Psycho-educational groups, also known as educational groups, are a large force in modern group practice. These kinds of groups are organized by a central theme, generally temporary in nature, regularly preventive and instructional, and concentrate on teaching and learning.
The article psycho-educational groups by Roger Roffman noted that with an extensive range of possible appropriate applications and a large number of prospective participants, psycho-educational groups have a number of standardized characteristics: issue specificity, goal-directedness, structured set of rules that stresses learning, a high level of leader direction, significance of skill acquisition, and a time-limited duration.
On the contrary to groups of a therapeutic nature that depend on the reciprocal actions of the group to direct members toward a “corrective emotional experience” (Roffman, 2004), psycho-educational groups are aim to develop participant knowledge and behavior change through an emphasis on educational strategies like those used in a classroom.
According to the author, “psycho-educational groups attempt to increase self-understanding, encourage personal and interpersonal growth, empower individuals through preparation for informed decision making, aid group cohesion and focus as a result of participants’ shared concern, keep away from discord with mismatched cultural values, enhance cost efficiency and prevent future problems through the transmission of mental health education in group settings” (p. 161).
Through involvement in psycho-educational groups, members can gain knowledge about particular issues, share common concerns, receive and offer required support within the group, learn basic analytical skills, and are inspired to develop healthy support systems outside of the group setting. Since there is both an instructional and self-development component, these groups are both educational and therapeutic in nature.
The purpose of psycho-educational groups may differ, from assisting participants learn skills to ease depression or to deal with a possible threat such as AIDS or a terminal illness; to cope with a developmental life event, such as entering adolescence or growing older; or to manage an immediate life crisis, such as the death of a loved one or a pending divorce.
Generally, psycho-educational groups involve training individuals in psychological skills or knowledge that is either preventive or remedial in nature.
Specifically, these types of groups have been helpful in providing general coping skills and guidance during transitional times; reducing anxiety, anger, aggression, and other emotional stressors; improving interpersonal skills; and strengthening study skills. On the whole, the ultimate goal is to enhance self-awareness of group members and teach them a range of healthy coping skills that they can use when considered necessary.
According to the author, many psycho-educational groups are based on a learning theory model and incorporate behavioral and cognitive techniques, such as social skills training and assertiveness training, stress management, cognitive therapy, and multimodal therapy. They frequently incorporate exercises involving role play, imagery, and cognitive restructuring (Roffman, 2004).
Furthermore, the focus of the group is on the knowledge about HIV and AIDS, as well as modeling and role-play exercises to teach participants to deliver messages about behavior change (i.e., the importance of moving with condoms at all times, discussing risk reduction with partners before sex~ avoiding sex when drunk, and refusing unnecessary sexual cruelty.
Group leaders also taught participants to communicate the benefits of risk reduction, to correct mistaken beliefs about risk, and to support safer sex practices as socially satisfactory norms.
The author emphasizes that a psycho-educational group must “highlight the fact that the group’s primary focus is on teaching and learning” (p. 163). He encouraged using words, teaching and learning, along with other relevant information.
Reference
Roffman, R. (2004). Psychoeducational Groups. In C. D. Garvin, L. M. Gutiérrez, and M. J. Galinsky, Handbook of Social Work With Groups (pp. 160-175). New York, NY: Guilford Press.