Relevant bibliographies by topics / Psychoeducational material

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Psychoeducational material'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Psychoeducational material.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Psychoeducational material"

1

Argyrakouli, Effi, and Maria Zafiropoulou. "Qualitative Analysis of Experiences of Members of a Psychoeducational Assertiveness Group." Psychological Reports 100, no. 2 (April 2007): 531–46. http://dx.doi.org/10.2466/pr0.100.2.531-546.

Full text
Abstract:
This study describes qualitatively a psychoeducational assertiveness intervention for 20 women's perceptions of positive and negative experiences, undertaken to identify whether therapeutic mechanisms operating in group therapy as described by Yalom might be inferred. There were 14 90-min. weekly sessions organized around educational material. Two groups were conducted with 10 university women each ( M = 20.9 yr., SD= 1.9). Qualitative analysis of the 20 interviews identified five of Yalom's therapeutic mechanisms, namely, self-understanding, universality, acceptance, catharsis, and self-disclosure. The positive experiences were group cohesiveness, self-understanding, self-disclosure, positive views about the self and learning, and cognitive benefits. Self-disclosing at the early stages of group development was the most frequently reported negative experience or difficulty in the group. Although participants stated they improved interpersonal communication skills, analysis suggested the cultural context was an important mediator of assertive behavior.
APA, Harvard, Vancouver, ISO, and other styles
2

Stanton, Annette L., Patricia A. Ganz, Lorna Kwan, Beth E. Meyerowitz, Julienne E. Bower, Janice L. Krupnick, Julia H. Rowland, Beth Leedham, and Thomas R. Belin. "Outcomes From the Moving Beyond Cancer Psychoeducational, Randomized, Controlled Trial With Breast Cancer Patients." Journal of Clinical Oncology 23, no. 25 (September 1, 2005): 6009–18. http://dx.doi.org/10.1200/jco.2005.09.101.

Full text
Abstract:
Purpose Evidence suggests that the re-entry phase (ie, early period after medical treatment completion) presents distinct challenges for cancer patients. To facilitate the transition to recovery, we conducted the Moving Beyond Cancer (MBC) trial, a multisite, randomized, controlled trial of psychoeducational interventions for breast cancer patients. Methods Breast cancer patients were registered within 6 weeks after surgery. After medical treatment, they completed baseline measures and were randomly assigned to standard National Cancer Institute print material (CTL); standard print material and peer-modeling videotape (VID); or standard print material, videotape, two sessions with a trained cancer educator, and informational workbook (EDU). Two primary end points were examined: energy/fatigue and cancer-specific distress. Secondary end points were depressive symptoms and post-traumatic growth. Perceived preparedness for re-entry was analyzed as a moderator of effects. Results Of 558 women randomly assigned to treatment, 418 completed the 6-month assessment and 399 completed the 12-month assessment. In analyses controlling for study site and baseline depressive symptoms, VID produced significant improvement in energy/fatigue at 6 months relative to CTL, particularly among women who felt less prepared for re-entry at baseline. No significant main effect of the interventions emerged on cancer-specific distress, but EDU prompted greater reduction in this outcome relative to CTL at 6 months for patients who felt more prepared for re-entry. Between-group differences in the primary outcomes were not significant at 12 months, and no significant effects emerged on the secondary end points. Conclusion A peer-modeling videotape can accelerate the recovery of energy during the re-entry phase in women treated for breast cancer, particularly among those who feel less prepared for re-entry.
APA, Harvard, Vancouver, ISO, and other styles
3

Gibb, Matthew, Dearbhla O'Caheny, Cecilia Craig, and Emer Begley. "198 The Next Steps: The Development of Dementia Post-diagnostic Psychoeducational Support Guidance." Age and Ageing 48, Supplement_3 (September 2019): iii17—iii65. http://dx.doi.org/10.1093/ageing/afz103.117.

