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Educational group therapy


Providing Psychoeducation in Groups: 5 Examples & Ideas

Psychoeducational groups provide opportunities for their members to learn about a range of psychological phenomena.

For instance, they can facilitate greater self-insight and interpersonal functioning. They might also help their members gain skills to understand and solve problems that affect their functioning in daily life (Brown, 2018b).

Importantly, group psychoeducation can be applied in the context of many conditions and disorders, including phobias, mood disorders, and substance abuse.

In this article, we’ll walk you through some best-practice tips for providing psychoeducation in groups. We’ll also provide you with 10 useful templates and ideas to help you design sessions that use modern digital psychotherapy tools.

Before you continue, we thought you might like to download our three Positive Psychology Exercises for free. These science-based exercises will explore fundamental aspects of positive psychology including strengths, values, and self-compassion, and will give you the tools to enhance the wellbeing of your clients, students, or employees.

This Article Contains:

  • How to Provide Psychoeducation in Group Therapy
  • Determining a Group’s Purpose, Goals, and Objectives
  • Psychoeducation in Groups: 3 Examples
  • 2 Ideas for Your Group Sessions
  • A Look at Substance Abuse Psychoeducation
  • PositivePsychology.com’s Helpful Resources
  • A Take-Home Message
  • References

How to Provide Psychoeducation in Group Therapy

If you’re considering offering group psychoeducation, there are several important decisions to make and initial steps to take before diving into your first session.

In general, these initial steps occur in three phases (Brown, 2018b):

  1. Planning
    Information gathering surrounding the target audience of the group and their needs, presenting challenges, and demographics.
  2. Structural decisions
    Selection of members, whether the group will be open or closed, environmental factors, and a framework for the sessions.
  3. The specifics
    Deciding on the group’s purpose, rules, informed consent policies, social media policies, session plans, and evaluation plans.

This article will focus predominantly on the specifics, focusing on intake forms, policy documents, and ideas for particular group activities that meet a range of different psychoeducational goals.

For a comprehensive guide to designing a psychoeducational group from the ground up, be sure to check out professor Nina Brown’s (2018a) book, Conducting Effective and Productive Psychoeducational and Therapy Groups.

Determining a Group’s Purpose, Goals, and Objectives

The purpose of a therapy group typically centers on one of three aims: education, training, or support (Brown, 2018b).

The nature of a group’s sessions will differ depending on this chosen aim.

For instance, imagine a group of 10 young adults who struggle to form relationships because of social anxiety and weak interpersonal skills. An educational group might work to teach these young adults about different theories of relationships and frameworks surrounding effective communication.

In contrast, a training group might involve role-play and hands-on practice in communication, while a support group might provide opportunities for participants to empathize with one another and receive encouragement.

There can often be overlap between a group’s purposes, but it is important that facilitators are clear about a group’s primary purpose from the outset to minimize tangents and the risk of losing focus.

Flowing from this exploration of a group’s purpose should be a consideration of its goals. For instance, a group that aims to provide social skills training might work toward the goal of increasing participants’ self-reported confidence in social situations (Brown, 2018b).

Likewise, a group should have clear behavioral objectives. The therapist must ask themselves what their participants should be able to do (or do differently) following group sessions. An example might be that upon the conclusion of a particular group session, participants become able to confidently introduce themselves and their occupation to someone they have just met.

Psychoeducation in Groups: 3 Examples

Now that we’ve considered the steps involved in determining your group’s purpose, let’s look at three examples of how to design group sessions that meet these aims.

In several of the examples that follow, we’ll draw on a range of pre-made tools and psychoeducational activities from the comprehensive psychotherapy platform Quenza.

Quenza is an easy-to-use online tool designed to connect therapists with science-backed psychoeducational content in a range of audio and visual formats.

The platform also enables clients to engage with psychoeducational content from the comfort of their own smartphone, tablet, or computer.

If any of the examples pique your interest, you can access and experiment with them for yourself by taking advantage of Quenza’s 30-day trial for just one dollar.

 

1. Intake forms

Brown (2018b) notes the importance of setting clear expectations for group participants using carefully constructed intake materials.

