Psychoeducation in Action

Psychoeducation Foster Care Mentoring foster children: Psychoeducation in action One of the developmental challenges for foster children is finding positive role models, particularly if they experience frequent upsets in their daily routine as they shift from one home to another. Other adults can act as mentors to provide a stabilizing force in children's lives such as adults involved in Big Brothers/Big Sisters-type programs. Positive authority figures, both formal and informal are necessary to support normative development.

Outside activities; spending time with children; and offering academic and personal support such as tutoring and counseling must be conducted in an appropriate way but can provide a vital source of positive reinforcement. Ideally, mentoring should be an enriching and entertaining experience but should also contain elements of psychoeducational interventions which encompass problem-solving strategies for the child's problems.

Psychoeducation encompasses the principles of "behavioral therapy, self-assertiveness training, problem-solving training, communication training, and further family therapy interventions…Psychoeducation looks to combine the factor of empowerment of the affected with scientifically founded treatment expertise in as efficient a manner as possible" (Baum et al. 2006). A useful approach for mentors is to combine educational activities with mentoring. This might include a visit to a local library or bookstore. Mentors can offer to help students with their homework. Visiting local science and art museums can reinforce lessons taught in school.

Even 'fun' visits, like going out for pizza, can reinforce school concepts by teaching children how to count change or comparing the value of different items. Ideally, outings should be fun, interactive, and good learning experiences. Although going to the movies or to a toy store might be preferred by the child, ideally engaging the child in some kind of stimulating and hands-on activity is best.

For example, instead of going out for ice cream, baking cookies from scratch together, including: buying the ingredients; measuring the ingredients; and learning about different recipes is a more interactive activity. Accomplishing hands-on tasks also gives the child a needed sense of autonomy and accomplishment. Many at-risk children in low-income settings do not have safe areas to play or the funds to engage in extracurricular activities.

Making some form of physical activity a priority, such as playing pick-up basketball, riding a bike, or playing on playground equipment in a safe area can be an important source of health education and also an outlet for the child's energy. The mentor can have a valuable role in setting the tone for the child's future attitude towards exercise. Providing basic instruction in a noncompetitive environment can help to break down any hesitation the child may feel about participating.

When providing instruction, foster mentors must be prepared to deal with children who have had negative experiences in academic settings, particularly if they have been moved from home to home on a frequent basis. The founding principles of psychoeducation are "briefing the patients…problem solving training, communication training, and self-assertiveness training" (Baum et al. 2006). For young children, this does not necessarily have to be a formal approach.

Simply talking with the child about challenges they may be having in school or with their foster situation and brainstorming approaches can be useful. If the child exhibits unproductive or black-and-white thinking such as "I'm stupid at math, I'll never get it," breaking down this statement, identifying why it is not rational and finding ways to reframe the issue in a more positive way can help change the child's attitude.

For example, the mentor might identify areas of math the child is good in and emphasize that if the child continues to try hard, eventually he or she will be able to learn. When activities inspire sharing and dialogue, children will feel freer to open up about their thoughts and feelings to their mentor. Mentors can use activities as a springboard for discussion, even when a child expresses frustration, such as with the challenges he or she is experiencing in school or with his or her peer group.

Sometimes simply giving children a venue to talk can be an effective and productive outlet. Of course, a mentor is not a substitute for a therapist and the mentor should not force the child to talk about subjects that make the child uncomfortable. Also, if there is any indication that the child is experiencing serious problems at school or at home (such as abuse), the mentor should know when to intervene and report the issue to his or her superior within the organization or to child protective services.

The nature of the outings between mentor and child should include age-appropriate activities. When in doubt, err on the side of caution-for example, if taking the child to an exhibit, going to a children's museum, a zoo, or a venue specifically approved for children is advised. Also, meeting with the child in public locations vs. private locations is wise, to ensure that contact between the child and.