In forming a psychoeducational group, it is vital to determine what kind of information may be needed by the participants. Psychoeducational groups are performed for people who are more mentally balanced and are simply seeking deeper knowledge on a certain theme related to psychological health. A good topic for discussion in many cases is the theory and technique of mindfulness of breathing. Being mindful of how one breathes is often a good indicator in the present moment of how stressed or how calm a person is (Yalom, 2006).
When a person is able to self regulate one’s breathing, making sure that the breaths are slow and deep enough, then a person is aware of how situational occurrences affect one’s state of being. This paper takes a look at the case of a psychoeducational group which was formed with the intention of educating group members about the importance of mindfulness of breathing. Group Dynamics This psychoeducational group was formed by the participation of six voluntary group members who were invited to participate in a 30 minute session about the importance of mindfulness of breathing.
The initial stage of the group consisted of a warm up activity where people greeted and introduced themselves to one another, followed by a short overview by the group leader regarding the importance of mindfulness of breathing and its connection to increased relaxation and decreased stress. The working phase of the group is where group members opened up to one another about certain stressful situations which occur in life and how their breathing correlated to these situations.
Group members practiced being aware of their own breathing and being able to control the breath’s depth and speed. The final stage of the group is when group members affirmed their experience of working together, being thankful that they had the chance to learn something new, communicate with one another, and practice something useful for their personal health. Personal Reflection It is interesting to reflect on what it was like for me to lead this psychoeducational group about mindfulness of breathing, as this is an important element of my own personal ability to self regulate stress.
I was excited to sit with the group members, to introduce myself and speak about the healthful benefits of good breathing patterns which produce happy alpha brain waves. The working stage of the group was especially interesting, in that people were relaxed enough to open up about their own personal lives and experiences and to practice slow and deep breathing with one another. The final stage of the group was also successful, in that people had a few minutes to be openly thankful for the group experience and their newfound knowledge.
Although it seems like there should be something to say about how the group could have been run better, I am honestly proud to say that the group ran especially smoothly, with the right amount of time spent in each area and the right amount of educational information disseminated in interesting ways. The group members were able to bond with me and with each other, which makes me feel as if this group was led with great success. Conclusion In forming a psychoeducational group, it is important to consider the needs of the participants as well as the focus of topic and organizational structure of the group.
The beginning initial stage and ending final stage of the group are usually more structured and planned, with the working stage of the group being more in the hands of the participants (Corey, Corey, & Corey, 2010). In any case, it is vital that the group is formed in a true spirit of goodwill, so that the group participants feel safe and comfortable and are able to open up to the group process. References Corey, M. S. , Corey, G. , & Corey, C. (2010). Groups: Process and practice (8th ed. ). Pacific Grove, CA: Brooks/Cole. Yalom, I. (2006). The Schopenhauer cure. New York, NY: HarperCollins.