These materials should include several important features:

  • Group rules

Therapists should prepare a list of group rules in advance to ensure member safety and orderly conduct. These should include expectations for attendance, behavior, and confidentiality. Further, therapists should review these in person with group members during their screening, orientation, or first session.

  • Informed consent

An informed consent document enables the therapist to educate potential participants about the risks, benefits, and alternatives of the group therapy intervention (Shah, Thornton, Turrin, & Hipskind, 2020). This document should elaborate on the group rules and include a space for the client to sign to indicate their agreement.

  • Social media policy

The American Counseling Association (2014) code of ethics recommends that therapists establish clear guidelines for the use of social media as it relates to the professional counseling relationship and between group members. For instance, the therapist might include a statement in this policy asking that participants not engage with other group members via social media without explicit consent from that person.

In the pictured example, the therapist used Quenza to develop these agreement documents digitally. The therapist distributed the documents to the Quenza accounts of prospective group participants via a single ‘activity’ so that clients can read and digitally sign them.

Carrying out these steps using Quenza has the added advantage of enabling the therapist to track which agreements are still outstanding using the platform’s dashboard. Using the tool, therapists also have the option to send push notification reminders to complete these materials.

For a useful template on which to base your intake forms, check out the Coaching Client Agreement activity, available through Quenza’s Expansion Library.

2. Example session

There are many ways you can structure your group psychoeducation sessions to facilitate learning and reflection.

Here is an example of a session you might run with adults undergoing Cognitive-Behavioral Therapy (CBT) on the theme of goal setting. We will also look at two more examples and ideas for session plans in the sections that follow.

  • Session objective
    To educate group members about different types of goals and their utility.
  • Materials
    The Reframing Avoidance Goals to Approach Goals activity on the client’s Quenza account.
  • Verbal introduction
    Introduce the session by telling participants the following: “Goals help you think about your ideal future and motivate you to change your behavior to reach this future more easily. Setting goals is the first step in turning your hopes and ambitions into real possibilities. Today, we’ll look at two different strategies you can use to set goals and consider how you might frame goals more positively to help keep you motivated to achieve them.”
  • Mini-lecture
    Introduce the hedonic principle that people approach pleasure and avoid pain (Higgins, 1998). Highlight that people may exhibit a stable tendency to set goals with a focus on either seeking pleasure (approach goals) or avoiding pain (avoidance goals). However, it has been shown that there are greater benefits associated with setting approach goals (Hirst, Yeo, Celestine, Lin, & Richardson, 2020).
  • Activity
    Allow participants 10 minutes to complete the Reframing Avoidance Goals to Approach Goals activity on their smartphone. Invite them to share their reflections about the exercise with the group.

3. Evaluation forms

It is important to conduct formative evaluations of the effectiveness of psychoeducational groups. That way, the data from these evaluations can be used to improve the group and its outcomes.

Most groups use what are known as summative evaluations, where data is gathered following the conclusion of a series of sessions and then analyzed (Corey, Corey, Dwivedi, MacGowan, & Mymin, n.d.). This data can point to gains experienced by participants in the areas of learning, behavior change, and attitudes.

For a useful template you can adapt for this purpose, look at Quenza’s End of Therapy Evaluation activity, available through the platform’s Expansion Library.

2 Ideas for Your Group Sessions

So far, we’ve looked at some ideas for planning your group psychoeducational sessions, as well as some templates you can use in the early, middle, and concluding stages of a group.

Let’s now look at two more examples of plans you could use for your group sessions, all of which draw on ready-to-use templates available through Quenza.

1. Developing self-appreciation

Psychoeducation groups can be an effective environment in which to explore themes around self-appreciation and gratitude.

Participants may recognize positive aspects of themselves in another person, and sometimes it is easier to show appreciation toward proxies for the self before extending that appreciation to ourselves.

