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Psychoeducational Groups
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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.

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

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