal 3: Section 3SummaryReview of Key PointsQuestions and responsesWhat is to be covered next sessionModifying exercise for population<br />Example of a Lesson Plan <br />GoalsContentMethodTimeAdvanced OrganizeReview of number of mentally inmates with substance abuse disorders Case example describing complications of co-occurring disordersGoals and overview of courseParticipant introductions and expectationsBrief lecture with 5 item quizCase study General question and answer 10 minutesGoal 1: Describe the differences between a psychiatric disorder and substance abuseSection 1What is meant by a psychiatric disorder?Focus on Axis I disordersDescription of “course of disorder”What is meant by substance abuse?Definitions and examples of abuse and dependencyDidactic with flip chart showing onset of disorder and impact on functioning over time. [chart 1]Didactic presentation with definitions15 minutesGoal 2: Review the potential impacts of substance abuse on psychiatric disordersSection 2How substance abuse can negatively impact on the way people feel.The impact of substance abuse on psychiatric conditions. Focus on age of onset, number of psychiatric episodes and decrease in support and options.Question answer period on some of the “day to day” negative impacts of substance abuse.Review of chart 1 with heightened areas showing impacts of substance abuse.Goal 3: ] Compare and contrast their options for change.Section 3The decision balance chartExamples of benefits and costs of continued useExamples of benefits and costs of stopping useDecision Balance ChartGroup discussionSummaryReview of Key PointsSubstance abuse negatively impacts on individuals who also have a psychiatric condition.Onset, frequency, severityChange is ultimately up to the personAssignment for next week{complete personal Decision Balance Worksheet]What is to be covered next sessionAsk participants to describe how they think substance abuse can impact on a psychiatric conditionAsk for questionsDistribute balance Worksheet Reinforce it will be for participants personal use and not shared with group.<br />