I. Introduction

Psychoeducation focuses on educating individuals about their disorders and emotional responses, as well as supporting positive coping mechanisms. These interventions are appropriate for individuals, groups, families and communities and are based on a continuous process of assessing, setting goals, developing learning activities, and evaluating for changes on knowledge and behaviour. What differentiates them is that they are based on teaching/learning models that inform the patients about their condition, helping them identify their symptoms as well as personal strengths, and supporting these strengths as they cope with their illnesses. Psychoeducation approaches are similar to counselling interventions in that they focus on the strengths of the individuals. However, they also focus on teaching individuals how to live with their disability or problem. (Boyd, et.al, 2012)Psychoeducation approaches have been designed for person with severe mental illness, family members, and children. These interventions are practiced by other disciplines, such as social work and psychology as well as by nursing. The goal in psychoeducation is a change in knowledge and behaviour. To affect change through teaching, the learning needs of the patient must be assessed. (Fortinash, et. al, 2007)

II. History (AIPC Article Library)The concept of psychoeducation, although not the word, was noted in an article by John Donley entitled Psychotherapy and re-education in the Journal of Abnormal Psychology in 1911. 30 years later in 1941, Brian Tomlinson introduced the word to the medical community with the title of his book, The Psychoeducational Clinic. An American researcher C.M. Anderson popularized the term in 1980 with her work on the treatment of schizophrenia. Her research focused on educating family members about the symptoms and process of the disorder, and on how family members could improve communication and relationships between themselves. Since the mid-1980s, in Europe at least, psychoeducation has evolved into an independent therapeutic program focusing on effective, teaching-oriented communication of key information within a cognitive-behavioural approach. The theme of empowerment and coping through understanding was manifest early on as attendance at basic psychoeducational sessions came to be regarded as an obligatory-exercise program. Subsequent voluntary-exercise programs (such as individual behavioural therapy, assertiveness training, problem-solving sessions, or communication training) could be and often were added on.Similarly in the school setting, psychoeducation has been around since the 1970s, with current models blending developmental, cognitive, and learning psychology theories. In classrooms, the emphasis is on behaviour management methods that teachers can use to modify troubled behaviours. Classroom psychoeducation helps behaviourally-disordered students with the social and emotional skills that are apparently lacking. Topics of emotional literacy are forefront; popular themes are resilience, decision-making, social problem-solving, and self-management of emotions: all ideally suited to classroom delivery.Finally, psychoeducation is deemed to be an important aspect of trauma therapy. The rationale in this application is that many survivors of interpersonal violence are victimised in the context of overwhelming emotion, forced dissociation of attention, and sometimes early cognitive development at the time of trauma. All of these factors, plus the traumatic presence of a powerful figure distorting objective reality work to reduce the accuracy and coherence of the survivors understanding of the traumatic event. Psychoeducation in this context has come to be understood as a means of providing accurate information on the nature of trauma and its effects and assistance with integrating into the survivors perspective both the new information and any implications thereby generated.

III. Benefits: Remedial classes special education for maladjusted children Continuing education for hospitalized students with emotional or behavioural problems. Better knowledge the consumer has of their illness. Better the consumer can live with their condition

IV. Purposes:Educational therapies for psychiatric illnesses (psychoeducation) are targeted towards: increasing a persons knowledge about their disorder improve insight and understanding, promote coping and reduce stigma, increase medication adherence, enable behavioural change assistance toward self-help

V. Principles: Foster trust, honesty, and mutual respect with client and family Deal directly with the social and emotional aspects that impact learning. Respect issues of confidentiality, e.g. release of information, delicate issues of teenagers, etc. Create a supportive learning environment where it is safe to take risks and learn from mistakes Become a positive role model. Educate parents as to educational therapy goals and the techniques employed to attain them.

VI. Nursing responsibilities:

Before

Observes whether the client is active or passive during the experience, and noting any verbal and nonverbal feelings expressed by the client. Promotes activities and interactions that foster independence, responsibility, problem-solving skills, leisure activities and interactive skills. Observes and encourages all client to participate, and promoting discussion when possible. Choose topic that will have a significant impact on the patients such as: the nature or kind of audience and the prevalent problems or concerns of patients.

During Involvement of nurses provides more availability for client activities. The collaboration of nurse and therapist, along with the physician, allows multiple disciplines to view client problems from different perspectives, which increases the opportunity for more effective outcomes. The nurse is an additional trained professional observe who represents safety and comfort, which may help reduce the clients anxiety and inhibitions. Develop a teaching skill that is simple, concise and concrete.

After: The nurse does daily contact with clients to provide encouragement, support, role modelling, teaching, discussion and reality testing of prescribed tasks. Serve as consultants.

References: AIPC Article Library. Psychoeducation: Definition, Goals and Methods. Retrieved from: http://www.aipc.net.au/articles/psychoeducation-definition-goals-and-methods/Boyd, M.A & Nihart, M.A (2012). Psychiatric Nursing: Contemporary Practice. (5th ed.) Philadelphia, USA: Lippincott Williams & Wilkins.Mohr, W. (2006).Psychiatric-mental health nursing. (6th ed). Philadelphia: Lippincott, Williams and Wilkins.