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Fourth edition published 2018
by Routledge
711 Third Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2018 Taylor & Francis
The right of Nina W. Brown to be identified as author of this work
has been asserted by her in accordance with sections 77 and 78 of the
Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced
or utilized in any form or by any electronic, mechanical, or other means,
now known or hereafter invented, including photocopying and recording,
or in any information storage or retrieval system, without permission in
writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and explanation
without intent to infringe.
First edition published by Accelerated Development 1998
Third edition published by Routledge 2011
Library of Congress Cataloging-in-Publication Data
A catalog record for this book has been requested
ISBN: 978-1-138-04935-2 (hbk)
ISBN: 978-1-138-04939-0 (pbk)
ISBN: 978-1-315-16959-0 (ebk)
Typeset in Bembo
by Apex CoVantage, LLC
CONTENTS
List of Tables x
List of Activities xi
Prefacexii
PART I
Structuring1
1 Psychoeducational Groups: Overview and Model 3
Introduction 3
Advantages 4
Disadvantages 6
Myths and Misunderstandings 7
Group Leaders’ Expertise 8
Variety of Psychoeducational Groups 8
The KASST Model 14
The Role of Theories for Psychoeducational Groups 19
Research on Training Group Leaders 20
Overview of the Book 22
2 Planning 23
Introduction 23
Phase 1: Information Gathering 24
Phase 2: Decisions About the Proposed Group 25
Phase 3: Preparing the Plan 27
vi Contents
Materials 34
Techniques 35
3 Evaluation of the Group and Guidelines for Activities 42
Introduction 42
Rationale for Evaluation 43
Definition of Terms 44
Planning for Evaluation 44
Evaluating Goals, Objectives, and Strategies 45
Formative and Summative Evaluation 46
Standardized Instruments 47
Developing Data Gathering Instruments 47
Constructing a Data Gathering Instrument 49
Form Format 51
Assessing Attitudes and Perceptions 52
Experiential Activities 54
Guidelines and Planning for Experiential Group Activities 56
4 Theories of Group Leadership and Instruction: The
Cognitive Component for Dissemination of Information 60
Introduction 60
Theories of Group Leadership 61
Example of Application of a Theory to Psychoeducational
Groups 63
Learning Preferences and Leadership Strategies 64
Leadership Strategy Clusters 67
Basic Principles of Learning 70
Principles of Instruction for Psychoeducational Groups 73
Taxonomy 76
Techniques 77
PART II
Leader Development and Facilitation Skills 81
5 Group Leader Self-Development 83
Introduction 83
Rationale for Personal Growth Emphasis 84
Potential for Negative Countertransference 86
Self-Absorption or Underdeveloped Narcissism 87
Common Thoughts and Feelings Reflective of the Leader’s Self-
Absorption and How to Reduce These 90
Contents vii
Effective Group Leader Characteristics 93
Group Leadership Attributes 96
Becoming Mindful 99
6 Group Leadership Skills 101
Introduction 101
Group Leadership Skills 101
Group Level Skills 102
Group Level Skill Development Practice 110
Elements of Effective Communication 112
Developing Listening and Responding Skills 113
Listening and Responding Skills 114
Ineffective Communication 116
Questioning Skill Development 119
7 The Group: Process and Progress 124
Introduction 124
Group Dynamics 125
Group Stages 130
Helpful Group Factors 134
Factors Most Likely to Appear 135
Factors Likely to Appear 137
Factors With Limited Appearance 140
8 Cultural and Diversity Issues and Concerns 142
Introduction 142
Need and Rationale for Cultural and Diversity
Competence 143
Training Standards 145
Culturally Sensitive Group Leaders 148
Microaggressions in Group: Implications for Narcissistic
Injury 150
Prevention and Reduction of Microaggressions 157
9 Ethical and Legal Standards 160
Ethical Standards 160
Do No Harm 161
A Duty to Protect 162
Laws, Codes, Regulations, and Practice Guidelines 162
Ethical Decision Making Models 172
Discussion: Examples of Ethical Dilemmas 174
viii Contents
10 Potential Membership Problems, Concerns, and
Intervention Skills 175
Introduction 175
Effective and Counterproductive Group Member Behaviors 176
Possible Sources for Members’ Difficult Behaviors 177
Involuntary Members 178
Ethical Guidelines for Involuntary Participants 180
Problem Member Behaviors and Their Goals 182
Under-Participation 185
The “Deviant” Group Member 188
Importance and Rationale for Identification of a Deviant Group
Member 189
Deviant Behavior and Demeanor 189
Teaching Group Membership Skills 190
Specific Leadership Strategies 194
11 Managing Conflict and Guidelines for Confrontation 197
Introduction 197
Characteristic Conflict Behavior 198
Variable Conflict Management Strategies 199
VCMS Members’ Dimensions 200
VCMS Strategies Based on Members’ Status 201
Description of Categories 201
Examples of Responses 202
A Conflict Resolution Procedure and Script 203
Confrontation 206
Major Types of Confrontation 207
Guidelines for Confrontation 208
Confronter, Receiver, and Condition Variables 210
Fundamentals of Confronting 211
Summary of Constructive Confrontation 212
12 Leading Psychoeducational Groups for Children
and Adolescents 214
Introduction 214
Types of Children’s Psychoeducational Groups 215
Research Finding for Children’s Groups 217
How Children’s Groups Differ 217
General Guidelines for Children’s Psychoeducational
Groups 219
Sample Procedures and Structure for Sessions 221
Adolescent Groups 226
Contents ix
Characteristics of Adolescents 228
Leader Tasks 229
General Guidelines for Adolescent Psychoeducational
Groups 231
13 Leading Psychoeducational Groups for Adults 234
Introduction 234
Examples of Groups for Adults 235
Descriptions of Adult Groups 235
Sample Format for Meetings 240
Settings for Adult Psychoeducational Groups 241
A Basic Framework for Adult Groups 244