  • Session objective
    To help group members develop a sense of self-appreciation.
  • Materials
    The Developing Self-Appreciation activity on the client’s Quenza account. (See image)
  • Verbal introduction
    Introduce the session by telling participants the following: “Self-appreciation is saying thank you to ourselves for all the things that we usually compliment others about. For some of us, even thinking about our positive traits makes us uncomfortable. However, appreciating ourselves is important. Today, we’ll practice getting more comfortable demonstrating self-appreciation by expressing gratitude for those who helped us develop our best qualities.”
  • Mini-lecture
    Define self-appreciation as the act of “[enjoying] what’s good about ourselves” (Neff, n.d.). Highlight that we cannot really claim personal responsibility for our good qualities, gifts, and talents. This is because they stem from our genes, the love and nurturing we’ve received, culture, collective wisdom, and our environment. Therefore, by practicing self-appreciation, we’re honoring the forces that have shaped us into who we are today.
  • Activity
    Allow participants 10 minutes to complete the Developing Self-Appreciation activity on their smartphone. Invite them to share their reflections about the exercise with the group.

2. Metaphor of the two arrows

Experiencing pain in life is inevitable. However, at the core of most CBT and mindfulness-based interventions is the knowledge that we can unnecessarily exacerbate our suffering by becoming over-identified with unhelpful thoughts.

The following group lesson idea explores these themes using the metaphor of the two arrows.

  • Session objective
    To help group members understand how they can minimize unnecessary suffering in their life.
  • Materials
    The Metaphor of the Two Arrows activity on the client’s Quenza account.
  • Verbal introduction
    Introduce the session by telling participants the following: “This exercise introduces you to the two arrows metaphor, a well-known Buddhist story about managing pain and suffering in a skillful way. By the end of the exercise, you will have a good understanding of the metaphor and how you can use it in your life to prevent unnecessary suffering.”
  • Mini-lecture
    Introduce the quote from Buddha: “If you get struck by an arrow, do you then shoot another arrow into yourself?” Highlight that we will all experience painful events that we cannot escape (a first arrow). Drawing on the frameworks relevant to your therapeutic approach (e.g., CBT, Rational Emotive Behavior Therapy), highlight some ways we may unnecessarily ‘shoot ourselves’ with a second arrow because of our cognitive or behavioral responses.
  • Activity
    Allow participants 10 minutes to complete the Metaphor of the Two Arrows activity on their smartphone. After they have applied the metaphor to their own life in Step 2, invite them to share what they have written with the group if they are comfortable. Conclude by walking through Step 3, focusing on how to use the metaphor and techniques relevant to your therapeutic approach to prevent the firing of the second arrow.

A Look at Substance Abuse Psychoeducation

Group therapy and addiction treatment are natural allies. Indeed, people who abuse substances have been shown to stay more committed to abstinence when taking part in group treatments, in part because of the support and affiliation of fellow group members (Leshner, 1997; Project MATCH Research Group, 1998).

There are a range of benefits of group therapy over other modes of treatment in the context of substance abuse (Flores & Georgi, 2005).

  • Positive peer support
  • Reduced sense of isolation
  • Real-life examples of people in recovery
  • Support for coping with substance abuse and other challenges
  • Information and peer feedback
  • A sense of family
  • Social skills training and practice
  • Peer confrontation
  • The opportunity to help multiple clients at once
  • Hope, support, and encouragement

Additionally, group psychoeducation sessions may provide other unintended benefits as well.

For instance, some clients may find the experience of structured time with a planned agenda to be a welcome respite from the disorganization that characterizes their life outside the group. Likewise, a group member’s peers may function as a kind of replacement family, healthier than their own family of origin (Flores & Georgi, 2005).

For useful resources on themes that tap into areas for education in the context of substance abuse, consider the following two activities on Quenza:

  • Daily Exceptions Journal
    We often focus on the things that go wrong in life, but it can be powerful to look at things that go well, too. This is because reflecting on what goes well can point us toward our strengths and deepen our gratitude. To this end, the Daily Exceptions Journal will invite your clients to reflect on events that went well throughout their day.
  • Self-Contract
    The Self-Contract Template is a powerful tool to help clients commit themselves to a new goal. The activity is a great opportunity to encourage clients to set goals beyond sobriety and consider how they might better themselves in one or more life domains.