Full text
Abstract:
Abstract Background There is often a `care gap' where people are given a clinical diagnosis of dementia but receive no useful support. (Foley, T. et al., 2019) However, the early stages of dementia are a crucial time for supportive interventions such as advice and strategies to cope with impairments and improve wellbeing and signposting through complex healthcare systems to access key supports and services. In February 2018 the National Dementia Office (NDO) commissioned the Dementia Services Information and Development Centre (DSIDC) to develop a guidance document to support health and social care professionals (HSCPs) establish, organise and facilitate evidence-based post-diagnostic pyschoeducatonal interventions in the community. Methods The DSIDC undertook an extensive literature review examining the evidence for multi-component psychoeducational interventions. An experienced group of health and social care professionals provided additional material and expertise resulting in the development of the final guidance document. Members of the Irish Working Group of People with Dementia and the Dementia Carers Campaign Network also reviewed the document. Results The literature review found a growing evidence base for dyadic interventions. These interventions, directed at the person with dementia and their care partner, were diverse in their content, outcomes, the measures they used, their frequency and the professional background of the facilitators. They were flexible and cost-effective and drew on the HSCP's own professional knowledge, service resources and experiences of what works and what doesn't. Conclusion Dyadic interventions (and psychoeducational programmes in particular) have the potential to benefit both people with dementia and their care partners by decreasing depression and anxiety, increasing knowledge and coping skills and helping improve cognitive function. (Moon and Betts Adams, 2012) The practical guidance document developed from this review provides HSCPs with useful advice and information to facilitate the setting up and running of post-diagnostic psychoeducational support programmes.
APA, Harvard, Vancouver, ISO, and other styles
4

Duman, Zekiye Cetinkaya, Nazmiye Kocaman Yildirim, Alp Ucok, Filiz Er, and Turkan Kanik. "The Effectiveness of a Psychoeducational Group Program with Inpatients Being Treated for Chronic Mental Illness." Social Behavior and Personality: an international journal 38, no. 5 (May 1, 2010): 657–66. http://dx.doi.org/10.2224/sbp.2010.38.5.657.

Full text
Abstract:
The aim in this study was to measure the effectiveness of a psychoeducation program with inpatients who had chronic mental illness and a history of repeat hospitalization for this. A questionnaire was developed to evaluate the program content was completed by 46 patients before and after they took part in the program. The questionnaire assessed patients' management of the illness, medication effects and side effects, warning signs of relapse, and ways of developing an emergency plan. With the exception of 1 question, there was a significant difference in the number of patients who responded to the items of the questionnaire between the pre- and posttests. The results of the study showed that the patients were able to learn about complex material presented in a short but well-structured training program during a brief typical inpatient stay.
APA, Harvard, Vancouver, ISO, and other styles
5

Apolinário-Hagen, Jennifer, Lara Fritsche, Cornelia Bierhals, and Christel Salewski. "Improving attitudes toward e-mental health services in the general population via psychoeducational information material: A randomized controlled trial." Internet Interventions 12 (June 2018): 141–49. http://dx.doi.org/10.1016/j.invent.2017.12.002.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Alieva, L. M., and T. A. Solokhina. "Socio-Psychological Factors of Compliance of Patients with Schizophrenia." Psychiatry 18, no. 2 (July 22, 2020): 71–81. http://dx.doi.org/10.30629/2618-6667-2020-18-2-71-81.

Full text
Abstract:
Purpose: analysis of the literature on the influence of socio-psychological factors on the complimentary behavior of patients with schizophrenia. Material: according to the keywords “schizophrenia”, “compliance”, “adherence to treatment”, “awareness of the disease”, “psychological factors”, “social factors”, “psycho-education”, “family therapy”, articles of domestic and foreign authors were selected and studied, devoted to the problem of compliance with schizophrenia patients and published in the last two decades. To compile a literature review, articles in the MedLine/PubMed, eLIBRARY, databases were selected and analyzed, relevant links in the literature lists of the analyzed articles. Discussion: analysis of publications showed that at present, numerous factors have been identified that affect the compliant behavior of schizophrenia patients, among which factors associated with the clinical picture of the disease, cultural and religious characteristics of individuals, medication, the organization of medical care, and many others have been identified. The article most thoroughly discusses the socio-psychological factors of schizophrenia patients’ compliance — the internal picture of the disease, the emotional response of the patient and his relatives to the disease, the therapeutic alliance with specialists of the psychiatric service and a number of other factors. The relationship of the schizophrenia patients’ compliance with their cognitive, emotional and motivational-behavioral spheres of personality was considered. Conclusion: compliance of patients with schizophrenia can improve the combination of drug therapy with psychoeducational work. A psychoeducation program should be available to most of them. Given the influence of relatives on the formation of compliance with schizophrenia patients, it is necessary to include family therapy in treatment and rehabilitation programs of psychiatric institutions.
APA, Harvard, Vancouver, ISO, and other styles
7

