Psychoeducational Group Analysis

The age of adolescence has become universally known as an awkward period of growth and socialization. The article “Saplings in the Storm,” by Mary Pipher, was published in 1995 and gives an interesting look into some of the issues faced by adolescent girls, but gives little evidence to support her claims or ways in which to encourage the self-confidence in adolescent girls. More recently, there has been further research looking into the reasons as to why girls become more depressed, endure a decrease in self-esteem, and lose their curiosity after puberty.

Adolescent girls growing up in today’s society endure many more hardships than in previous years. Adolescence is no longer a time of endless sunny days spent on the back porch with a glass of country time lemonade and a smile extending ear to ear. Adolescence for girls is now generalized as a dark and depressing period of life that often seems hopeless and never ending. Mary Pipher PH.D tries to illustrate just how drastically life has changed over the years for teenage girls through her best selling book “Reviving Ophelia: Saving the Selves of Adolescent Girls”. Although Mary Pipher was once a clinical psychologist, she articulates very well for everyone to clearly understand her ideas and perspectives. One way

This article discusses the findings of a study that examined the effectiveness of the Girls' Circle a support group for adolescent girls. The Girls’ circle addresses the needs of girls by focusing on increasing connections, building empathic skills, and developing their ability to overcome obstacles. The study evaluated the effectiveness of the Girls' Circle intervention on improving “social support, body image, locus of control, self-efficacy, and self-esteem”. The study was done using 63 girls from 9 of their support groups throughout the Unites States between the ages of 10-17. The groups consisted of 5 to 15 girls each who completed several scales and surveys that included “the Multidimensional Scale of Perceived Social Support, the Body

People today are over whelmed with ideas of the “perfect” body, home, life and more. Most of this information comes from social media, Facebook, twitter, snap chat to name a few, and today’s technology. As a person ages, many of them become better adept to deal with these ideas. However, our adolescents, are being targeted with this information, are not developed enough to deal with the information. The adolescent years are spent working on their self-esteem, self-worth, who, and what they are. The information passed from these different places can be helpful for some and very harmful for others. Group counseling and interventions can offer assistance to our adolescent in establishing who they are and what their place in our ever changing society.

A child’s emotional and mental wellbeing is essential for their intellectual development. Therefore, the section of ‘belongingness and love’ from Maslow’s hierarchy of human needs will be fulfilled through group learning. Since there is a difference of motor-skill ability and development between boys and girls when they are young, the groups will have a mixture of males and females (Duchesne & McMaugh, 2015, p.34). This ensures that every group has a range of skills and avoids gender discrimination and stereotyping from segregation. Working in groups contributes to aiding students through their social and emotional needs, as they will be able to develop social skills and their self

Group projects can help students develop a host of skills that are increasingly important in their daily living. This positive group experience, moreover, may contribute to student learning, retention and help them feel successful. Today’s group was small and unstructured in a safe and supportive environment to help students work on developing individualized coping strategies to increase their social performance. Topics of discussion included following instructions and waiting your turn.

Some issues affect their personal lives, whereas they seek help that can lead them towards positive outcomes. As Healthy Life/Health Self aims towards a healthier lifestyle, there are a number of intervention modalities that can take place within the group process. As intervention modalities are of importance, there are several interventions that can be conducted within group therapy that are “patient-centered counseling focusing on changing behavior,” stated by Miller & Rollnick (2002) (as cited in Werch et al., 2006, p. 95). Some of the intervention modalities used for this group for the female college students population would be Cognitive Behavioral Therapy (CBT), where the members will work to recognize the negative thoughts and behaviors they exhibited, and change those thoughts and behaviors with healthy coping skills learned in their group. Dialectical Behavior Therapy (DBT) would be conducted to teach the members how to manage their emotions and anger when alone, and when engaging with others as therapeutic coping skill to maintain a positive attitude and well-being. Also, Motivational Interviewing would be another intervention modality used within this group to acknowledge and enhance the client’s motivation is changing their behaviors, by communicating and using communication skills learned that will be used when engagement shown from member to member, and instructor to

