Psychoeducational Groups: Process and Practice, 4th Edition (Paperback) book cover

Psychoeducational Groups

Process and Practice, 4th Edition

By Nina W. Brown

Routledge

314 pages

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Description

With this 4th edition, Psychoeducational Groups remains the only comprehensive, user-friendly guide to planning, implementing, facilitating, and evaluating psychoeducational groups. The 4th edition expands the discussions about group leaders’ knowledge base, self-development, and techniques; best practices for group facilitation; and effective uses for group therapeutic factors. Substantial new material includes templates, scripts, and sample forms; suggestions for leader interventions for group and individual issues and difficulties; a social media policy; and the effectiveness of manualized and cyber/virtual groups. 

Reviews

"From start to finish, this book contains the type of information that is absolutely critical to successfully intervening with students’ challenging behaviors. Mismanaged students’ behavior is a teacher’s Achilles heel, leading to burnout and a premature exodus from the profession. This book is more than a checklist menu of steps for creating a BIP. This book is full of gems, insights, and spot-on irreverent details—the underbelly of every school. Johnson’s interesting and creative, quirky storytelling drew me in and I absolutely could not put the book down. This book is one of a kind and I highly recommend it to every professional who develops behavior intervention plans. I plan on using this book as required reading for my school-based consultation class."

- Melissa A. Heath, PhD, NCSP, Professor, BYU School Psychology Program

Table of Contents

List of Tables

List of Activities

Preface

Part I: Structuring

Chapter 1: Psychoeducation Groups: Overview and Model

Introduction

Advantages

Disadvantages

Myths and Misunderstandings

Group Leaders’ Expertise

Variety of Psychoeducational Groups

The KASST Model

The Role of Theories for Psychoeducational Groups

Research on Training Group Leaders

Overview of the Book

Chapter 2: Planning

Introduction

Phase 1: Information Gathering

Phase 2: Decisions About the Proposed Group

Phase 3: Preparing the Plan

Materials

Techniques

Chapter 3: Evaluation of the Group and Guidelines for Activities

Introduction

Rationale for Evaluation

Definition of Terms

Planning for Evaluation

Evaluating Goals, Objectives, and Strategies

Formative and Summative Evaluation

Standardized Instruments

Developing Data Gathering Instruments

Constructing a Data Gathering Instrument

Form Format

Assessing Attitudes and Perceptions

Experiential Activities

Guidelines and Planning for Experiential Group Activities

Chapter 4: Theories of Group Leadership and Instruction: The Cognitive Component for Dissemination of Information

Introduction

Theories of Group Leadership

Example of Application of a Theory to Psychoeducational Groups

Learning Preferences and Leadership Strategies

Leadership Strategy Clusters

Basic Principles of Learning

Principles of Instruction for Psychoeducational Groups

Taxonomy

Techniques

Part II: Leader Development and Facilitation Skills

Chapter 5: Group Leader Self-Development

Introduction

Rationale for Personal Growth Emphasis

Potential for Negative Countertransference

Self-Absorption or Underdeveloped Narcissism

Common Thoughts and Feelings Reflective of the Leader’s Self-Absorption and How to Reduce These

Effective Group Leader Characteristics

Group Leadership Attributes

Becoming Mindful

Chapter 6: Group Leadership Skills

Introduction

Group Leadership Skills

Group Level Skills

Group Level Skill Development Practice

Elements of Effective Communication

Developing Listening and Responding Skills

Listening and Responding Skills

Ineffective Communication

Questioning Skill Development

Chapter 7: The Group: Process and Progress

Introduction

Group Dynamics

Group Stages

Factors Most Likely to Appear

Factors Likely to Appear

Factors with Limited Appearance

Chapter 8: Cultural and Diversity Issues and Concerns

Introduction

Need and Rationale for Cultural and Diversity Competence

Training Standards

Culturally Sensitive Group Leaders

Microaggressions in Group: Implications for Narcissistic Injury

Prevention and Reduction of Microaggressions

Chapter 9: Ethical and Legal Standards

Ethical Standards

Do No Harm

A Duty to Protect

Laws, Codes, Regulations, and Practice Guidelines

Ethical Decision Making Models

Discussion: Examples of Ethical Dilemmas

Chapter 10: Potential Membership Problems, Concerns, and Intervention Skills

Introduction

Effective and Counterproductive Group Member Behaviors

Possible Sources for Member’s Difficult Behaviors

Involuntary Members

Ethical Guidelines for Involuntary Participants

Problem Member Behaviors and Their Goals

Under-Participation

The "Deviant" Group Member

Importance and Rationale for Identification of a Deviant Group Member

Deviant Behavior and Demeanor

Teaching Group Membership Skills

Specific Leadership Strategies

Chapter 11: Managing Conflict and Guidelines for Confrontation

Introduction

Characteristic Conflict Behavior

Variable Conflict Management Strategies

VCMS Members’ Dimensions

VCMS Strategies Based on Members’ Status

Description of Categories

Examples of Responses

A Conflict Resolution Procedure and Script

Confrontation

Major Types of Confrontation

Guidelines for Confrontation

Confronter, Receiver, and Condition Variables

Fundamentals of Confronting

Summary of Constructive Confrontation

Chapter 12: Leading Psychoeducational Groups for Children and Adolescents

Introduction

Types of Children’s Psychoeducational Groups

Research Finding for Children’s Groups

How Children’s Groups Differ

General Guidelines for Children’s Psychoeducational Groups

Sample Procedures and Structure for Sessions

Adolescent Groups

Characteristics of Adolescents

Leader Tasks

General Guidelines for Adolescent Psychoeducational Groups

Chapter 13: Leading Psychoeducational Groups for Adults

Introduction

Examples of Groups for Adults

Descriptions of Adult Groups

Sample Format for Meetings

Settings for Adult Psychoeducational Groups

A Basic Framework for Adult Groups

Guidelines for Adult Groups

An Example Plan

Chapter 14: Psychoeducational Groups for Illnesses and Other Conditions

Introduction

Characteristics for Groups for Illnesses and Other Conditions

Planning and Forming the Group

Members’ Attitudes and Behaviors That Can Affect the Group

A Single Session Model

Group Facilitation Considerations

Sample Plan for a Multisession Group

Chapter 15: Psychoeducational Self-Help and Support Groups, Manualized Groups

Introduction

Self-Help and Support Groups

Description of Psychoeducational Support Groups

Guidelines for Formal Learning

Background for Psychoeducational Support Groups

Designing Psychoeducational Support Groups

Manualized Groups

Virtual/Cyber Psychoeducational Support Groups

Bibliography

Index

 

 

About the Author

Nina W. Brown, PhD, is a professor and eminent scholar at Old Dominion University in Norfolk, VA. She received her doctorate from The College of William and Mary, is a member of the American Counseling Association and the Society of Group Psychology and Group Psychotherapy (APA Division 49), and a Fellow of the American Group Psychotherapy Association. Some of her 29 books include Teaching Group Dynamics; Expressive Processes for Group Counseling; Group Counseling for Middle and Elementary School Children; Psychoeducational Groups (now in its 4th edition); Becoming a Group Leader; Creative Activities for Group Therapy; The Destructive Narcissistic Pattern; Children of the Self-Absorbed (two editions); Loving the Self-Absorbed; and Coping with Infuriating, Mean, Critical People.

Subject Categories

BISAC Subject Codes/Headings:
PSY010000
PSYCHOLOGY / Psychotherapy / Counseling
PSY036000
PSYCHOLOGY / Mental Health
PSY048000
PSYCHOLOGY / Psychotherapy / Group