Sanseverino, Marcela Alves, Andressa Melina Becker da Silva, Hannah Aires, Paulo Vitor Suto Aizava, Guilherme Moraes Balbim, Aline Mendes de Lima, Caroline Abud Drumond Costa, and Ana Maria Pandolfo Feoli. "Construção de material psicoeducativo durante a pandemia da COVID-19: cartilha sobre saúde para crianças/ Construction of psychoeducational material during the COVID-19 pandemic: a booklet about children's health." Brazilian Journal of Health Review 4, no. 3 (May 6, 2021): 9919–35. http://dx.doi.org/10.34119/bjhrv4n3-029.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hart, Tessa, Monica J. Vaccaro, Jesse R. Fann, Roland D. Maiuro, Shira Neuberger, and Steven Sinfield. "Psychoeducational Interventions for Problematic Anger in Chronic Moderate to Severe Traumatic Brain Injury: A Study of Treatment Enactment." Journal of the International Neuropsychological Society 26, no. 1 (January 2020): 119–29. http://dx.doi.org/10.1017/s1355617719000833.

Full text
Abstract:
AbstractObjectives:Treatment enactment, a final stage of treatment implementation, refers to patients’ application of skills and concepts from treatment sessions into everyday life situations. We examined treatment enactment in a two-arm, multicenter trial comparing two psychoeducational treatments for persons with chronic moderate to severe traumatic brain injury and problematic anger.Methods:Seventy-one of 90 participants from the parent trial underwent a telephone enactment interview at least 2 months (median 97 days, range 64–586 days) after cessation of treatment. Enactment, quantified as average frequency of use across seven core treatment components, was compared across treatment arms: anger self-management training (ASMT) and personal readjustment and education (PRE), a structurally equivalent control. Components were also rated for helpfulness when used. Predictors of, and barriers to, enactment were explored.Results:More than 80% of participants reported remembering all seven treatment components when queried using a recognition format. Enactment was equivalent across treatments. Most used/most helpful components concerned normalizing anger and general anger management strategies (ASMT), and normalizing traumatic brain injury-related changes while providing hope for improvement (PRE). Higher baseline executive function and IQ were predictive of better enactment, as well as better episodic memory (trend). Poor memory was cited by many participants as a barrier to enactment, as was the reaction of other people to attempted use of strategies.Conclusions:Treatment enactment is a neglected component of implementation in neuropsychological clinical trials, but is important both to measure and to help participants achieve sustained carryover of core treatment ingredients and learned material to everyday life.
APA, Harvard, Vancouver, ISO, and other styles
9

BEARDSLEE, W. R., E. M. VERSAGE, E. J. WRIGHT, P. SALT, P. C. ROTHBERG, K. DREZNER, and T. R. G. GLADSTONE. "Examination of preventive interventions for families with depression: Evidence of change." Development and Psychopathology 9, no. 1 (March 1997): 109–30. http://dx.doi.org/10.1017/s0954579497001090.

Full text
Abstract:
Thirty-seven families who had a child between the ages of 8 and 15 (mean age = 12.0 years) and had at least one parent who had experienced a recent episode of affective disorder were assigned randomly to one of two psychoeducational interventions. The interventions (clinician-facilitated or lecture-group discussion) were designed to prevent childhood depression and related problems through decreasing the impact of related risk factors and encouraging resiliency-promoting behaviors and attitudes. They were similar in content but differed in the level of the children's involvement and the degree to which the families' individual life experiences were linked to the educational material. Assessments included standard diagnostic and social functioning instruments and interviews designed specifically for this project to assess behavior and attitude change. Each parent and child was individually assessed by separate assessors who were blind to information about the other family members. Parent participants in both groups reported being satisfied with the intervention. Clinician group participants reported a significantly larger number of overall changes, as well as higher levels of change regarding communications about the illness with their children and increased understanding by the children of their illness. Significantly more children in the clinician group also reported they gained a better understanding of parental affective illness as a result of their participation in the project.
APA, Harvard, Vancouver, ISO, and other styles
10

Zhang, Wenli, Suet Yi Wong, Yanbing Li, Hong-Shiow Yeh, and Yue Zhao. "The Wellness Recovery Action Plan (WRAP): Effectiveness with Chinese consumers." Aotearoa New Zealand Social Work 21, no. 4 (January 1, 2009): 94–102. http://dx.doi.org/10.11157/anzswj-vol21iss4id265.

