Paper Example on Psychoeducational Framework for Depressed Adolescents

Introduction

Psychoeducational groups are increasingly gaining popularity as a means of providing psychotherapy intervention among patients suffering from various forms of mental illnesses. The framework put in place in a Psychoeducational group entails discussion and presentation of factual information, consequently, building skills among the patients by the use of structured exercises. The groups are well structured and adhere to a certain theme (Last & Stam, 2006). The importance of psychoeducational groups to the participants includes giving information, problem-solving and social skills, and the creation of support systems.

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The following paper describes the method commonly used in the facilitation of psychoeducational framework, which includes the use of behavioral procedures and the learning theory model. The target population will be depressed adolescents. However, psychoeducational groups are not restricted to the specific age groups but can be applied in any population, as the various members of a population experienced certain problems relevant to their age bracket (Treatment, 2018).

Facilitating Approach

As a group leader, I have to develop an effective psychoeducational framework when dealing with depressed adolescents. Depression among adolescents has continued to increase rapidly, hence a significant health concern. One particular approach I will employ during the facilitation of the psychoeducational groups is the learning theory model, to give out the best results at the end of the sessions (Judith, 2018).

The stressor factors present in the environment of an adolescent make them have the feeling of being generally low in self-esteem, as there is no positive reinforcement they are receiving. Therefore, the approach is to develop a means of providing positive reinforcement to the adolescents suffering from a bout of depression in their existing environment. The learning theory model is particularly significant in achieving the creation of a positive environment. Using the learning theory model, I will facilitate the adolescents to receive positive reinforcements from their environment. This will be by making the adolescents frequently do that which they find pleasurable, consequently leading to the positive reinforcements (Last & Stam, 2006). For instance, an adolescent having low self-esteem because of a poor combination of clothing will be facilitated to acquire new trendy styles which enable them to receive positive reinforcements from their peers. Therefore, I will help the adolescent to continually wear a trendy style that will make them receive the social honor; hence their self-esteem will increase.

Psychoeducational groups differ from process therapy groups in various ways. Psychoeducation is based on educating the mentally affected individual in ways that are optimal which include facilitating coping skills, communication, and general empowerment. Moreover, psychoeducation does not necessarily mean to achieve treatment of the affected individual and does not have definite sessions. On the other hand, process therapy groups determine the mental problem of an individual and identify the goals of treatment which are tackled in the various stages of the process (Jedlicka, 2017).

Target Population

The target population in my psychoeducational group is female adolescents between the ages of 13 and 17 years. The theme of focus is building one's self-esteem, as this is the age of self-realization and acceptance. At this time in their development, notable changes take place physically in their bodies. Moreover, there is the development of their intellectual and cognitive capabilities making them increasingly aware of their surroundings. Social pressures are experienced by the adolescents defining how they should conform to their environment. Adolescents continually seek positive reinforcement from their environment, but this is not always the case as the environment may be cruel bringing forth negative reinforcements, therefore, culminating to issues of low self-worth (The Well Project, 2018).

Learning theory model, therefore, provides an invaluable approach in facilitating the building of adolescents' self-esteem. The adolescents will learn coping skills, hence be able to withstand the harsh realities against them from the environment. The culmination of the education will be characterized by increased self-esteem among the affected adolescents (Treatment, 2018).

Referring Patients

Before adolescents suffering from depression are referred to the psychoeducational groups, certain factors have to be considered. However, some factors remain constant hence warranting an individual a chance to be integrated into the psychoeducational group (Treatment, 2018). The severity of depression leading to behavioral and emotional breakdown among adolescents are reason enough to initiate psychoeducational intervention techniques. Depression among adolescents is considered to be an agglomeration of stressor factors in their environment (Bore et al., 2013). Moreover, the adolescent does not have the necessary personal skills to alleviate the stressors. Hence they are left vulnerable and depressed, and thus there is the need of being referred to a psychoeducational group.

Before referral to a psychoeducational group is done, some factors have to be considered to determine if the group is appropriate for the individual. The readiness of the adolescent for placement is questioned and assessed. Moreover, the severity of depression as displayed by the adolescent determines the state and stage of the problem. When all the factors are considered and found worthy, referral to a psychoeducational group is inevitable (Last & Stam, 2006).

Conclusion

Depression cases are increasingly experienced in society today. The peak of depression among adolescents is considered to be 13 to 17-year-olds. Before integration into the psychoeducational groups, basic criteria have to be considered to ensure the affected individuals are ready. Individuals affected by the mental condition have to be integrated into psychoeducational groups which adhere to an effective set-out framework to achieve the intended success.

References

Bore, S., Hendricks, L., & Womack, A. (2013). Psycho-Educational Groups in Schools: The Intervention of Choice. NATIONAL FORUM JOURNAL OF COUNSELING AND ADDICTION, 2.

Jedlicka, H. (2017). Psychoeducation Vs. Psychotherapy - PBJ Connections. Retrieved from http://www.pbjconnections.org/psychoeducation-vs-psychotherapy/

Judith Belmont, L. (2018). Strategies for Running an Effective Psycho-Educational Group | Psychoeducation in Psychotherapy. Retrieved from https://pro.psychcentral.com/psychoeducation/2017/06/strategies-for-running-an-effective-psycho-educational-group/

Last, B., & Stam, H. (2006). Positive effects of a psychoeducational group intervention for children with a chronic disease: First results. Patient Education And Counseling.

The Well Project. (2018). Starting a Support Group. Retrieved from https://www.thewellproject.org/hiv-information/starting-support-group

Treatment, C. (2018). 3 Criteria for the Placement of Clients in Groups. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK64215/