PositivePsychology.com’s Helpful Resources

For more useful resources, check out the following free worksheets:

  • Preventing Relapse worksheet
    Designed for use in substance abuse treatment, the Preventing Relapse worksheet invites your clients to create a plan involving coping strategies for resisting cravings when they arise.
  • Things I Love worksheet
    This worksheet invites your participants to share and discuss the things they love, encouraging self-reflection while serving as a useful icebreaker or introduction in a group.
  • Reflection on Group Activities
    This reflection is a simple, quick tool to gather member feedback following a group session while also encouraging reflection on key learnings.
  • 17 Positive Psychology Exercises
    If you’re looking for more science-based ways to help others enhance their wellbeing, this signature collection contains 17 validated positive psychology tools for practitioners. Use them to help others flourish and thrive.

A Take-Home Message

There are inherent benefits to spending time with others who can relate to our struggles and pursuits.

Skilled facilitators of therapy and psychoeducation groups recognize this fact and design their group sessions to maximize these benefits. Group psychoeducation sessions are ideal to help your clients achieve transformation by leveraging the support of their peers.

We hope you’ve found the 10 examples and tools we shared useful for your own group sessions. Be sure to let us know how it went – we’d love to hear from you.

We hope you enjoyed reading this article. Don’t forget to download our three Positive Psychology Exercises for free.

  • American Counseling Association. (2014). 2014 ACA code of ethics. Retrieved from https://www.counseling.org/Resources/aca-code-of-ethics.pdf
  • Brown, N. W. (2018a). Conducting effective and productive psychoeducational and therapy groups.  Routledge.
  • Brown, N. W. (2018b). Psychoeducational groups: Process and practice (4th ed.). Routledge.
  • Corey, G., Corey, M. S., Dwivedi, K. N., MacGowan, M. J., & Mymin, D. (n.d.). Approaches to evaluating groups. Retrieved from http://www.lovepublishing.com/documents/Group%20Work%20-%20Chapter%206.pdf
  • Flores, P. J., & Georgi, J. M. (2005). Substance abuse treatment: Group therapy. U.S. Department of Health and Human Services, Public Health Service, Substance Abuse and Mental Health Services Administration, Center for Substance Abuse Treatment.
  • Higgins, E. T. (1998). Promotion and prevention: Regulatory focus as a motivational principle. In M. P. Zanna (Ed.), Advances in experimental social psychology (vol. 30) (pp. 1–46). Academic Press.
  • Hirst, G., Yeo, G., Celestine, N., Lin, S. Y., & Richardson, A. (2020). It’s not just action but also about reflection: Taking stock of agency research to develop a future research agenda. Australian Journal of Management, 45(3), 376–401.
  • Leshner, A. I. (1997). Introduction to the special issue: The National Institute on Drug Abuse’s (NIDA’s) Drug Abuse Treatment Outcome Study (DATOS). Psychology of Addictive Behaviors, 11(4), 211–215.
  • Neff, K. (n.d.). Self-appreciation: The flip side of self-compassion. Retrieved from https://self-compassion.org/self-appreciation-the-flip-side-of-self-compassion/
  • Project MATCH Research Group. (1998). Matching alcoholism treatments to client heterogeneity: Project MATCH three-year drinking outcomes. Alcoholism: Clinical and Experimental Research, 22(6), 1300–1311.
  • Shah, P., Thornton, I., Turrin, D., & Hipskind, J. E. (2020). Informed consent. StatPearls. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK430827/

Psychoeducational Group Topics

Behavioral Health&nbsp

What Are Psychoeducational Groups

 

A psychoeducational group is a group therapy group conducted by a mental health professional that educates clients about their disorders and ways of coping. Psychoeducational groups utilize the group therapy process, where clients share their concerns and struggles with recovery with the group and facilitator comparable to other substance abuse groups. However, a key difference with psychoeducational groups compared to substance abuse therapy groups are the injection of materials to help convey significant information to the clients.