Full text
Abstract:
Education and knowledge have always been prized life quests for Chinese. The question however, is whether Western-style mental health education is acceptable to Chinese mental health consumers and whether it is useful in improving their knowledge and understanding of mental health and the process of recovery. Whilst there has been a plethora of psychoeducational material published, most offer passive learning or require little educator/learner interaction, let alone active participation.The aim of this paper is to present a pilot research on the acceptability, the applicability and the effectiveness of the Western concept of mental health recovery including the Wellness Recovery Action Plan (WRAP) programme in improving the effectiveness of recovery among the members of Bo Ai She (BAS), a Chinese mental health consumers’ self-help organisation in New Zealand.Qualitative research methods were used to undertake this research. Eight members of BAS and three professional mental health workers were interviewed, and proceedings from discussions in two focus groups comprising consumers and their family members have been included to form the data base.Key findings from this research affirmed that the WRAP programme has played a significant role in recovery for Chinese consumers in BAS. The results also suggested areas which needed to be modified in order to become a cultural-appropriate programme in Chinese mental health consumers’ recovery.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Psychoeducational material"

1

Black, Amelia Kathleen. "Language Translation for Mental Health Materials: A Comparison of Current Back-Translation and Skopostheorie-Based Methods." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6720.

Full text
Abstract:
As mental health professionals seek to disseminate information in many languages in order to meet the needs of an increasingly diverse population, it is important to consider the methods of written translation that the field is choosing to employ. The method chosen for translation can affect the accuracy and usability of the translated text. This study begins with a survey of current literature, the results of which suggest that the most popular translation method in the mental health field is back-translation, a translation method based in the premise that translating a text back into its original English after it has been translated into a second language provides an accurate indication of the success of the translation. This study then compares back-translation with an alternative translation approach based in skopostheorie, an area of translation theory that asserts that translational activity should be ultimately grounded in the purpose of the translation rather than the objective equivalency of the source and target texts. Each of the two approaches is applied separately in the translation of the Centers for Disease Control's handout, "Helping Parents Cope with Disaster," into Spanish and Chinese. The two resulting target texts for each language are compared in terms of linguistic equivalence by review committees and compared in terms of usability by individuals from the target audiences. Feedback from reviewers and audience members in both languages suggest that the skopostheorie based approach to translation may facilitate higher quality translation than back-translation in terms of both equivalence and usability. Suggestions for mental health professionals engaging in translation are then offered, as well as directions for future research.
APA, Harvard, Vancouver, ISO, and other styles
2

Kahrl, Julia Gamble. "Maternal death as experienced by middle aged daughters : implications for psychoeducational interventions /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487596807822536.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Chan, Ka-po, and 陳家寶. "Spirituality and psychoeducation of pregnant Chinese women in Hong Kong: an evaluation of the effect of anEastern based meditative intervention on maternal and foetal healthstatus." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B46077297.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

"The effects of a childbirth psychoeducation programme on learned resourcefulness, maternal role competence and satisfaction, and depressive symptoms in Chinese childbearing women." Thesis, 2009. http://library.cuhk.edu.hk/record=b6074949.

