We began the class by discussing how psychoeducation is a structured approach for partnering with consumers and families to support recovery. We learned that it is useful for people of all ages, both inpatient and outpatient, of all health conditions, and for family members. We also covered the general format for a psychoeducation session, which I found particularly helpful:
- 15 minutes: socialize
- 20 minutes: identify current issues--go around
- 5 minutes: select a single problem
- 45 minutes: use structured problem solving
- 5 minutes: socialize
My favorite part of the class was when we broke up into
groups and participated in a role playing activity. Some students were to lead
a psychotherapy group, while others were to participate in the psychotherapy
group as family members of a person after first episode psychosis. Then we watched
a video that featured a group of young adults sharing their lived experience
with psychosis.
It was a great activity to do in
class because it really helped me to put myself in the position of a family
member of someone with a mental illness. I felt the worry, the concern, and the
anxiety about how to manage and support that family member. I could also see
the benefit of having a psychotherapy group—having other people share their
similar experiences was a great way to facilitate an honest and open discussion.
It was also a way to learn tips and methods of coping and supporting that maybe
one may not be able to figure out on their own.
What I would like to contribute to
my clinical practice, if I find myself in a situation in which I am to lead a
psychotherapy group, is to create a positive group dynamic. For me, I found
that being able to speak without feeling like I was being judged or bothering
the other people in a group was a huge component of whether I shared my
stories. I can imagine it might feel the same way for someone participating in
a psychotherapy group. As an OT, I hope that I can provide the education,
evidence, and guidance for participants, while fostering a caring and
understanding group dynamic.
Cowls, J. & Hale, S. (2005). It's the activity that counts: What clients value in psycho-educational groups. Canadian Journal of Occupational Therapy, 72(3), 176-182.
http://www.caot.ca/CJOT_pdfs/CJOT72/Cowls72(3)176_182.pdf
I decided to check the CAOT website to see what they had to say about psychotherapy groups. I came across this article around psycho-education groups that I found quite interesting. Participants who had participated in psycho-educational groups were interviewed to determine what they valued in the group. The study found that they valued the supportive milieu of groups, the group structure, and determining readiness to attend a group. I think these will be important elements to keep in mind in my future occupational therapy practice.
http://www.caot.ca/CJOT_pdfs/CJOT72/Cowls72(3)176_182.pdf
I decided to check the CAOT website to see what they had to say about psychotherapy groups. I came across this article around psycho-education groups that I found quite interesting. Participants who had participated in psycho-educational groups were interviewed to determine what they valued in the group. The study found that they valued the supportive milieu of groups, the group structure, and determining readiness to attend a group. I think these will be important elements to keep in mind in my future occupational therapy practice.
