Psychoeducation

Whether or not you realize it, psychoeducation is likely at the core of your work as a coach.

This holistic term represents a growing recognition that many of the educational tools used in the medical profession, designed to foster better mental health, are just as well suited to giving nonclinical populations the keys to healthier, happier living.

And as a coach, you’re a critical key-bearer for your clients.

In this post, we’ll give a definition of psychoeducation, walk you through some examples of psychoeducation interventions, and point you toward a heap of useful tools to embed science-backed psychoeducation in your coaching work today.

These science-based exercises explore fundamental aspects of positive psychology, including strengths, values, and self-compassion, and will give you the tools to enhance the well-being of your clients, students, or employees.

What Is Psychoeducation? 5 Examples

Psychoeducation is

“an intervention with systematic, structured, and didactic knowledge transfer for an illness and its treatment, integrating emotional and motivational aspects to enable patients to cope with the illness and to improve its treatment adherence and efficacy.”

Ekhtiari, Rezapour, Aupperle, & Paulus, 2017, p. 239

Psychoeducation is generally thought to be a form of health promotion aimed at raising a client’s awareness of factors that promote or compromise wellbeing. Through psychoeducation, clients gain the skills and understanding that lead to behavior change and better quality of living (Jarosz, 2020).

Here are five real-life examples illustrating the breadth of possible psychoeducation interventions across a range of coaching contexts:

• College students completed an 8-week ADHD coaching program that included psychoeducation about study and learning strategies. The students showed a significant improvement in symptom distress and satisfaction with school and work (Prevatt & Yelland, 2015).
• Volunteers from a start-up attend 10 lecture-style sessions teaching prominent theories of emotional intelligence and wellbeing (e.g., SMART goal setting; Jarosz, 2020)
• A group of economically disadvantaged high school students attend an eight-week summer program comprising academic and vocational instruction to increase self-esteem (Wells, Miller, Tobacyk, & Clanton, 2002)
• College students are invited to read a series of materials and complete weekly help sheets exploring themes around body-image development, as well as a series of self-monitoring diaries detailing recent positive or negative body-image experiences (Cash & Hrabosky, 2003)
• Attendees of a spiritual development group undertake psychoeducation according to the SPARC sequence: Spiritual Education material, an experiential Activity, personal and group Reflection, and a focus on Connection (Christmas & Van Horn, 2012)

Is Psychoeducation Important in Coaching?

While psychoeducation has traditionally been a feature of medical interventions targeted at treating illness (Lukens & McFarlane, 2006), it’s increasingly being used in coaching.

This shift reflects a growing awareness of the value of psychoeducation as a holistic, competence-based approach to supporting clients.

There are two reasons psychoeducation is increasingly becoming an important part of many coaches’ offerings.

First, as the applications of psychoeducation have broadened, practitioners are discovering that interventions need not center around a person’s faults, illnesses, or deficits. Rather, they can leverage a client’s strengths to encourage new competencies, greater resilience, and empowerment (Lukens & McFarlane, 2006).

This positive focus is helpful because people remain more motivated when taking part in positively focused interventions (Hiemstra & Van Yperen, 2015). Therefore, coaches can now leverage what was previously only a therapeutic tool in a way that keeps clients smiling and engaged, rather than likening their coaching session to a visit to the doctor’s office.

Second, psychoeducation in coaching provides an opportunity for the general population to learn about theories of wellbeing and health that can contribute to better living that were previously only available to clinical populations.

This opportunity reflects a broader trend in healthcare and societies, whereby prevention and early intervention are generally considered more desirable than treatment following the onset of clinical conditions.

Put differently, isn’t it preferable that a person learn the keys to coping and resilience in the context of everyday stressors before the onset of depression following a major life disruption?

THE PURPOSE OF PSYCHOEDUCATION

Psychoeducation, the goal of which is to help people better understand (and become accustomed to living with) mental health conditions, is considered to be an essential aspect of all therapy programs. It is generally known that those who have a thorough understanding of the challenges they are facing as well as knowledge of personal coping ability, internal and external resources, and their own areas of strength are often better able to address difficulties, feel more in control of the condition(s), and have a greater internal capacity to work toward mental and emotional well-being.