Full text
Abstract:
A convenience sample of 184 first-time childbearing women was recruited from two public hospitals with one hospital randomly selected as the experimental group. The experimental group (n = 92) received the childbirth psychoeducation programme and routine childbirth education. The comparison group (n = 92) received the routine childbirth education only.
Outcomes on learned resourcefulness, maternal role competence and perinatal depression were measured by C-SCS, C-PSOC (Efficacy Subscale) and Edinburgh Postnatal Depression Scale (EPDS), respectively, at baseline, immediately post-intervention, six weeks and six months postpartum. Maternal role satisfaction was assessed at six weeks and six months postpartum using C-PSOC (Satisfaction Subscale). Doubly multivariate analysis of covariance was performed to compare the effects of childbirth psychoeducation programme between the experimental and comparison groups. In addition, 16 participants in the experimental group were interviewed at six weeks postpartum to explore their perceived impacts of childbirth psychoeducation programme in helping them cope with the experience of new motherhood. Content analysis was used to analyze the interview data.
Results of the phase I study indicated good psychometric properties of C-SCS and C-PSOC in Chinese childbearing women. Results in the phase II study revealed significant improvement in learned resourcefulness at six weeks postpartum (p = 0.004), and overall reduction in depressive symptoms (p = 0.01) for women receiving the childbirth psychoeducation programme compared with the routine childbirth education group after adjusting for baseline group differences on age and social support. No significant change was detected on maternal role competence. However, women receiving the childbirth psychoeducation programl1'l;e had significantly higher level of satisfaction in the maternal role at six weeks postpartum (p = 0.01).
The crisis nature of early motherhood, the frequent feeling of incompetence in the maternal role, the increasing evidence of postpartum depression in the Chinese population, coupled with the changing nature of socio-cultural environment challenge midwives to make continued refinement of childbirth education to enhance women's adjustment during the transition to motherhood. Learned resourcefulness has been identified as an important coping repertoire that promotes healthy adjustment in the perinatal period. The aim of this study was to determine the effectiveness of a childbirth psychoeducation programme based on the concept of learned resourcefulness.
The qualitative interviews revealed that the experimental group perceived the childbirth psychoeducation programme to be helpful in increasing their confidence in the maternal role, improving their emotional well-being and fostering the development of learned resourcefulness skills. The findings of this study support the effectiveness of childbirth psychoeducation programme based on the concept of learned resourcefulness for reducing depressive symptoms in first-time Chinese childbearing women, and highlight the contributions midwives can make to continue improving the quality of childbirth education in Chinese society.
The study had two phases. The first phase aimed at establishing the psychometric properties of the Chinese versions of Self-Control Schedule (C-SCS) and Parenting Sense of Competence Scale (C-PSOC), which were used as outcome measures in the second phase. The second phase adopted a pretest-posttest, control group quasi-experimental design to examine the effects of a childbirth psychoeducation programme on learned resourcefulness, maternal role competence and satisfaction, and perinatal depression.
Ngai Fei Wan.
Adviser: W. Y. Ip.
Source: Dissertation Abstracts International, Volume: 72-11, Section: B, page: .
Thesis (Ph.D.)--Chinese University of Hong Kong, 2009.
Includes bibliographical references (leaves 259-300).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract also in Chinese; some appendices in Chinese.
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Psychoeducational material"

1

S, Lenz Brenda, ed. The chemical dependence treatment documentation sourcebook: A comprehensive collection of program management tools, clinical documentation, and psychoeducational materials for substance abuse treatment professionals. New York: Wiley, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sullivan, Betty Ann Reichard. NONORGANIC FAILURE TO THRIVE MATERNAL-CHILD DYADS: THE EFFECT OF PSYCHOEDUCATIONAL INTERVENTIONS. 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Roy, Michael J., Albert Rizzo, JoAnn Difede, and Barbara O. Rothbaum. Virtual Reality Exposure Therapy for PTSD. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190205959.003.0013.

Full text
Abstract:
Expert treatment guidelines and consensus statements identified imaginal exposure therapy as a first-line treatment for posttraumatic stress disorder (PTSD) more than a decade ago. Subsequently, an Institute of Medicine report concluded that cognitive–behavioral therapy with exposure therapy is the only therapy with sufficient evidence to recommend it for PTSD. Imaginal exposure has been the most widely used exposure approach. It requires patients to recall and narrate their traumatic experience repeatedly, in progressively greater detail, both to facilitate the therapeutic processing of related emotions and to decondition the learning cycle of the disorder via a habituation–extinction process. Prolonged exposure, one of the best-evidenced forms of exposure therapy, incorporates psychoeducation, controlled breathing techniques, in vivo exposure, prolonged imaginal exposure to traumatic memories, and processing of traumatic material, typically for 9 to 12 therapy sessions of about 90 minutes each. However, avoidance of reminders of the trauma is a defining feature of PTSD, so it is not surprising that many patients are unwilling or unable to visualize effectively and recount traumatic events repeatedly. Some studies of imaginal exposure have reported 30% to 50% dropout rates before completion of treatment. Adding to the challenge, some patients have an aversion to “traditional” psychotherapy as well as to pharmacotherapy, and may find alternative approaches more appealing. Younger individuals in particular may be attracted to virtual reality-based therapies.
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Psychoeducational material"

1

Hope, Debra A., Richard G. Heimberg, and Cynthia L. Turk. "Everything Starts With Small Talk." In Managing Social Anxiety, Workbook, 191–204. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190247638.003.0010.

