Maximizing the Effectiveness of Psychoeducational Groups.

Despite the current proliferation of psychoeducational groups in mental health settings and many programs' reliance on this modality for prevention and treatment interventions, there has been little focus on how to lead them effectively. This article presents a model for structuring psychoeducational groups based on educational principles and targeting the cognitive, behavioral, and affective domains of learning. It summarizes research suggesting additional competencies needed to manage the group process and discusses strategies for successful implementation. The author presents a case example of a group therapy course for master's level counseling students designed to teach skills in leading both process groups and psychoeducational groups. The article concludes with a discussion of implications for training, supervision, and research. [ABSTRACT FROM AUTHOR]