Psycho Education Analysis Essay Example

associated goal of these programs is support for the patients' families. Families experience many burdens (financial, social, and psychological) in serving as long-term caregivers for their loved ones. Although the primary focus of family psycho education groups is improved patient outcomes, an essential intermediate goal is to promote the well-being of the family (Psycho educational Therapy Model, 2010).

There are several different models of family psycho education.

Although they include many common elements, these different models include: single- and multiple-family groups; mixed groups that include family members and consumers (patients); groups of varying duration ranging from nine months to more than five years; and groups that focus on patients and families at different phases in the illness (Psycho educational Therapy Model, 2010). Psycho educational interventions tend to be “packaged” plans that are spontaneously implemented and modified to the needs of the student at that particular moment in a crisis.

To the psycho educator, “One size fits all” is a lie in fashion, and education. Individualized approaches are necessary.

However, using complex prepared procedures flexibly and effectively requires persistent, self-confident, knowledgeable, trained, and empathetic professionals. The psycho educator must be able to resist displaying punitive or rejecting reactions when the student engages in the inevitable testing of his/her patience and commitment. Unshakeable optimism and professionalism are required of those using psycho educational practices Psycho educational Therapy Model, 2010).

Psycho educators believe that this positive behavior change is more likely to occur when the teacher is able to develop and maintain a positive and mutually respectful interaction with the student. Interventions based upon the Psycho Educational model rely heavily on the teacher's ability to develop a trusting and

accepting relationship with the student. The teacher’s style is empathetic and supportive, while still maintaining appropriate boundaries in the relationship.

Limits are also placed on the student’s behavior. Consequences occur when the student displays unacceptable behavior.

However, the teacher continues to encourage the pupil, and works closely with him/her to develop more socially acceptable (re)actions. While expressing displeasure with the behavior; the teacher continues to express confidence in the student’s ability to change for the better.

(Psycho educational Therapy Model, 2010). Psycho- educational Therapy Model is useful because it is designed to answer a number of questions about the student such as: Does my child have a learning disability? Does he has attention or processing problems? What are my child’s academic and cognitive abilities, strengths, and weaknesses?

How do her psychological issues impact learning, and under what circumstances? Does my child need accommodations in school or a specialized learning environment? How do substances impact this? Is my child struggling with a mental illness? What should we do for aftercare? To expand on this, Psycho- educational Therapy Model can be a very useful tool in exploring issues that may be underlying a student’s presenting behaviors, and therefore the treatment process overall. As such, it can be quite useful in fine tuning the individualized nature of treatment planning.

It can also be important in helping to identify the underlying learning issues that may be at the heart of what are often misunderstood psychological and behavioral issues.

In addition, this type of assessment helps to identify the way that psychological issues may impact how a student scores on traditional IQ and achievement tests, as well as how they

may be associated with classroom performance and behavior. Related to this, the necessary documentation needed to procure potentially useful academic accommodations is provided (Psycho-education Theory Model, 2010).

More specifically, Psycho-educational Therapy Model can be an essential tool for: Exploring issues underlying the treatment process; helping to fine tune the treatment planning and Identifying underlying learning issues. Investigating how psychological issues may impact a student’s performance on traditional IQ and achievement tests, as well as in the classroom. Identifying useful educational accommodations, and providing necessary documentation to procure such accommodations. Psycho-educational Therapy Model Additionally explores the role of substances in your child’s life.

The goal of psycho-education is to help the child to get along with others in home, neighborhood and school environments (Psycho-education Theory Model, 2010). Helping children change dysfunctional behavior is not easy. The work is challenging, but seeing a child make a successful adjustment is most gratifying. Family psycho education techniques have proven successful to those families suffering with mental illnesses and other problems. It has been found that the delivery of therapy in a group setting that models role modeling and problem solving resulted in an increase in the family’s sense of empowerment.

Family psycho educational techniques have also been shown to increase the family’s quality of life, self-esteem, and social adjustment (Griffiths).

Positive benefits of Psycho educational therapy focusing on families dealing with mental disorders include programs that are led by mental health professionals, the family is a part of the treatment plan, and programs focus on patient and family outcomes (family psychoeducation). Studies have shown many positive benefits when using this technique with families who have a member suffering of

depression as well.

By having the family complete training in aspects such as anxiety management, cognitive restructuring, and individualized behavior assessments it shows that this technique is efficient in reducing depressive symptoms. Improvements are also noted in measures of hope, hopelessness, anxiety, and social functioning (Griffiths). Overall the use of psycho educational techniques has benefits for a wide range of problems that could affect a family.

Attending therapy in a group setting seems to help family's open up and feel a sense of familiarity with the others attending the group.

When attending with other families who are suffering from similar situations having a feeling that you are not the only ones who suffer these kinds of problems can really stimulate the clients therapeutically. Once the embarrassment has passed families may be more likely to open up as well. It is nothing against the participation in a psycho educative group.

However, few points can be a negative contribute to this therapy, the knowledge of the therapist working on this therapy and her experience on how to apply the correct technique for each patient and case is a strong foundation for success on each case.

A detailed knowledge of the case, in particular regarding chances of recovery, therapy possibilities and the disease process, can make the patient and/or family member stressed. The therapist should talk to the client or/and family members on regards the illness or problems affecting the client but only on the major points on how the psychological condition of the patient is affected and how can be modified. The therapist should pay attention on how much the patient and/or the family members already understand

about this condition and how much information can they handle and process in their current condition.

During this process is also important to monitor the maximum level of emotional stress that the patient can take.

Combining all this studies and observations is important to proceed with the selection of the psycho educational program that best fits the client and the clinical case. For the therapist not to be capable to pick the correct type of therapy it can result on a negative effect. Knowledge on application and development of a correct treatment plan to be followed is imperative to obtain an effective effect and a positive result.

The selection of therapy possibilities has to be considered and discussed with the client and/or family members.

(Parrott III, L. 2003) It is also important to choose the correct tools on therapeutic strategies that this type of therapy can offer to clients, it will be a downside to offer the wrong tool to a client, motivation can be destroyed and the whole program will be a negative effect on the process of recuperation.