Full text
Abstract:
Many individuals in treatment for social anxiety have some difficulty with casual conversations, even if it is not the primary focus of treatment. The chapter explores why it is important to be able to make casual conversation and then examines some of the automatic thoughts that socially anxious individuals often have in casual conversation and how to challenge those automatic thoughts. This chapter presents psychoeducational material about the importance of small talk in everyday life. Two primary messages from this material are (a) casual conversations are the gateways to more significant relationships and (b) such conversations are, by definition, about inconsequential topics. The chapter talks about two key types of situations in which many people experience social anxiety—conversations and public speaking.
APA, Harvard, Vancouver, ISO, and other styles
2

Hope, Debra A., Richard G. Heimberg, and Cynthia L. Turk. "Exposure and Cognitive Restructuring." In Managing Social Anxiety, Therapist Guide, 121–28. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190247591.003.0010.

Full text
Abstract:
Many individuals in treatment for social anxiety have some difficulty with casual conversations, even if it is not the primary focus of treatment. This chapter presents psychoeducational material about the importance of small talk in everyday life. The amount of in-session time spent will depend on how central this topic is to the specific client and how well the client is able to glean key points from the reading on their own. Two primary messages from this material are (a) casual conversations are the gateways to more significant relationships and (b) such conversations are, by definition, about inconsequential topics. Conversational situations are often the easiest exposures to design. They typically require few props, and a variety of circumstances can be easily staged. This chapter covers three typical automatic thoughts for conversations: not knowing what to say, not having anything interesting to say, and having poor conversational skills.
APA, Harvard, Vancouver, ISO, and other styles
3

Hope, Debra A., Richard G. Heimberg, and Cynthia L. Turk. "Psychoeducation." In Managing Social Anxiety, Therapist Guide, 13–24. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190247591.003.0002.

Full text
Abstract:
This chapter explains the tripartite model of anxiety: physiological arousal, behavioral disruption and avoidance, and distorted cognition. The interaction of these three components underlies the cognitive–behavioral therapy (CBT) model for this treatment. The material begins laying the groundwork for cognition as the precipitating event in a downward spiral and for avoidance as key in maintaining the problem. These concepts are important for helping clients understand the rationale for the primary components of treatment (cognitive restructuring and exposure both in and out of session). One goal of this chapter is to develop a common language to understand anxiety, which is helped by spending some time on each of the three components of anxiety to ensure that the client understands each component before moving on to their interaction.
APA, Harvard, Vancouver, ISO, and other styles
4

Schrack, Anna, Emma Romaker, Diana Joyce-Beaulieu, and Brian A. Zaboski. "Psychoeducation, Relaxation Training, and Mindfulness." In Applied Cognitive Behavioral Therapy in Schools, 83–100. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780197581384.003.0005.

Full text
Abstract:
Chapter 5 presents fundamental counseling skills that are easily implemented within a cognitive behavioral therapy framework: psychoeducation, motivational interviewing, relaxation training, and mindfulness. The chapter offers a brief historical note on each technique, an evaluation of its research support, and authentic client–therapist dialog that emphasizes its utility and key elements. Each technique is discussed within the context of cognitive behavioral theory, including its overall effect on intervention outcomes and applicability for different referral problems. This chapter’s appendix material includes practical school-based resources for practitioners seeking to apply these techniques in session (detailed breathing, muscle relaxation, and guided imagery scripts) along with multimedia resources for children and families.
APA, Harvard, Vancouver, ISO, and other styles
5

"Psychoeducation resource material for early psychosis – source details." In Implementing Early Intervention in Psychosis, 157–58. CRC Press, 2002. http://dx.doi.org/10.1201/b14315-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Krysinska, Karolina, and Karl Andriessen. "Family psychoeducation after a suicide attempt." In Oxford Textbook of Suicidology and Suicide Prevention, edited by Danuta Wasserman and Camilla Wasserman, 521–28. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198834441.003.0062.