 

The introduction of materials into the psychoeducational group helps to make the group not only a safe place for clients to process their feelings and struggles, but it adds a strong educational component. Some of the material used in a psychoeducational group include sheets with statistical information, videos, handouts, books, curriculum and even guest speakers. These materials enable the client to see statistics, see written examples, read about others recovery details, have materials to study, and see other people sharing their stories including their ups, downs, consequences and triumphs of recovery. These materials help to increase a participant’s self-awareness of their choices.

 

Psychoeducational groups help the counselor have a topic with an agenda including activities. These groups are particularly valuable because they can provide resources that may aid in recovery, knowledge related to their affliction, and information to become more self-aware to the consequences of their condition.

 


 

The History of Psychoeducational Groups

 

According to Wikipedia, “The concept of psychoeducation was first noted in the medical literature, in an article by John E. Donley "Psychotherapy and re-education" in The Journal of Abnormal Psychology, published in 1911. It wasn't until 30 years later that the first use of the word psychoeducation appeared in the medical literature in the title of the book, The psychoeducational clinic by Brian E. Tomlinson. (New York, NY, US: MacMillan Co.) published in 1941. In French, the first instance of the term psychoéducation is in the thesis "La stabilité du comportement" published in 1962.

The popularization and development of the term psychoeducation into its current form is widely attributed to the American researcher C.M. Anderson in 1980 for the treatment of schizophrenia. Her research concentrated on educating relatives about the symptoms and the process of schizophrenia. Also, her research focused on the stabilization of social authority and improving the handling of family members among themselves. 

Finally, Anderson's research included more effective stress management techniques. Psychoeducation in behavior therapy has its origin in the patient's relearning of emotional and social skills. In the last few years increasingly systematic group programs have been developed, in order to make the knowledge more understandable to patients and their families.

 

 

Premise of Psychoeducational Groups

 

According to the research conducted by E. P. Lukens in ‎2004, “Psychoeducation has the potential to extend the impact of care provision well beyond the immediate situation by activating and reinforcing both formal and informal support systems (Caplan & Caplan, 2000; Lundwall, 1996; Pescosolido, Wright, & Sullivan, 1995) and teaching individuals and communities how to anticipate and manage periods of transition and crisis. If developed and implemented carefully, following specified guidelines for delivering and documenting evidence-based practices (Task Force on Promotion and Dissemination of Psychological Procedures, 1995). 

 

“… Psychoeducational interventions have far-reaching application for acute and chronic illness and other life challenges across levels of the public health, social and civic services, and/or educational systems.” – E.P. Lukens

 

Who Can Benefit From Psychoeducational Groups

 

Clients from diverse ethnic, race, cultural, social economic, educational, gender, age, religious and sexual orientations can all be helped with psychoeducational groups. Psychoeducational groups embrace diversity of its clients while focusing on the specific issue or mental health concern for a particular psychoeducational group. Psychoeducational groups make the topic the identified common equivalent. This helps to put everyone on the same playing field in regards to the participants being able to trust that everyone in the group has a basic understanding and knowledge base for what the other members are experiencing. Psychoeducational groups can be utilized to help clients in multiple areas of mental health. 

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Psychoeducational groups include helping individual with:

 

  • Phobias
  • Mental Illness
  • Substance Abuse
  • Domestic Violence
  • Trauma Survivors
  • Weight Loss
  • Chronic Physical Disease
  • Anger Management
  • Grief
  • Criminal Behavior

 

 

Psychoeducational Groups Topics

 

Psychoeducational groups focus on sharing information on a particular topic and/or teaching skills to the clients in the group. The members of the group are all working and/or healing from the same concern. They are struggling with equivalent issues. This commonality helps the group members to connect and relate better to each participant in the group. In psychoeducational groups, the counselor has the role of an instructor and not just the therapist. The therapist has a more active role in the therapeutic process which includes not only providing a topic for each group but having supplementary materials to educate, show examples and engage the clients in a supportive, therapeutic and educational manner. Topics covered in psychoeducational groups can vary depending on the group type.