Guidelines for Adult Groups 246
An Example Plan 248
14 Psychoeducational Groups for Illnesses and Other
Conditions249
Introduction 249
Characteristics for Groups for Illnesses and Other
Conditions 250
Planning and Forming the Group 254
Members’ Attitudes and Behaviors That Can Affect the
Group 257
A Single Session Model 262
Group Facilitation Considerations 265
Sample Plan for a Multisession Group 267
15 Psychoeducational Self-Help and Support Groups,
Manualized Groups 270
Introduction 270
Self-Help and Support Groups 271
Description of Psychoeducational Support Groups 273
Guidelines for Formal Learning 273
Background for Psychoeducational Support Groups 275
Designing Psychoeducational Support Groups 278
Manualized Groups 283
Virtual/Cyber Psychoeducational Support Groups 286
Bibliography289
Index307
TABLES
3.1 Sample Evaluation Form 45
4.1 Learning Preferences Scale 65
4.2 Principles and Tasks 73
6.1 Guidelines for Providing Feedback 105
6.2 Managing Personal Responses to Feedback 105
6.3 Listening Habits Scale 114
6.4 Effective Verbal Communication Behaviors 115
6.5 Reactions and Modifications to Receiving Questions 121
10.1 Behaviors and Attitudes of Effective Group Members 176
10.2 Counterproductive Behaviors and Attitudes 176
11.1 Strategies Based on Member Status 201
13.1 Sample Plan—Time Management Group 248
14.1 Examples of Studies on Psychoeducational Groups for Medical
Illnesses and Conditions 250
14.2 Sample Studies on Psychoeducational Groups for Emotional
Disturbances 250
ACTIVITIES
5.1 The Developed and Underdeveloped Self 91
5.2 Practice Mindfulness 99
8.1 Who Am I? 147
12.1 My Goals 225
12.2 Apprehensions 226
PREFACE
This fourth edition illustrates how much the uses for psychoeducational groups
have expanded and grown in recent years. The brevity, focus, and understand-
ing that these groups bring to a myriad of issues, concerns, and problems are
very helpful to address them as well as providing encouragement, support, and
information to the group participants. While these groups are not the usual
psychotherapy groups that are designed for character change, they nevertheless
can provide positive growth, development, and solutions that also have positive
impacts on people’s functioning, relationships, and healing.
This book is intended to prepare group leaders to capitalize on the power and
promise for psychoeducational groups by tapping into and constructively using
group level processes and procedures, achieving a balance for the cognitive and
affective components, and by learning how to use the group resources to help
individual group members. Research on group factors continues to provide new
information that increases group leaders’ abilities and competencies for leading
these groups.
Considerable new material was added to this newest edition, and major revi-
sions made for some existing materials. Over 100 new citations and references
were added, most of which include new information from studies and other pub-
lications since the third edition was published in 2011. The more extensive new
materials include a model and explanation of the need for a social media policy,
sample informed consent form, and expanded descriptions for the planning and
implementation phases in Chapter 2, and a sample rating form in Chapter 3. Sug-
gestions for leaders, methods, and an expansion for leadership styles were added in
Chapter 4, and examples and guidance for using blocking, linking, and tuning in
to group process were added in Chapter 6. The ethical and legal concerns about
the use of social media, potentially harmful treatments, and informed consent
Preface xiii
are presented in Chapter 9. Chapter 11 has new material on the challenges of
a deviant group member, possible leader interventions, and conflict resolutions
guidelines and a script. New for Chapter 15 are the uses for manualized psycho
educational groups and a discussion on cyber/virtual groups. New activities,
examples, and vignettes were added to many chapters to further explain some
complex and abstract concepts.
Psychoeducational groups are expanding in use, in understanding, and in appli-
cations. All of this points out the evolving nature of these groups and how they
can be used for the public’s good to promote growth, development, and healing.
PART I
Structuring
1
PSYCHOEDUCATIONAL GROUPS
Overview and Model
Major Topics
• Advantages and disadvantages of psychoeducational groups
• Psychoeducational groups defined, described, and categorized
• Myths and misunderstandings about psychoeducational groups
• The KASST psychoeducational group leadership development model
Introduction
Psychoeducational groups offer an opportunity for group members to become
informed about a particular concern, issue, or problem; to grow in self-
understanding and in interpersonal relationships; and to become more effective
in understanding and solving problems that affect them. These groups offer a bal-
ance of cognitive and affective material with both assuming equal importance, and
what is presented here is intended to guide psychoeducational group leaders to
provide a rich and balanced group experience so that group members will derive
considerable learning, growth, and understanding no matter what the primary
focus for the group.
To underscore the potential uses for psychoeducational groups, a partial listing
of examples for the variety of applications shows that these groups are used for
many conditions, issues, and concerns across the ages and life span. DSM condi-
tions include eating disorders, schizophrenia (Pitschel et al., 2009; Bechdolf et al.,
2010), bipolar disorder (Pearson & Burlingame, 2013), social phobia (Bonsaken
et al., 2013; Bonsaksen et al., 2013), and depression (Michalak et al., 2016; Scope
et al., 2017). Abuse and trauma include sexual abuse (Karatzias et al., 2016),
