Psychoeducational group therapy: definition, uses, benefits, and addiction treatment

Psychoeducational group therapy is a form of therapy that focuses on educating patients about their specific mental health diagnosis, its prognosis, the available treatment options, the importance of adhering to the prescribed treatment plan, and healthier coping strategies. In the context of addiction treatment, psychoeducational group therapy seeks to educate patients about substance use disorder, and associated maladaptive behaviors and their repercussions.

Psychoeducational group therapy is used in the treatment and management of symptoms associated with alcohol and drug addiction, schizophrenia, bipolar disorder, anxiety and depression, phobias, personality disorders, and dual diagnosis.

The benefits of psychoeducational group therapy include increased patient engagement, greater support from loved ones, increased self-awareness, improved life skills, healthier coping mechanisms, and enhanced interpersonal relationships.

Psychoeducational group therapy is effective in addiction treatment and works by empowering the patient with the information they need to enforce positive behavioral change and reduce emotional stress, which is a significant risk factor for relapses. During therapy, the patients are taught emotional regulation and life skills to help them counter stress and/or cue-related drug cravings and build healthy relationships.

What is psychoeducational group therapy?

Psychoeducational group therapy is a form of therapy delivered to multiple patients simultaneously and focuses on educating members about their diagnoses, their inclinations, and the repercussions of these inclinations, and teaching them alternative and healthier coping strategies, according to this StatPearls [Internet] release titled “Group Therapy” authored by Akshay Malhotra and Jeff Baker and last updated on December 2022.

Psychoeducational groups concentrate on education, training, and support rather than building interpersonal relationships among group members. The therapy is generally provided to multiple patients with similar diagnoses. Psychoeducational groups occasionally comprise multiple families with similar diagnoses in the patients, according to this 2020 article by Sarkhel et al., published in the Indian Journal of Psychiatry, titled “Clinical Practice Guidelines for Psychoeducation in Psychiatric Disorders General Principles of Psychoeducation.” In the context of addiction treatment, psychoeducational group therapy aims to educate patients about substance abuse, and associated maladaptive behaviors and their consequences in a highly structured setting where the content is customized to the needs and unique circumstances of the patient.

As mentioned in the chapter titled “Types of Groups Commonly Used in Substance Abuse Treatment” in the book Substance Abuse Treatment: Group Therapy [Internet] published by the Substance Abuse and Mental Health Services Administration in 2005, psychoeducational group therapy does not aim to change a patient’s thoughts and beliefs. It is an adjunctive psychotherapeutic tool that strives to provide information that the patient is able to apply directly to improve their lives, such as gaining self-awareness, learning how to grow and change, understanding the process of healing, identifying community resources that assist the patient to recover, and encouraging them to take charge of their own lives.

What are the common topics discussed in psychoeducational group therapy?

The common topics discussed in psychoeducational group therapy are listed below.