The group formed is a psychoeducation/support group. Psychoeducational groups are intended to increase participant knowledge and behavior change through an emphasis on educational strategies akin to those used in a classroom. The purposes of psychoeducational groups focus on education, skill acquisition, and/or self-knowledge (Garvin, 2012). The group consists of several social work (SW) practitioners who gathered together for a common ground, to education and support experts dealing with clients who are sex offenders. This is our second session. The group meets every Saturday morning from 1:00 pm to 2:00 PM. The location of this group is at a local community center where it is convenient for everyone. The rules

In order for one to be an effective group leader one must have an awareness of their leadership style as well as an awareness of their strengths and weaknesses as a leader. According to the American School Counselor Association (ASCA), school counselors make use of small group counseling sessions when students have similar issues and situational concerns in regards to academic, career, and social/emotional development. There are several types of groups that can be utilize in school counseling program. School counselors will make use of task groups for the purposes of training, program evaluation and program development. Psychoeducational groups are used when students require assistance with developing cognitive, emotional and behavioral skills.

Tosland and Rivas (2012) cover numerous group therapy theories that have been developed including, but not limited to: systems therapy, psychodynamic therapy, field theory, learning theory, and social exchange theory. The Systems Therapy is aimed at exploring the roles of each member in relation to effective functioning and how it applies within communities, families, or organizations. The Systems Theory targets certain patterns of behavior and the corresponding response of each member towards anxiety within the dynamic. Consequently, group members work towards healthier and secure relationships so that their interactions can improve to a higher level of functioning. Systems Theory can help resolve issues by aligning individuals to positive behavioral patterns and connection within their supports. Communication is a vital tool in this therapy since it facilitates a comprehensive identification and advancement of strengths, knowledge, and support.

Groups play a significant role in people’s lives. Humans have a tendency to “instinctively gravitate to one another in groups to share concerns, find direction in life, solve each other’s problems and otherwise provide protection and support” (Maguire, 2002, p, 120). There are different types of groups, such as: support groups, therapy groups, growth groups, education guidance groups and tasks groups. These groups serve multiple purposes and needs and they are based on various influential theories.

Group counseling is an ideal vehicle for moving past the “social, sexual, and status games” often played in interpersonal relationships (Yalom & Leszcz, 2005, p. 47). This form of therapy allows members to authentically experience real-life situations with other people and to discern fact from distortion in their interpersonal interactions (p. 47). In this session, I acted as a group member and two of my fellow students, Joe and Mary, acted as the co-leaders. In the following descriptions, I use aliases to refer to group members and the co-leaders.

This assignment will aim to define what group work is, outline the history of group work, its advantages and disadvantages and the use of group for individuals suffering from ill mental health. The second part of this assignment will be a reflection that will outline the authors personal experience of participating in a group in the university setting and the challenges and growths associated with that. Human beings naturally form groups and are shaped by them. Usually beginning in the microcosm of the family and extending to larger societal and cultural groups.

The past year has been difficult for me and the group process has allowed me to open myself up to people who are supportive and empathic. The group process made me more self-aware. Research shows “Such increased self-awareness seemed to have enabled participant to be more accepting, compassionate, and caring towards themselves” (Boellinghaus, Jones, & Hutton, 2013, p. 274). I am more aware of my thoughts and how they impact my feelings and behaviors. I am also more inclined to reflect and meditate when I am feeling angry, sad, or hopeless.

The purpose of group psychoeducation is to teach all the participants about their current condition. It is a shared psychoeducation that involves the presence of a trained professional and the participants who are suffering from the same neurodevelopmental disorder. This particular type of education focuses on interpersonal relationships on particular concerns shared by the group members. Many patients prefer group psychoeducation to supplement their primary treatment as well as to access additional support. Sometimes it can also be used as the sole component of healing work. The participants, along with getting all the treatment like in the other psychoeducation modules, also get to discuss their problems with the other affected people who can offer them genuine empathy which gives them a sense of