One study showed psychoeducation, when administered to those with schizophrenia, helped to both reduce rehospitalization rates and decrease the number of days a person spends in the hospital. This education is also a component of most trauma therapies.

Many individuals who have a mental health condition know little or nothing about the condition they have been diagnosed with, what they might expect from therapy, or the positive and negative effects of any medications they may be prescribed. Literature on these topics given to them by medical professionals may be confusing or otherwise difficult to comprehend and thus of little help.

Offered in both individual and group formats, psychoeducation can benefit the individual diagnosed, parents and other family members, and caregivers and friends. It is not an approach to treatment in itself but represents an important early step in treatment, as it offers those individuals involved in a person’s care information on both how to offer support and how to maintain their own emotional health and overall well-being and provides them with the opportunity to develop a thorough understanding of the mental health concern(s) affecting their loved one. Participating in psychoeducation may have a positive impact on quality of life.

UNDERSTANDING THE PSYCHOEDUCATION PROCESS

Psychoeducation may be general or highly specified and can be provided in a number of ways, though it is broadly steered by four main goals: transfer of information, medication and treatment support, training and support in self-help and self-care, and the provision of a safe place to vent emotional frustrations.

All of the following may constitute psychoeducation:

• A therapist explaining to a person in therapy the ways a mental health condition might impact function
• A psychiatrist describing how a prescribed medication can counteract symptoms of a mental health condition
• A psychiatric hospital providing support and education to family members of those receiving treatment
• Formal classes designed to educate the population about both specific mental health conditions and mental health in general
• Classroom behavior management assistance for students diagnosed with behavioral concerns
• Self-help and support groups designed to encourage those diagnosed with mental health concerns to share strategies and information with one another.

Some people might receive psychoeducation through online or electronic formats such as DVDs, CDs, or other audiovisual materials, though others may choose to participate in sessions with a mental health professional.

HOW CAN PSYCHOEDUCATION HELP?

Psychoeducation, whether administered in a clinical, school, or hospital setting or through the telephone or Internet, often leads to increased compliance with treatment regimens. When people who have been diagnosed with a mental health condition are able to understand what the diagnosis? means, they are more likely to view their illnesses as treatable conditions rather than shameful diagnoses indicating they are “crazy.” Family involvement in psychoeducation can also improve compliance and ensure that a person experiencing mental health concerns is given adequate support while they receive treatment.

In addition to helping those diagnosed with mental health concerns better understand the issues they are addressing, psychoeducation also plays a vital role in the destigmatization of mental health conditions. Organizations like the National Alliance on Mental Illness (NAMI) have advocated for increased psychoeducation for consumers of mental health services and their families. When people understand more about mental health concerns–that mental health conditions are not the result of bad choices and do not typically indicate a person is violent, for example—they are far more likely to accept people who have mental health conditions. As psychoeducation does much to inform about the true nature of mental and emotional concerns, it is an important aspect of this goal.

3 Popular Psychoeducation Interventions

Usually, you will find it beneficial to design and tailor psychoeducation interventions to suit your coaching focus and meet the specific needs of your clients. However, a few tried-and-tested psychoeducation interventions are likely to have a home in any coach’s toolkit, several of which you may have come across before.

The Wheel of Life

Arguably one of the world’s most popular coaching tools, the Wheel of Life is a simple, easy-to-administer psychoeducation intervention assessing wellbeing across 10 core domains of a person’s life.

Consider pairing this assessment tool with a goal-setting exercise or session on the science of goal striving to help clients understand the steps they might take to improve subjective wellbeing in any domains that may be lacking.

Three Good Things

Sometimes known as the ‘Three Blessings,’ this intervention invites clients to write down the three things about their day that went well.

While seemingly simple, this small act of reflecting on the positive is a powerful way to invoke gratitude and has even been shown to induce positive affect in populations with depression (Lewinsohn & Graf, 1973).

24 VIA Character Strengths

Designing psychoeducation interventions that leverage a client’s strengths can help make the process of being coached more enjoyable for the client. Discovering one’s strengths also has the side effect? of encouraging self-appreciation.