 

 

Psychoeducational Group Topics That Can be Included in Most Groups Include:

 

  • Positive thinking skills
  • Anger management
  • People skills or soft skills
  • Conflict management
  • Visualization activities
  • Choice points
  • Communication
  • Stress management
  • Forgiveness
  • Interpersonal communication

 

 

 

Psychoeducational Group Topics for Substance Abuse Clients can include:

 

  • Triggers
  • People, places and things
  • Idle time
  • The 12 steps
  • Self-care
  • Support systems
  • Short and long term goals

 

 

 

Psychoeducational Group Topics for Grief Clients can include:

 

  • The stages of grief
  • Coping with loneliness
  • Coping with loss
  • Dealing with unmet expectations
  • Planning a new future
  • Saying goodbye to a loved one
  • How to honor a loved one’s memory

 

 

 

Psychoeducational Group Topics For Social Phobia (Social Anxiety Disorder) Clients Can Include:

 

  • Education on the particular phobia topic
  • Decrease shame
  • Anxiety
  • Friendship formation and maintenance
  • How to go from avoidance to approach
  • Practice social skills
  • Small talk role-plays
  • Identify and pursue valued social goals

 

 

 

Psychoeducational Group Topics For Domestic Violence Clients Can Include:

 

  • Understanding power and control
  • Isolation
  • Fear
  • Financial freedom
  • Parent relationships
  • Trust
  • Self-forgiveness
  • Rebuilding social connections
  • Freedom
  • Safety planning
  • Love does not hurt
  • Seeking advocacy

 

 

Resources

 

Ellen P. Lukens, MSW, PhD William R. McFarlane, MD (2004). Psychoeducation as Evidence-Based Practice: Considerations for Practice, Research, and Policy

 

 

Looking for resources for your psychoeducational group? Theraplatform has several worksheets including those for specific groups like anxiety that you can use in your next session. If you’d like to streamline your practice further, check out Theraplatform, an all-in-one tool to help you manage the operations aspects of your practice. Try a free 30-day-trial today.

 

 

 

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Substance abuse group activities can be useful in your recovery group. Discover 7 exercises to help clients get in touch with their feelings.

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Cognitive Behavioral Therapy (CBT) seems pretty straightforward although it is more art than science. See five tips for successful CBT.

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Group psychotherapy for children in St.

Petersburg

Group programs for children,
teenagers and parents

Course for teenagers
Group educational program "For parents about children"

Group psychotherapy
for children, adolescents and parents

We consider the opportunity to combine the mutually reinforcing effect of group and individual psychotherapy as a great advantage of our center. We make sure that you can appreciate the important role of group work in solving various life situations. Group opportunities can be used as an addition to individual sessions with a psychotherapist, as well as the main direction of psychotherapeutic work. nine0003

Our center provides group psychotherapy
on the following topics:


  • Junior course

  • Group educational program "For parents about children"


More about programs

Teen course

We can teach our children to count, write, speak different languages. ..
The purpose of this program is to teach our children to be happy and content with their lives! nine0003

What our meetings are about

  • Building self-confidence. We train (not aggressively and not passively) to express ourselves, our opinion.
  • The growth of a creative approach to life. We pay attention to other angles of life circumstances, which helps to manage our emotions in the desired direction and make life more interesting.
  • Building a value base! What is useful for motivation for self-realization, the ability to build warm relationships, self-esteem
  • Greater understanding of different life circumstances and ways of dealing with them.
  • Friendship with parents. Willing parents also sometimes join our educational gatherings to show themselves and see others, which leads to a greater understanding of each other!

For information on the cost of services, please check with the administrator.

Leader of the group - Veronika Vitalievna Dirar


Group educational program "For parents about children"

Participants in this program can get answers to a variety of parenting questions and learn how to act to promote the well-being of your child and your family.

Topics of meetings

  • Different ideas about raising a child in a family. What to do if it is not yet possible to come to a common view on the upbringing of a child?

  • Maternal anxiety. What to do if there is increased anxiety for the health and well-being of a long-awaited and desired child? nine0024
  • Training. How to promote the child's motivation for learning and his ability to enjoy learning?

