NURS 360 Psychiatric Mental Health

Psychosocial & Psychoeducational Group Template

Acute & Community
Psychoeducation and psychosocial interventions encompass a broad range of nurse led activities.
The primary therapeutic focus is for clients to learn practical and positive emotional and
behavioral skills to improve life adjustment, management of emotions and self-awareness.
Patients groups also serve to provide information about health and wellness, illness, treatment,
symptoms, resources and services.
A psychoeducation approach appreciates the importance of education in changing unhealthy or
negative emotional and behavioral patterns. In groups tools such as handouts, worksheets,
activities and games are helpful. In both the acute and community setting nurse led
psychosocial and psychoeducational groups provide clients the opportunity to learn life skills,
feel empowered, improve their health and effectively manage their illness.
Pre Group Planning
Group Facilitator Student Names: Chelsea Poligratis (Lead), Joyce Esteban, Elizabeth Martini
Title of Group: Charades
Psychosocial or Psycho-educational: Psychosocial
Rationale: Encourage positive group interaction and participation
Goal(s): Team building - learning to work together as a team in diverse ways while following set
rules to accomplish goal of guessing secret word/phrase correctly
Purpose: Offer a healthy, positive group activity and provide learning opportunities that
encourage teamwork and leadership roles concurrently to achieve goals
Setting: Classroom/activity room
Target Population: Adolescents
Group Activity Steps:

All players divide into two teams.

Each player writes a secret word or phrase, to be guessed by the other team, and writes it
on a slip of paper. Single words and phrases can vary from sports, animals, food, movie titles,
celebrities, transportation, hobbies, etc. No negative words or phrases allowed.

The slip of paper with the secret phrase is revealed to one member of each team, the
actors, but kept secret from the remainder of their team.

The actor then has a limited period of time in which to convey the secret phrase to the
guessers by pantomime.

The game will be played in three rounds:

- In the first round, each actor will describe the secret word or phrase using three words only.
- In the second round, draw the secret word or phrase
- In the last round, act the secret word. The actor may not make any sounds or lip
movements.

- 2 minutes time limit per actor.

- Elizabeth will supervise one team and Joyce will supervise the other team to confirm correct
guesses. I will use tally system on board to keep track of points.

The actor cannot point out at any of the objects present in the scene.

The actor is allowed to make any gestures other than blatantly spelling out the word.

The actor may also indicate anything about the form of the phrase like showing the number
of words. Or for example, indicating that he or she will be acting out the second word.

The guessers can ask questions, to which the actor may give non-verbal responses, such as
nodding in affirmation. If any of the guessers says the correct word or phrase within the time
limit in the literal form as written on the slip, their team wins that round; if the phrase is not
guessed when the time limit expires, the team that produced the secret phrase wins the round.

The teams alternate until each team member has had an opportunity to be the actor.

- Supplies Needed: Slips of paper, markers, bucket, snacks

Post Group Write up:
Number of Participants in Attendance: 8

Outcome: What worked, what didnt and why? The members were excited and engaged when
they learned that the game was charades and that it entailed three different rounds. This
challenged the members to think outside of the box and ultimately be creative in diverse ways.
Overall, the members were cooperative as they wrote down their secret words and phrases
without showing their team members and the other team. However, most of the members failed
to listen to directions which was to not start acting out their word until I informed them that they
could begin. This caused the actors to get a head start for their team members to start guessing
before the other team could start, which led to an unfair advantage of that team winning the
round. I think including the members to participate in being involved with creating their own
secret words and phrases made the activity more enjoyable for each person because they could
see how their peers acted out their secret word or phrase. Ultimately, the members learned to
work together as a team in diverse ways to achieve their goal.
Suggestions for Improvement: Have members stay quiet and seated until informed to participate.
Be more assertive in making sure members dont start acting until I have clearly announced so.
As a nurse engaged in patient education what was learned? It was very challenging to keep a
group of high energy adolescents in order. However, I was able to maneuver around these
inevitable behaviors by maintaining control of each round of the game and setting limits to
inappropriate behaviors. Patient education involves every member to be willing to participate
and follow directions. I also learned that leading a psychosocial group activity needs to entail set
ground rules and clear descriptions and explanations of what is expected from performing the
activity that will ultimately result in an effective and beneficial learning opportunity. If
expectations are not addressed, the activity will be disorganized and out of control. Also making
sure to designate a nursing student group member to help clients who are having a difficult time
is important to ensure their feelings are being heard, needs are being met and not ignored.