26 Ways to Apply Psychoeducation in Coaching

As the examples so far illustrate, psychoeducation can take a variety of forms.

And as a coach, you have the freedom to prepare psychoeducation in a way that not only meets your clients’ needs but suits your coaching focus and style.

There are many parameters to consider when delivering psychoeducation.

Let’s consider three of these now.

Who will be involved?

Who will be present when your client takes part in psychoeducation?

1. One-to-one psychoeducation with the coach
2. Self-directed psychoeducation as a take-home exercise
3. Group psychoeducation

A coaching session that teaches the technique of Socratic questioning, which involves exploring underlying beliefs through repeated questioning, may be best undertaken (at least initially) one-to-one in the coach’s presence. That way, the coach can demonstrate the technique by acting as the ‘questioner.’

Some interventions, such as a thought diary or gratitude journal, may involve substantial self-disclosure. Therefore, these interventions may be more impactful when undertaken in a self-directed way, allowing the client to write at their own pace and in private.

In contrast, psychoeducation on inherently interpersonal themes, such as nonviolent communication, or centered around a common event or widely shared goal, such as the anniversary of a tragic event or the objective of losing weight, may be better suited to groups.

What is the objective?

What are you aiming to achieve with a psychoeducation intervention? Most aims can be drilled down to one of three objectives (Oncology Nursing Society, n.d.):

1. To inform
2. To train
3. To problem-solve

Sometimes, your aim as a coach may be to provide information about treatments, symptoms, theories, research, resources, or services. For instance, in a one-to-one session, an emotion coach might begin by teaching the client about appraisal theory to inform them that it is possible to insert a pause between emotions and behavioral reactions.

In a later session, the coach might then train the client in mindfulness so they may learn practical strategies to shorten the half-life of experienced negative emotions.

Finally, the coach may provide some pre-recorded guided meditations or a book of troubleshooting tips to help when experiencing extreme negative emotions or when the mind seems particularly out of control while meditating.

As a coach, you should determine your objective before designing a psychoeducation intervention. Once you do, you can decide on the ‘how,’ bringing us to our final consideration.

How will the intervention be carried out?

Depending on your goals, there are an almost infinite number of ways you might guide clients.

Here are just a few ideas:

• Handouts
• Workbooks/worksheets
• Diaries/journals
• Reflection exercises
• Assessments
• Self-paced lessons
• Stories
• Poetry
• Metaphor
• Books of images
• Coloring books
• Audio recordings or music
• Videos, movies, or television shows
• Plans or instructions (e.g., for building or arts-based interventions)
• Diet or exercise plans
• Movement or dance routines
• Toys or fidget devices
• Games (e.g., board games, digital games)
• Digital tracking devices (e.g., smartwatches or apps)
• Online interventions

Follow the links to learn more and read on for several useful handouts, worksheets, and psychoeducation interventions you can apply in your coaching today.

4 Psychoeducation Topics for Coaching Groups

As noted, some themes in psychoeducation are better suited to a group coaching context. This tends to be true when themes center around a shared event or mutual goal.

Coaching in a group can also help foster shared accountability or provide an opportunity for long-time group members to mentor newer members by modeling positive behaviors.

Here are some examples of different topics that might be covered in various online group coaching contexts:

• A monthly group coaching program aimed at women leaders explores strategies for supporting work-life balance, inviting discussion and stories from its participants.
• Every week, participants in a healthy living group meet to share their progress toward achieving a series of health goals, pursued using theories of motivation and habit change.
• Twice a week, survivors of domestic abuse meet in a support group led by a social worker to share experiences and learn skills to strengthen resilience and coping.
• For one year, new managers are invited to a group coaching call following a week-long strengths-based leadership development program to discuss their experiences and receive follow-up advice.

A Look at Online Psychoeducation Interventions

It will be appropriate and often desirable to provide psychoeducation interventions using digital technologies in many coaching contexts.

Doing so can have the advantage of allowing clients to engage with interventions at their own pace and in the comfort of their home or help them connect to the coach or fellow coachees despite physical distance.

Many of the interventions and topics we’ve explored can be delivered just as effectively via an online intervention, either self-directed or in real-time, with the coach’s guidance.

Likewise, there are many powerful platforms and tools that can assist you.

Using Quenza for psychoeducation

One platform for the job is our own favorite, Quenza. This done-for-you psychoeducation solution was designed by our founders, together with the positive psychology community, as a simple solution to deliver online coaching interventions.

Accessible via desktop, smartphone, and tablet, Quenza allows coaches and other helping professionals to design and tailor psychoeducation materials relevant to all phases of the coaching process as part of a blended care approach to coaching.

No matter what area of coaching you’re in, you’re bound to find something useful in Quenza’s pre-loaded library of psychoeducation interventions. But just for fun, let’s illustrate the platform’s functions with an example from the world of relationship coaching:

Cindy is a single 30-year-old woman. After a recent breakup, she is now dating someone new and has come to relationship coach Kim seeking help to avoid the traps that put pressure on her previous relationship.

To begin, Kim invites Cindy to complete Quenza’s Pre-Coaching Questionnaire to help get a better sense of her goals. Upon viewing the results, Kim discovers that a key challenge in Cindy’s previous relationship centered around jealousy:

“There were times when I’d stop by my ex’s office and see the women he worked with. Many of them were very beautiful, and while I had no reason to be concerned because my ex was always faithful, I’d compare myself to these women endlessly. This left me feeling terrible about myself. I don’t want that to happen again.”

Considering this discovery, Kim draws on several of the pre-loaded positive psychology materials in Quenza to design a custom coaching program for Cindy. In particular, she prepares an automated pathway of activities spanning three weeks, exploring the themes of jealousy and self-appreciation.

The pathway looks like this:

• Week 1: Resolving Jealousy Using the Camera Lens Metaphor
  This activity uses the metaphor of a camera lens to help Cindy ‘zoom out’ and imagine the bigger picture when comparing herself to others.
• Week 2: Developing Self-Appreciation
  This exercise guides Cindy through a series of questions to explore and savor her best personal qualities.
• Week 3: A Personal Coping Mantra
  This exercise teaches Cindy to recognize situations that invoke jealousy as signals to use a personal coping mantra. In particular, Kim encourages Cindy to incorporate the positive qualities she identified in Week 2 in her mantra as a way to interrupt the flow of jealous thoughts and refocus on the bigger picture.

This is just one example of how you might leverage Quenza’s ever-growing library of psychoeducation interventions as part of a digital coaching program.

Possible risks and side effects

Often acutely sick patients have substantial thinking, concentration and attention disturbances, at the beginning of their illness and care should be taken not to overwhelm the patient with too much information. Besides positive effects of a therapeutic measure like psychoeducation, in principle, also other possible risks should be considered. The detailed knowledge of the condition, prognosis? therapy possibilities and the disease process, can make the patient and/or family member stressed. Therefore, one should draw an exact picture of the risks regarding the psychological condition of the patient. It should be considered how much the patient already understands, and how much knowledge the patient can take up and process in their current condition. The ability to concentrate should be considered as well as the maximum level of emotional stress that the patient can take. In the context of a psychoeducational program a selection of aspects and/or therapy possibilities can be considered and discussed with the patient. Otherwise, the patient may form an incomplete picture of their illness, and they may form ideas about treatment alternatives from a vantage point of incomplete information. However, the professional should also make a complete representation of the possibilities of treatment, and attention should be paid to not make excessive demands of the patient, that is, giving too much information at once

A Take-Home Message

As a coach, your job is to give clients the keys to improve their lives and safeguard their wellbeing. Some of these tools may serve your clients long after a particular goal is achieved or trial overcome.

Knowing how to decatastrophize, look at themselves objectively, or calm themselves during stressful moments may make a substantial difference in the lives of those you serve when they need these skills most. Likewise, a good grasp of such skills may shield your clients from needing further professional support down the line.

To this end, we hope this post has convinced you of the value of psychoeducation in your work. And if you make use of any of these materials yourself, be sure to let us know in the comments.