Wk 6 - Research-Based Psychoeducational Group Proposal Write ✓ Solved

Wk 6 - Research Based Psychoeducational Group Proposal: Write

Wk 6 - Research Based Psychoeducational Group Proposal: Write a research-based psychoeducational group proposal selecting a theme and age level appropriate for a group; use previous group research addressing the theme/age as background, or related adolescent group-work research. You must include a minimum of 10 references incorporated throughout the proposal, with at least 5 journal articles directly related to group work. The paper should be written in APA format and be at least 10 pages of text. The proposal will be divided into four chapters using these headings: CHAPTER 1: Statement of Need; CHAPTER 2: Literature Review; CHAPTER 3: Procedures (Logistics; Screening and Selection; Additional Information); CHAPTER 4: Plan for Evaluation and Plan for Follow-up. Chapter 2 should review the literature on psychoeducational groups for your theme and age, including population, topic, and all aspects of the group; Chapter 3 should cover group composition, open or closed status, frequency and duration, location and scheduling, leadership qualifications, screening criteria, referrals, and preparation; Chapter 4 should describe evaluation instruments, outcome measures, and follow-up procedures. References should come from the Research Based Summaries #1 and #2 completed earlier in the term.

Paper For Above Instructions

CHAPTER 1: Statement of Need

The proposed psychoeducational group focuses on medication adherence and illness management for emerging adults diagnosed with bipolar mood disorders (ages 18–25). The rationale rests on substantial evidence that non-adherence to pharmacotherapy contributes to relapse, hospitalization, and poorer functional outcomes in bipolar disorder (Rahmani et al., 2016). Group psychoeducation has emerged as a low-cost, scalable intervention that leverages peer influence to improve adherence behaviors, knowledge about illness, and treatment engagement (Rahmani et al., 2016; Etain et al., 2018). In real-world settings, participants’ illness perception and readiness to engage in treatment predict adherence and outcomes, suggesting that psychoeducational groups should explicitly address beliefs about illness and medications (Etain et al., 2018). Adolescent and young-adult populations with bipolar disorder often face complex regimens and stigma, underscoring the value of a facilitated group format that normalizes experiences and reduces isolation (Rahmani et al., 2016). The need for a structured yet flexible group modality is reinforced by broader evidence that group-based psychoeducation can improve treatment engagement, reduce relapse, and foster collaborative care for psychiatric populations (Miklowitz, 2008; Yalom & Leszcz, 2005). This proposal therefore defines a clearly scoped group program intended to enhance medication adherence and illness self-management for young adults with bipolar mood disorders, aligning with best-practice guidance and empirical findings from recent psychoeducation research (Rahmani et al., 2016; Etain et al., 2018).

CHAPTER 2: Literature Review

The literature supports the use of psychoeducational groups to improve medication adherence and illness management among individuals with bipolar disorder. Rahmani et al. (2016) conducted a randomized controlled trial demonstrating that a group psychoeducation program significantly improved adherence to mood-stabilizing medications compared with treatment as usual. This study highlights the feasibility of group formats in inpatient and outpatient settings and underscores the role of peers in shaping adherence-related behaviors. Etain et al. (2018) extended these findings by examining real-world effectiveness and suggesting that changes in illness perception mediate benefit from group psychoeducation, pointing to the necessity of addressing patients’ beliefs about illness and treatment within the group. Together, these studies provide a convergent empirical basis for implementing psychoeducational groups for bipolar disorder in young adults, where adherence challenges and relapse risk remain high. The literature also indicates that group formats can outperform individual psychoeducation in reducing relapse rates and increasing engagement, particularly when groups emphasize collaborative decision-making and shared experiences (Miklowitz, 2008; Yalom & Leszcz, 2005).

Population and Topic

Young adults (18–25) diagnosed with bipolar mood disorders represent a population with substantial relapse risk when medications are inconsistent or when regimens are complex. The topic focus—medication adherence, illness insight, and shared decision-making—addresses core determinants of treatment success in bipolar disorder (Rahmani et al., 2016; Etain et al., 2018).

Purpose and Goals

The purpose of the current group is to enhance medication adherence, improve illness understanding, and foster collaborative engagement with treatment decisions. The goals are to (a) increase knowledge about bipolar disorder and medications, (b) develop practical strategies for taking medications consistently, (c) reduce treatment-related stigma and promote help-seeking, and (d) strengthen peer support networks to sustain adherence behaviors beyond the program.