Full text
Abstract:
Family can play an important role in supporting a person at-risk of suicide, as well as through treatment and recovery after a suicide attempt. This text provides an overview of the impact a suicide attempt can have on the family and the needs of family carers. Examples of psychosocial interventions for people, mostly adolescents, who have made a suicide attempt and their families are presented along with psychoeducational materials developed for family carers, whose emotional proximity may hinder and/or facilitate engagement with the suicidal person. Although several interventions are promising, further research into the effectiveness of psychoeducational interventions and family involvement after a suicide attempt is warranted.
APA, Harvard, Vancouver, ISO, and other styles
7

Smits, Jasper A. J., Mark B. Powers, and Michael W. Otto. "Psychoeducation about Anxiety, Fear, and the Role of Exposure." In Personalized Exposure Therapy, 209–18. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190602451.003.0010.

Full text
Abstract:
Chapter 10 is an accessible primer on the human alarm system and an introduction to exposure therapy. This general resource should be read by clinicians as an overall summary and may also be used as a patient handout as part of the psychoeducation phase of treatment. The handout discusses the alarm system as it related to worry, anxiety, and panic. Definitions are provided to differentiate between stress, worry, anxiety, and fear/panic. The handout also clarifies true versus false alarms and anxiety versus an anxiety disorder. Finally, a clear overview of exposure therapy is provided. The authors frequently suggest patients read this handout several times to overlearn the material such that it will be readily accessible even during times of high anxiety.
APA, Harvard, Vancouver, ISO, and other styles
8

Judge, Abigail M., and Rebecca Bailey. "More Than Words." In Overcoming Parent-Child Contact Problems, 91–106. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190235208.003.0004.

Full text
Abstract:
This chapter proposes the integration of experiential therapy techniques with family treatment for use with families experiencing parent–child contact problems, including parental alienation. This population typically enters family therapy with high levels of defensiveness, treatment resistance, and mistrust of mental health interventions. This situation requires a high degree of clinical flexibility and tools that include, but are not limited to, traditional talk-based techniques. The authors provide a theoretical and clinical rationale for integrating experiential techniques with family therapy. A range of experiential strategies are detailed (e.g. play, recreational therapy, and animal-assisted treatment) as techniques to enhance families’ engagement, relax treatment resistance, impart psychoeducation, and provide opportunities for reconnection. Case material illustrates key points.
APA, Harvard, Vancouver, ISO, and other styles
9

Ward, Peggie. "“East Group”." In Overcoming Parent-Child Contact Problems, 171–92. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190235208.003.0008.

Full text
Abstract:
This chapter focuses on the group psychoeducation done with the favored parents in families with parent–child contact problems attending Overcoming Barriers programs. A systems-based understanding of parent–child contact problems highlights the importance of intervention with each member of the family. The author describes the personality traits, beliefs, feelings, and attitudes of favored parents as well as challenges that such characteristics pose to clinical intervention. Strategies to promote a shift in favored parents’ beliefs about the health of their children are discussed, including calling attention to cognitive distortions, teaching about concepts such as memory and suggestibility, and building skills for coping with emotional triggers. The role of group process and relationships among group members are discussed as possible mechanisms of change. Case material is used to illustrate key points.
APA, Harvard, Vancouver, ISO, and other styles
10

Smart, Colette M. "Session 3: Noticing Slips and Falls." In Wisdom Mind, 55–80. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780197510001.003.0004.

Full text
Abstract:
The main focus of the current session is to help participants see the connection between their cognitive slip-ups (which they were asked to track in the prior week’s homework) and the emotional reactions they have to those slip-ups (i.e., “falls,” as in “slips and falls”). Homework is reviewed to provide material for this discussion. This segues into providing psychoeducation on the hierarchy of attention, and Focused Attention mindfulness is again reinforced as a way to decrease slip-ups. Participants are introduced to the first of two Mindful Yoga series as another way to experience present-moment awareness, and as a complement to sitting meditation practice. Tracking pleasant events is also assigned for homework as a way to make the bridge between mindfulness practice and daily activities and life experiences.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Psychoeducational material' for particular source types:
Journal articles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography