How Psychoeducation Is Used in Therapy

Table of ContentsView AllTable of ContentsWhen Did Psychoeducation Become Important in Psychology?Types of PsychoeducationIs Psychoeducation Effective?How Psychoeducation Is Used in TherapyImpact of Psychoeducation

Table of ContentsView All

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Table of Contents

When Did Psychoeducation Become Important in Psychology?

Types of Psychoeducation

Is Psychoeducation Effective?

How Psychoeducation Is Used in Therapy

Impact of Psychoeducation

Psychoeducation is a therapy intervention that involves the therapist providing their client with information about their diagnosis, symptoms, or the method of treatment used. It is more than simply sharing information with the client; psychoeducation refers to a structured and specific method of providing knowledge.

The goal of psychoeducation is to help the client understand and cope with their diagnoses as well as improve treatment adherence, as clients who understand their treatment are better able to follow through on recommendations.

Early psychotherapies did not emphasize client education. It was not considered important to educate the client about their diagnosis because the therapist is the expert, not the client. However, this view has become dated, as many therapists currently recognize the client’s expertise in their own life and experience.

Physicians began using psychoeducation to help clients understand their treatment and improve adherence in the early 1900s. In mental health, the researcher C M Anderson first introduced using psychoeducation with clients diagnosed withschizophrenia. The research looked at the impact of providing education tofamily membersto improve treatment outcomes.

Depending on the type of treatment and specific goals, psychoeducation can take on different forms.

Most providers will educate clients about their diagnosis and expected course of treatment, including any potential risks they can expect.

Psychoeducation can also mean teaching clients specificcoping skillsthat they can use to manage their symptoms. When developing coping skills, clients can follow through and use skills most successfully if they understand why the skill might be helpful and how it works.

It’s easier for clients to stick to a plan or a regimen when they don’t feel as though what they are doing is arbitrary and they understand the why and the how of the recommendation.

A therapist can also provide psychoeducation to family members when appropriate. For example, if the client is a child, therapists often educate parents about appropriate discipline or how the child’s symptoms might interfere with their learning.

Parents might not recognize how theirparenting stylecontribute to the child’s mental health or behavioral concerns, and psychoeducation can help them develop appropriate and effective skills.

Psychoeducation is an important component of treatment, as it has been found to improve treatment outcomes for a wide variety of diagnoses.

Although research is still emerging, psychoeducation has been linked to improved treatment compliance and outcomes forstress,depression, andanxiety.Furthermore, psychoeducation has been found to improvesocial skillsand behavior management in people withAttention-Deficit/Hyperactivity Disorder(ADHD).

For clients withschizophrenia, a combination ofmindfulnessand psychoeducational interventions can reducepsychotic symptoms, improve insight and reality testing, and increase attention andemotion regulation.

How Psychoeducation Helps the ClientIn addition to symptom improvement, psychoeducation as an intervention has been shown to improve client adherence to treatment protocols.This is because clients are more likely to follow through with recommendations when they understand why the provider made that recommendation and specifically how that recommendation may help them. They also have the opportunity to ask questions, and the provider can alleviate fears the client has about the recommendation.

How Psychoeducation Helps the Client

In addition to symptom improvement, psychoeducation as an intervention has been shown to improve client adherence to treatment protocols.This is because clients are more likely to follow through with recommendations when they understand why the provider made that recommendation and specifically how that recommendation may help them. They also have the opportunity to ask questions, and the provider can alleviate fears the client has about the recommendation.

Not only is psychoeducation an effective treatment on its own, research suggests that it is comparable to other evidence-based therapy interventions.

In fact, some research found that a psychoeducation control group was more effective in alleviating symptoms in individuals withbipolar disordercompared tocognitive-behavioral therapy.

When a provider diagnoses a client, they should also educate the client about their diagnosis, how the diagnosis accounts for the symptoms that brought them for treatment, and what their treatment options are.

Psychoeducation allows the client to collaborate with their provider and develop an appropriatetreatment planbased on their symptoms as well as their unique life experience and needs.

Psychoeducation is often used as a component ofmotivational interviewing, a client-centered and evidence-based therapy intervention. In motivational interviewing, the therapist helps the client articulate their understanding of the problem and provides education about the possible consequences as well as how to make manageable, sustainable changes.

Motivational interviewing is collaborative and involves helping the client identify their level of willingness to change and what resources they have that can support these changes. It also emphasizes identifyingspecific, measurable, and attainable goalsthat fit with the client’s values.

Psychoeducation Empowers the Client

When a therapist uses psychoeducation with a client, they are not telling the client what they must do or even what they ought to do. Instead, psychoeducation involves giving the client accurate information about their diagnosis and treatment options. The client can use this information to make their own decision about how they will engage with their care.

Once the client has this information, they might not choose the treatment options that the therapist thinks are best. Instead of pushing the client to do what the therapist thinks is best, psychoeducation empowers the client to make their own decisions about how to move forward.

Clients who are armed with accurate information and knowledge are in a position to make decisions about their care, and clients who are empowered to make these decisions for themselves will be able to continue advocating for themselves even after therapy has ended.

