psychoeducation: applications for cross- systems practice in international context mainstreaming...
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PSYCHOEDUCATION: APPLICATIONS FOR CROSS-SYSTEMS PRACTICE IN INTERNATIONAL CONTEXT
Mainstreaming Mental Health in Public Health Paradigms: Global Advances and Challenges
Global Foundation for Democracy and Development /Fundación Global Democracia y Desarrollo
UN Headquarters, New York
Ellen Lukens, PhD, LCSW
Columbia University School of Social Work
April 11, 2011
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Psychoeducation2
Model that provides collaborative opportunity for participants & facilitators to exchange knowledge & learn together about an area of concern
Evidence-based/evidence-informed Principle-based/curriculum-driven Flexible model
Clinical & group practice Community practice & advocacy Training
PSYCHOEDUCATION3
educational & therapeutic interventions work together
therapeutic use of education knowledge as power
education psychiatry Illness & wellness other life challenges
practical strategies for coping in the face of stress, trauma, & other challenges
community education & collaboration potential for building community awareness &
advocacy skills regarding health & mental health literacy
builds on resilience as well as challenge
Why Psychoeducation?
Stress & Trauma Interfere with Processing & Using Information & Knowledge Can occur at individual, family, community,
national level Understood in different ways depending on
culture, history & resources Haiti Japan Kazakhstan United States
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Why Psychoeducation-continued? Stress & Trauma Interfere with
Processing & Using Information & Knowledge Daily life is disrupted & no longer
predictable Can occur at individual, family, community,
national level Can be acute or cumulative or both
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Intervention or Training Goals6
enhance communication create a common language
foster knowledge exchange allow participants to bear witness build self-awareness/pattern recognition build community & supports models value of structure, sense of
“normalcy”, return to the ordinary
Knowledge is power…
and information alone is not enough without… Insight Interpretation Understanding Context
Stages of Healing through Psychoeducation
Safety Bearing witness Managing feelings/self-care Grief & loss Personal power/self-efficacy Meaning making Transformative learning through
knowledge exchange Building community awareness
Knowledge as Capital9
Integrate information with experience Knowledge supports safety Safety supports knowledge Knowledge leads to self awareness Self awareness creates opportunity for
healing Knowledge contributes to community
advocacy & healing
Collaborative Community of Care
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Share experience Learning together
the learning community the learning collaborative the learning exchange
Facilitators & members collaborate Embrace multiple perspectives Share responsibility & accountability
PSYCHOEDUCATION AS COLLABORATIVE MODEL:shifting a paradigm
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Participants & facilitators ALL serve as: educators students translators consultants facilitators advocates monitors
Planning a psychoeducational intervention Assets & needs assessment Draw on professional & local knowledge
to leverage assets & plan intervention Policy makers Organizational members & leaders Community members & leaders Spiritual leaders Youth
Curriculum development
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Sources of Knowledge for Integrated & Cross-Systems Practice in Health & Mental Health13
Policy & politics Organizational knowledge Research Practitioner knowledge User knowledge Cultural context
Assets & Needs Assessment
Professional knowledge (of the expert) the “experience far”
Local knowledge (of the crowd) the “experience near”, the lived experience recognizing
shared history, perspective, world view
Validating both Privileging neither
Challenges to implementation.. Need for commitment within & across systems
among organizational, community, spiritual, political leaders (i.e. buy-in from top-down & bottom-up)
Investment in health & mental health literacy among general public
Sensitivity to linguistic & cultural interpretation of stress, trauma, life challenge
Dissemination Sustainability
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Potential
Ripple effects of accurate information & knowledge
Bridges formal (provider) & informal (community/family/peer) supports Reduces power disparities
Can be used as group, community, organizational and/or training model
Can lead to collective & community response & action moving forward Builds interdependent & mutual support Builds social capital, agency & community leadership
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IN SUM...17
partnership among professionals & participants shifting paradigm from challenges to strengths present focused
focus on critical time periods attention to timing
active use of group structure emphasis on education & insight community building/education creates a learning collaborative or exchange
parallels principles of community based participatory research