Psychoeducation - Summary Occupational Therapy Theory & Practice in Mental Health PDF

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Summary

Summaries of lecture content, powerpoint and some important information from readings ...

Description

PSYCHOEDUCATION refers to the education offered to individuals living with a mental health condition and their families to help empower them to manage their condition in an optimal way. *Look at example video on Vula People involved -

Service users Healthcare professionals Friends/close support persons Families Employers Communities

Elements of psychoeducation -

Sharing of info - Content Learning Context – Hospital, home, outpatient clinic, community, workplace Method of learning – Discussion, activity & experiential

Focus on Occupation -

Doing Being Becoming

Psychoeducation at a population level & mental health promotion -

Find a suitable explanation/definition on the concept of mental health literacy. Identify who are the target groups for this. Consider examples of mental health literacy for each target group

Promoting mental health wellbeing -

Connect- with family, friends & community Be active Take notice- be curious, savour the moment, catch sight of the beautiful Keep learning- try something new, rediscover an old interest Give- do something nice for someone

Self Study: See article by Padilla (2002)

Executive approach

Therapist approach

Liberationist approach

Therapist Approach o The therapist teacher is more involved in preparing the learner for the tasks of choosing, working on, and evaluating what is learned. o The therapist teacher accepts responsibility for helping students make the choice to acquire specific knowledge, and then supports students as they advance their sense of self. o In summary, in the therapist approach – the therapist helps another gain his own knowledge and skill. Executive Approach o In this approach, the teacher is the “executor” of education, and therefore is responsible for determining what is to be taught, and then planning and delivering lesson content. o the teacher acts as a manager of the students in the students/educational setting so that they proceed through prescribed learning activities in the way the teacher believes is most appropriate. o The teacher in this model makes decisions about what people will do, when they will do it, how long it is likely to take, and what standard of performance determines whether to move to the next task or repeat the old one.

What clients value in psychoeducational groups -

Read article in your reader - Cowls & Hale ( 2005)

Discussion points for reflection -

is it impossible to force any human being to initiate without his choosing to do so; choice is one of the keys to our unique therapeutic process.

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For no matter how well-conceived the therapeutic program, the resulting achievement of the client’s function depends both upon his capacities and his choice to use them”

Activity based vs verbal discussion groups -

Research = use of activity in psychoeducation is best practice Clients expressed the following: o Activities helped to increase involvement in group o Liked ice breaker and warm ups to promote the discussion of emotional issues for example

Timing and readiness for psychoeducation -

Can the group allow for time where everyone can work through their issue? Clients process information as their symptoms improve It depends on where they are in terms of accepting, understanding and dealing with their illness Allow for: o Repetition of information o Use of written material for backup o Screen members who are on same level to join the group

Consider the three elements of psychoeducation 1. Learning Content 2. Learning Context 3. Method Of Learning

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look at the following examples and consider how and what you needed to do in order to set up and implement these psychoeducation programmes. o who did you negotiate with to facilitate with you? o how did you get a venue? o what was the focus and aim of the group? o who were the target audience of the group?

Example: Forensic family day workshop at Valkenberg hospital o Content: About the hospital services…; the law o Treatment of Medication … o Occupational therapy and value of occupation o Support group- problem solving approach to issues generated by the group

Example: Bipolar support group o A group held at a community center once a month run by service users and a health professional . It is a free group and anyone is welcome to attend whenever they wish to attend o Focus: o One group for family & o One group for service users o Problem solving approach on how to cope with living with Bi polar …. o Topics: guest speakers on specific issues ranging from psychosocial rehab; explaining the diagnosis; explaining advocacy and rights, day to day coping strategies Example: Alzheimer support group o Situated in Hanover park, open to family and service users. Run by a community sister once a month o Focus: o Family/friends in one group o Clients in another group o Format: guest speak and discussion o Topics examples: Managing the client at home; dealing with advocacy and legal aspects of the will; medication and side effects; how to promote cognitive stimulation using activities

Summary: Factors that influence how you deliver psychoeducation -

Client choice Use of activities Use of materials such as pamphlets Use of warm up exercises Use of support drawn from a group to discuss coping strategies using activities as triggers Occupation is the focus towards enhancing and promoting health and well being:

Conclusion -

What was appreciated was the opportunity to share difficult experiences followed by a discussion on how to deal with them using various tools and coping strategies. Activities are valued to help put people at ease with one another and facilitates group discussion and learning When material is presented in a creative, interactive manner, the client will engage with it and experience a deeper understanding and more enduring memory…

Study questions -

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Definitions o Write a definition of psychoeducation o Write a definition of mental health literacy Name or describe six people that are involved in psychoeducation programs.( slide 4) Slide 5: Name and describe the 3 elements in psychoeducation programs How can one apply psychoeducation in promoting mental health literacy and why? Name 3 education approaches as described by Padilla( 2002). What is the difference between each type of approach ? Provide an example of when you would use each type of approach. using an example such as stress management with workers who are stressed at work. o Mention the value of mental health literacy. o Define mental health literacy o What 3 approaches are common for OT to choose ? o Choose one education approach o Illustrate what you will do to provide a pychoeducation at this workplace :...