Psychoeducation is not a one-time conversation. Clients might have more questions as new symptoms emerge or as their situation changes. The client should feel comfortable asking questions and feel that the therapist will provide them with accurate information in a non-judgmental environment.

Psychoeducation Limits Misinformation From Non-Reputable Sources

Educating clients about their diagnosis and treatment options can prevent them from finding incorrect or harmful information from disreputable sources.

After receiving a diagnosis, many people want to know more and understand, which can lead them to search the internet for information. It can be difficult to vet sources this way, and misinformation is rampant. Appropriate psychoeducation can prevent this.

Finally, psychoeducation can build thetherapeutic relationship. Clients learn that they can trust their therapist to provide them with accurate information as well as listen to and address their concerns. This connection and trust are the foundation for progress in treatment.

Types of Psychotherapy

9 SourcesVerywell Mind uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read oureditorial processto learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.Ekhtiari H, Rezapour T, Aupperle RL, Paulus MP.Neuroscience-informed psychoeducation for addiction medicine: A neurocognitive perspective.Progress in Brain Research. 2017:239-264. doi:10.1016/bs.pbr.2017.08.013Swift JK, Parkin SR.The client as the expert in psychotherapy: What clinicians and researchers can learn about treatment processes and outcomes from psychotherapy clients.Journal of Clinical Psychology. 2017;73(11):1486-1488. doi:10.1002/jclp.22528Anderson CM, Hogarty GE, Reiss DJ.Family treatment of adult schizophrenic patients: A psycho-educational approach.Schizophrenia Bulletin. 1980;6(3):490-505. doi:10.1093/schbul/6.3.490Dolan N, Simmonds‐Buckley M, Kellett S, Siddell E, Delgadillo J.Effectiveness ofstress controllarge group psychoeducation for anxiety and depression: Systematic Review and meta‐analysis.British Journal of Clinical Psychology. 2021;60(3):375-399. doi:10.1111/bjc.12288Powell LA, Parker J, Weighall A, Harpin V.Psychoeducation intervention effectiveness to improve social skills in young people with ADHD: A meta-analysis.Journal of Attention Disorders. 2021;26(3):340-357. doi:10.1177/1087054721997553Chien WT, Cheng HY, McMaster TW, Yip ALK, Wong JJCL. Effectiveness of a mindfulness-based Psychoeducation Group Programme for early-stage schizophrenia: An 18-month randomised controlled trial.Schizophrenia Research. 2019;212:140-149. doi:10.1016/j.schres.2019.07.053Unterecker S.Compliance and psychoeducation.NeuroPsychopharmacotherapy. 2019:1-9. doi:10.1007/978-3-319-56015-1_6-1Parikh SV, Zaretsky A, Beaulieu S, et al.A randomized controlled trial of psychoeducation or cognitive-behavioral therapy in bipolar disorder.The Journal of Clinical Psychiatry. 2012;73(06):803-810. doi:10.4088/jcp.11m07343Hettema J, Steele J, Miller WR.Motivational interviewing.Annual Review of Clinical Psychology. 2005;1(1):91-111. doi:10.1146/annurev.clinpsy.1.102803.143833

9 Sources

Verywell Mind uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read oureditorial processto learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.Ekhtiari H, Rezapour T, Aupperle RL, Paulus MP.Neuroscience-informed psychoeducation for addiction medicine: A neurocognitive perspective.Progress in Brain Research. 2017:239-264. doi:10.1016/bs.pbr.2017.08.013Swift JK, Parkin SR.The client as the expert in psychotherapy: What clinicians and researchers can learn about treatment processes and outcomes from psychotherapy clients.Journal of Clinical Psychology. 2017;73(11):1486-1488. doi:10.1002/jclp.22528Anderson CM, Hogarty GE, Reiss DJ.Family treatment of adult schizophrenic patients: A psycho-educational approach.Schizophrenia Bulletin. 1980;6(3):490-505. doi:10.1093/schbul/6.3.490Dolan N, Simmonds‐Buckley M, Kellett S, Siddell E, Delgadillo J.Effectiveness ofstress controllarge group psychoeducation for anxiety and depression: Systematic Review and meta‐analysis.British Journal of Clinical Psychology. 2021;60(3):375-399. doi:10.1111/bjc.12288Powell LA, Parker J, Weighall A, Harpin V.Psychoeducation intervention effectiveness to improve social skills in young people with ADHD: A meta-analysis.Journal of Attention Disorders. 2021;26(3):340-357. doi:10.1177/1087054721997553Chien WT, Cheng HY, McMaster TW, Yip ALK, Wong JJCL. Effectiveness of a mindfulness-based Psychoeducation Group Programme for early-stage schizophrenia: An 18-month randomised controlled trial.Schizophrenia Research. 2019;212:140-149. doi:10.1016/j.schres.2019.07.053Unterecker S.Compliance and psychoeducation.NeuroPsychopharmacotherapy. 2019:1-9. doi:10.1007/978-3-319-56015-1_6-1Parikh SV, Zaretsky A, Beaulieu S, et al.A randomized controlled trial of psychoeducation or cognitive-behavioral therapy in bipolar disorder.The Journal of Clinical Psychiatry. 2012;73(06):803-810. doi:10.4088/jcp.11m07343Hettema J, Steele J, Miller WR.Motivational interviewing.Annual Review of Clinical Psychology. 2005;1(1):91-111. doi:10.1146/annurev.clinpsy.1.102803.143833

Ekhtiari H, Rezapour T, Aupperle RL, Paulus MP.Neuroscience-informed psychoeducation for addiction medicine: A neurocognitive perspective.Progress in Brain Research. 2017:239-264. doi:10.1016/bs.pbr.2017.08.013Swift JK, Parkin SR.The client as the expert in psychotherapy: What clinicians and researchers can learn about treatment processes and outcomes from psychotherapy clients.Journal of Clinical Psychology. 2017;73(11):1486-1488. doi:10.1002/jclp.22528Anderson CM, Hogarty GE, Reiss DJ.Family treatment of adult schizophrenic patients: A psycho-educational approach.Schizophrenia Bulletin. 1980;6(3):490-505. doi:10.1093/schbul/6.3.490Dolan N, Simmonds‐Buckley M, Kellett S, Siddell E, Delgadillo J.Effectiveness ofstress controllarge group psychoeducation for anxiety and depression: Systematic Review and meta‐analysis.British Journal of Clinical Psychology. 2021;60(3):375-399. doi:10.1111/bjc.12288Powell LA, Parker J, Weighall A, Harpin V.Psychoeducation intervention effectiveness to improve social skills in young people with ADHD: A meta-analysis.Journal of Attention Disorders. 2021;26(3):340-357. doi:10.1177/1087054721997553Chien WT, Cheng HY, McMaster TW, Yip ALK, Wong JJCL. Effectiveness of a mindfulness-based Psychoeducation Group Programme for early-stage schizophrenia: An 18-month randomised controlled trial.Schizophrenia Research. 2019;212:140-149. doi:10.1016/j.schres.2019.07.053Unterecker S.Compliance and psychoeducation.NeuroPsychopharmacotherapy. 2019:1-9. doi:10.1007/978-3-319-56015-1_6-1Parikh SV, Zaretsky A, Beaulieu S, et al.A randomized controlled trial of psychoeducation or cognitive-behavioral therapy in bipolar disorder.The Journal of Clinical Psychiatry. 2012;73(06):803-810. doi:10.4088/jcp.11m07343Hettema J, Steele J, Miller WR.Motivational interviewing.Annual Review of Clinical Psychology. 2005;1(1):91-111. doi:10.1146/annurev.clinpsy.1.102803.143833

Swift JK, Parkin SR.The client as the expert in psychotherapy: What clinicians and researchers can learn about treatment processes and outcomes from psychotherapy clients.Journal of Clinical Psychology. 2017;73(11):1486-1488. doi:10.1002/jclp.22528

Anderson CM, Hogarty GE, Reiss DJ.Family treatment of adult schizophrenic patients: A psycho-educational approach.Schizophrenia Bulletin. 1980;6(3):490-505. doi:10.1093/schbul/6.3.490

Dolan N, Simmonds‐Buckley M, Kellett S, Siddell E, Delgadillo J.Effectiveness ofstress controllarge group psychoeducation for anxiety and depression: Systematic Review and meta‐analysis.British Journal of Clinical Psychology. 2021;60(3):375-399. doi:10.1111/bjc.12288

Powell LA, Parker J, Weighall A, Harpin V.Psychoeducation intervention effectiveness to improve social skills in young people with ADHD: A meta-analysis.Journal of Attention Disorders. 2021;26(3):340-357. doi:10.1177/1087054721997553

Chien WT, Cheng HY, McMaster TW, Yip ALK, Wong JJCL. Effectiveness of a mindfulness-based Psychoeducation Group Programme for early-stage schizophrenia: An 18-month randomised controlled trial.Schizophrenia Research. 2019;212:140-149. doi:10.1016/j.schres.2019.07.053

Unterecker S.Compliance and psychoeducation.NeuroPsychopharmacotherapy. 2019:1-9. doi:10.1007/978-3-319-56015-1_6-1

Parikh SV, Zaretsky A, Beaulieu S, et al.A randomized controlled trial of psychoeducation or cognitive-behavioral therapy in bipolar disorder.The Journal of Clinical Psychiatry. 2012;73(06):803-810. doi:10.4088/jcp.11m07343

Hettema J, Steele J, Miller WR.Motivational interviewing.Annual Review of Clinical Psychology. 2005;1(1):91-111. doi:10.1146/annurev.clinpsy.1.102803.143833

Hannah Owens, LMSW

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How Psychoeducation Helps the Client#

Psychoeducation Empowers the Client#

Psychoeducation Limits Misinformation From Non-Reputable Sources#

How Psychoeducation Helps the Client

Psychoeducation Empowers the Client

Psychoeducation Limits Misinformation From Non-Reputable Sources