CHAPTER 3: Procedures

Logistics

The group will include 8–12 members and will be conducted as a closed cohort to maximize cohesion and trust, with weekly 90-minute sessions over 8 weeks. Sessions will take place in a university-affiliated clinic or community mental health center convenient to participants. Leadership will be provided by a licensed clinician with specialized training in mood disorders and group facilitation; a co-facilitator may be included to support engagement and safety.

Screening and Selection

Inclusion criteria will include: age 18–25; DSM-5 diagnosis of bipolar I or II disorder; clinically stable enough to participate in a group format; willingness to engage in psychoeducational content and peer discussion. Exclusion criteria will include active psychosis, severe cognitive impairment, or imminent risk of harm to self or others. Referral sources may include outpatient clinics, campus health services, and community mental health centers. Screening procedures will involve a brief clinical interview, medical clearance if needed, and a baseline assessment of medication adherence, illness perception, and readiness for group participation.

Group Content and Structure

The curriculum will integrate psychoeducation on illness awareness, pharmacotherapy, recognizing early warning signs of relapse, stress management, sleep regulation, and relapse prevention planning. Each session will combine didactic content with facilitated peer discussion and collaborative planning. The content aligns with established psychoeducational frameworks and prior bipolar-focused group work (Rahmani et al., 2016; Etain et al., 2018).

Additional Information

Safety planning, crisis resources, and confidentiality agreements will be established at the outset. Cultural and linguistic accessibility will be considered, and materials will be adapted to meet diverse literacy levels. The program will include a brief mid-program check-in to monitor engagement, followed by a post-program debrief and resource referral as needed.

CHAPTER 4: Plan for Evaluation

A mixed-method evaluation will assess feasibility, acceptability, and preliminary efficacy. Quantitative measures will include a medication adherence scale (e.g., a validated Medication Adherence Rating Scale or Morisky-type measure), illness perception (Brief Illness Perception Questionnaire), and relapse indicators (time to relapse, hospitalization rate) tracked over a 6-month follow-up. Qualitative data will be collected via post-session participant feedback and a final focus group to capture perceived changes in knowledge, attitudes, and group dynamics. Process outcomes will include attendance, engagement, and participant satisfaction. If existing instruments are unavailable or insufficient for a bipolar-focused young adult sample, adapted or pilot-validated measures will be used with proper psychometric documentation.

Plan for Follow-up

Post-program, participants will receive a 3- and 6-month follow-up contact to assess maintenance of adherence behaviors, relapse status, and ongoing engagement with supports. Referral pathways will be established for ongoing psychoeducation, medication management, or psychotherapy as needed. The evaluation plan aligns with best practices for group interventions and builds on evidence from Rahmani et al. (2016) and Etain et al. (2018) to monitor clinically meaningful outcomes over time.

References

• Rahmani, F., Ebrahimi, H., Ranjbar, F., Razavi, S., & Asghari, E. (2016). The effect of group psychoeducation program on medication adherence in patients with bipolar mood disorders: A randomized controlled trial. Journal of Caring Sciences, 5(4), 287.
• Etain, B., Scott, J., Cochet, B., Bellivier, F., Boudebesse, C., Drancourt, N., & Richard, J. R. (2018). A study of the real-world effectiveness of group psychoeducation for bipolar disorders: Is change in illness perception a key mediator of benefit? Journal of Affective Disorders, 227.
• Howarth, E., Moore, T. H., Stanley, N., MacMillan, H. L., Feder, G., & Shaw, A. (2019). Towards an ecological understanding of readiness to engage with interventions for children exposed to domestic violence and abuse: Systematic review and qualitative synthesis of perspectives of children, parents and practitioners. Health & Social Care in the Community, 27(2).
• Mahoney, A. (2019). The Efficacy of a Psychoeducational Intervention for the Stabilisation of Complex Interpersonal Trauma Symptomatology in Female Offenders (Doctoral dissertation, Edinburgh Napier University).
• Morales, S. (2020). Helping Children Understand and Manage The Effects of Domestic Violence: Healers, A Psychoeducational Group (Doctoral dissertation, California State University, Northridge).
• Miklowitz, D. J. (2008). The Bipolar Disorder Survival Guide: What Your Doctor May Not Tell You. Guilford Press.
• Yalom, I. D., & Leszcz, M. (2005). The Theory and Practice of Group Psychotherapy (5th ed.). Basic Books.
• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, M. (2011). The Impact of Enhancing Students' Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 474-518.
• National Institute for Health and Care Excellence (NICE). (2014). Bipolar disorder: Assessment and management. NICE Guideline CG90 or CG185 (depending on update). London: NICE.
• American Psychiatric Association. (2013). Practice guideline for the treatment of patients with bipolar disorder. American Psychiatric Association.