  • Difficult atmosphere in the family. What to do if the family has the influence of a critical relative? How to promote a child's self-confidence?

  • Frequently ill children. How to raise a frequently ill child without the risk of creating overprotectiveness and permissiveness?

  • A child in a store. What to do if the child persistently demands purchases, is naughty, angry, trying to manipulate? What if your child insists on purchases other children have that you don't want or can't afford? nine0024
  • What should I do if my child has a tendency to lie?

  • Calm and confident mother. What to do if you do not have enough patience when raising a child?

  • Children's responsibility. What to do if the child is afraid to make mistakes or (and), on the contrary, there is carelessness?

  • Attachment problems with mother. What to do if there is a painful (anxious) attachment to the mother, or, conversely, alienation, unkindness? nine0024
  • Conflicts between children in the same family. How to resolve?

Meetings start at 19:15


The duration of the meeting is 1.5 hours.

For information on the cost of services, please check with the administrator.


Attention! Making an appointment for group psychotherapy is possible only by phone: +7 (921) 384 91 90




Group dynamic psychotherapy: short-term methods of work.

Imaton

Introduction

Time of classes

Time of the first day from 11:00 to 18:00, on other days from 10:00 to 17:00.

Format

Classes are held in the classrooms of the Imaton Institute.

Short-term group dynamic psychotherapy is a widely practiced technique at the present time. The advantage of this method is the greatest proximity to real life and the possibility of personal changes in a fairly short time. The essence of this method is simple. In the group setting, participants demonstrate and live models of their real lives. All their contradictions, fears, internal conflicts, repeated mistakes in relationships become obvious. By accepting feedback from the group, each participant gets the opportunity to see themselves from the outside, understand the causes of their problems and gain experience in overcoming them in an atmosphere of goodwill and mutual acceptance. nine0006 The program consists of two parts. At the beginning, participants learn the theoretical foundations of short-term group dynamic psychotherapy. Then, in the course of practical exercises, they gain experience in interacting in a group process as a participant or supervisor.

The program is addressed to a wide range of professionals: psychologists, psychotherapists, medical professionals, helping professions, senior students of psychological faculties.

As a result of the training, participants will be able to:

  • to study the conceptual provisions and basic concepts of group dynamic psychotherapy;
  • get an idea of ​​the possibilities and limitations of the dynamic approach in therapy;
  • to form the skills of using short-term techniques in working with various psychological problems;
  • gain client experience of participating in a group process.
    • nine0029

    In program

    • The place of group dynamic psychotherapy in the general psychotherapeutic field.
    • The concept of a psychotherapeutic group. Classification of groups according to various parameters.
    • The difference between group psychotherapy and group psychocorrection, group training, active group training.
    • Goals and objectives of short-term group dynamic psychotherapy: clinical and person-oriented approaches. nine0024
    • Advantages of the group form of work and therapeutic mechanisms of short-term psychotherapy.
    • Ethical aspects of work, requirements for a psychotherapist.
    • Model of an effective professional in group psychotherapy.
    • Features of the organization of psychotherapeutic work in a group:
      • preparation of the therapist for work: his functions, tasks, leadership style and means of influence; nine0024
      • the content of an individual conversation of a psychotherapist with a potential member of the group;
      • the reasons for the client's refusal to participate, the rules for formulating and arguing the refusal;
      • building the structure of the group, consolidating role positions, managing group dynamics;
      • determination of the goals of psychotherapeutic work depending on the stage of development of the group;
      • intra-group ethics, ensuring the physical and psychological safety of clients. nine0024
    • The concept of co-therapy. Types of co-therapeutic work. Possibilities and limitations of the use of co-therapeutic practices.

    Forms of work

    interactive lectures, exercises, group work, group self-study, group discussion.

    • Program scope 40 academic hours

    • Certificate of advanced training.

    nine0009 Attention!

    Classes are held from 10:00 to 17:00 every day (Moscow time).

    The number of participants in the group is limited, 12-14 people maximum.

    Materials

    We invite you to get acquainted with the educational program of the seminar

    Reviews

    You can leave feedback about the program in your personal account, in the Attended events section.