Mindfulness Psychoeducational Group
Introduction
This is a mindfulness psychoeducational group that will assist in providing the fundamental skills in group formation, development, and process among patients with congestive heart failure.
Section One
The group target population is for any individual between the ages 18-55 who have been diagnosed with congestive heart failure (CHF) and will benefit from mindfulness stress reduction therapy. According to research mindfulness stress reduction therapy demonstrates to be effective and empowering among patients with heart disease (Kabat-Zinn, 2007).
The mindfulness psychoeducational group is to educate patients about congestive heart failure and help patients understand the disease. It is important that patients understand and learn how to manage the disease because it gives the patient the ability to learn how to cope with it (Moser, 2002). Moreover, the purpose of the group is to help patients develop the proper skills to be able to cope with congestive heart failure.
The group is a heterogeneous group that focuses on patients who are in need of managing and coping with congestive heart failure. According to SAMHSA (1999), heterogeneous groups “offer greater complexity and more opportunities for a wide range of relationships, which can be extremely helpful to many patients”.
It is a closed ended group serving between 8 to12 members who meet in weekly sessions for one hour over the course of ten weeks. A closed ended group is beneficial for the group because it is an educational group that goes step by step. It is important for every patient to go
through the whole curriculum to meet the purpose of the group and be suitable to the patients.
There are particular manners of out...
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...linical Pharmacology, 14(4), 315-325. Retrieved from www.pubmed.gov SAMHSA (2009). The benefits of heterogeneous groups. Retrieved from www.samhsa.gov
Still mind. What is mindfulness therapy? Retrieved from www.stillmind.com
Sullivan, M.,J., Wood, l., Terry, j., Brantley, j., Charles, A., McGee, V., Johnson, D., Krucoff,
M., W., Rosenberg, B., Bosworth, B, H., Adams, K., Cuffe, M.S. (2009).
The support, education, and research in chronic heart failure study (SEARCH): A mindfulness-based psychoeducational intervention improves depression and clinical symptoms in patients with chronic heart failure. American Heat Journal, 157(1), 84-90.
Retrieved from www.medscape.com
Varvogli, L., Darviri, C. (2011). Stress management techniques: evidence-based procedures that reduce stress and promote health. Health Science Journal, 5(2), 74-89. Retrieved from
www.hsj.gr
There are many ways to communicate and incorporate therapeutic aspects into dealing with any patient, but this also applies to group therapy as well. Yalom’s therapeutic
Jeon, Y., Kraus, S. G., Jowsey, T., & Glasgow, N. J. (2010). The experience of living with chronic heart failure: a narrative review of qualitative studies. BMC Health Services Research. doi:10.1186/1472-6963-10-77
This is noted because the words for “mindfulness” themselves are varied and textured and come in many different definitions, as well as narratives. Having noted that, it is interesting to see that the same thing can be found in the Western tradition of understanding mindfulness in the third-wave psychotherapies.
Contrary to popular beliefs, supports groups involve much more than a bunch of patients sitting around talking about their problems. There is much more taking place in the room. A good support group process is going to encourage the exchange of ideas, experiences
Looking for new and more effective ways to treat the issues of their clients, counselors and therapists may often begin to consider leading a group therapy session. Group therapy is a form of therapy in which a therapist either treats or provides psychoeducational skills to a small, carefully planned target group of individuals in an effort to ameliorate the issues and dysfunctions of each individual in that particular group of patients together (Scheidlinger, 2004). In this group, therapists often utilize some of the psychotherapy theories such as Gestalt, transactional analysis, psychotherapy or psychodrama which they often use to treat clients individually.
The unpredictability of the disease makes the assistance of partners important in the care of patients with heart failure. The support from partners or family members contribu...
Goals: the goal of this stage is to explore the feelings of the group members regarding group therapy. This is feedback from the members on the homework assignment that was given to them. Also, during this exploration, the registered counsellor will model ways of being empathetic (Seligman & Reichenberg, 2014) This is important as the group members will learn not to
One objective is to utilize the most powerful tool at psychotherapy’s disposal; the group experience. By one individual sharing their experience within the group, the other members are able to identify their similar experiences and work toward their own growth. Group therapy also increases self-awareness of clients in order for them to think introspectively in order to make a change in behaviors, increases social comfort, allowing exploration of new behaviors, provide and obtain support, develop communication skills, and promote interactions with others using truth and
As a student, practice is crucial to learn group therapy techniques. In order to achieve these practices, I attended 2 support groups of the same topic. Observation and attendance constructs an idea of how group therapy works. Attending this group was important because of the profoundness of its meaning and experiences I have witnessed.
Some of these groups are self-directed, while others are led and facilitated by a therapist or counselor.
...rs to deal with any problems that arise from the group. It is important for them to be alert to the risks of the group. To reduce any unnecessary risks, I will understand each member’s limits, respect their requests, be invitational and not dictatorial, describe their behavior and not be judgmental, and avoid harsh verbal confrontations. These risks will also be discussed during the initial session of the group. I will counteract psychological risks by using various techniques such as blocking, caring confrontation, questioning, and assessing. I have taken precautionary measures as well by contacting my mentors and consultants and alerting them about the risks of the group I am running. If there is an ethical or legal concern, it will be documented and taken to a clinical supervisor. In addition, I have liability protection and malpractice insurance in place.
Especially, when it comes to physical and emotional responsibility. In our sessions, I felt as though the group leaders provided an enormous sense of emotional support. I felt as though the environment was stable and conducive to learning. The setting at first was somewhat tense, but this was acceptable considering that many of us were unfamiliar with the group therapy process. I myself had never undergone a group therapy session, whatsoever. I did, however, appreciate the fact that the environment was quite fair and impartial. The leaders were very nonjudgmental and affirmative in their responses when it came to each and every person’s comments and feedback. Everyone was engaged and actively participated. The group was not hostile and everyone participated in the conversations as well as the exercises chosen. I also felt as though everyone was emotionally tied in. Meaning that if someone was dealing with a personal issue or their emotions were all over the place then the group was susceptible to that individuals needs. For example, we experienced group member who had experienced the loss of a friend. Immediately, each group member became involved and concerned. We were immediately concerned with whether or not she was taking time to grieve or if she was simply doing enough to take time out for herself. In all, the environment over the course of each therapy session displayed a great sense of empathy, concern and support. Another session, in particular, that truly stands out to me in terms of support was when we were asked to share our life experiences and dreams. I can recall stating that I was going to school in order to finally do something for myself. I had completed my bachelor’s degree at the age of 40 and had plans to continue education until I complete my PhD. What was so different was the fact that they understood. They understood, I was trying
Most of us are so over scheduled and busy we hardly have to time to stop and think about
As a senior college student, I am often under a lot of stress. This stress causes me to become anxious, nervous, and restless. It is difficult for me to focus on the present moment, because I am often worried about future events such as exams, projects, and graduate school. Since this stress directly interferes with my ability to focus, spend time with my friends and family, and do the things I love, I want to change this behavior. I am going to change this behavior by implementing mindfulness into my life. According to Kabat-Zinn (1993), mindfulness is “…awareness that emerges through paying attention on purpose, in the present moment, and nonjudgmentally to the unfolding of experience moment by moment” (Zimmaro et al., 2016). Mindfulness
(2012). Can a Structured Model for Group Intervention be Responsive to Group Process? A Proposal. Clinical Social Work Journal, 40(4), 391-400. doi:10.1007/s10615-010-0285-2