• Information about a diagnosis or a mental health problem: The information provided to the patient includes causes of their mental health diagnosis, its nature, early warning signs and symptoms, and signs of relapse, according to this 2020 article by Sarkhel et al., published in the Indian Journal of Psychiatry, titled “Clinical Practice Guidelines for Psychoeducation in Psychiatric Disorders General Principles of Psychoeducation.”
• Psychological concepts and interventions: The therapist should explain complex psychological concepts and the interventions they intend to employ during the counseling or psychotherapy session to help patients comprehend and appreciate the necessity of the sessions in the context of their specific diagnosis. The content should be devoid of complex jargon and esoteric acronyms.
• Common myths and misconceptions: Despite the volume of scientific knowledge discovered, myths and misconceptions continue to surround mental health illnesses. There is also considerable societal stigma attached to psychiatric disorders that prevents conversations around the subject. Besides dispelling myths and clarifying misconceptions, the therapist during a psychoeducation group therapy session assures the patient that mental health issues are common, it is not a sign of moral weakness, and they are not losing their mind. This knowledge instills hope and optimism among patients and their loved ones and encourages them to open up about their struggles.
• Exploration and review of treatment methods: The patient is provided with information on the types of treatments available to manage and/or treat their symptoms. The therapist helps the patient understand the relative pros and cons of different types of therapies. This knowledge helps the latter decide the best treatment plan for their condition.
• Importance of adhering to the treatment plan prescribed by the therapist: According to this 2023 article by Laranjeira et al., titled “Therapeutic Adherence of People with Mental Disorders: An Evolutionary Concept Analysis” and published in the International Journal of Environmental Research and Public Health, therapeutic nonadherence results in unsatisfactory clinical outcomes and worsening health status in individuals with mental health disorders. Therapists need to explain to their patients that worsening clinical outcomes increase the likelihood of more and/or new drugs being prescribed, patients needing more consultations and having to undergo more expensive and complex diagnostic and therapeutic procedures, the rates of (re)hospitalization increasing, more emergency services being used, and the rates of suicide increasing.
• Ways to seek treatment: The therapist informs the patient about where to seek treatment and the different mental healthcare professionals who offer therapy. The therapist also explores with the patient options like receiving treatment in an inpatient or outpatient setting. They educate the patient on the relative advantages and disadvantages of both modes. Additionally, the therapist informs the patient and their loved ones who have chosen to undergo the therapy about where to seek help during intense emotional distress, for instance, by calling the 988 Suicide & Crisis Lifeline and the Veterans Crisis Line.
• Progression and prognosis: The therapist educates the patient about the signs of improvements to expect during the treatment period. Knowing about what to expect along the treatment journey including the fact that ups and downs are inevitable helps alleviate anxiety, fear, and depression. Mental health illnesses vary in severity and response to treatment. Often there is complete remission of symptoms. In other instances, symptoms do not disappear but their severity and frequency decrease. It is natural for patients and/or their loved ones to want to know if a complete cure is possible. During a psychoeducational group therapy session, the therapist clarifies that the goal of mental health treatment is to help them manage their symptoms effectively so that they are able to lead productive and independent lives. This knowledge helps patients form realistic therapy expectations.
• Gaps in the patient’s life skills: According to this 2015 article by E.P. Abdul Azeez published in the Journal of Psychosocial Research, titled “Positive Mental Health through Life Skill Education: Empowering Adolescents having Psychosocial Problems,” life skills training has been shown to improve the mental health of a sample group of adolescents with psychosocial problems. Life skill training benefits anyone struggling with mental health issues by helping them form positive and supportive relationships, communicate their needs effectively, preserve personal boundaries, increase self-awareness, and cultivate self-love.
• Coping with grief: Chronic addiction causes significant and often, irreplaceable losses to an individual’s relationships, physical health, and professional aspirations. These losses trigger intense grief in addicts and prevent them from giving up abusing substances. According to Townsand Price-Spratlen in the 2023 article titled “With Grief and Grace: Mourning and Resilience in the Rooms of Addiction Recovery” published in the journal Alcoholism Treatment Quarterly, helping addicts in recovery mourn their losses and process feelings of grief is critical for preventing relapses.
• Emotional literacy: Certain individuals tend to be quickly overwhelmed by negative emotions. This is a vulnerable mental state that triggers problematic decision-making and self-destructive coping behaviors like choosing drugs and alcohol. Teaching patients to identify and manage difficult emotions in a healthy way is integral to maintaining abstinence. According to this 2016 article by Choopan et al., published in the journal Addiction & Health, titled “Effectiveness of Emotion Regulation Training on the Reduction of Craving in Drug Abusers,” teaching emotional regulation to drug abusers equips them with the ability to ride out cravings and prevent relapse.
• Value clarification: The obsessive thinking related to seeking and acquiring substances, the compulsion to use these substances, and a self-absorbed focus tend to take over an addict’s mind-space with the result that they move away from their core values. A realignment with their values increases their chances of success during recovery. Acting based on one’s core values is a pleasurable experience that doesn’t depend on using substances. According to this 2021 article by Victoria Ameral and Kathleen M. Palm Reed published in the Journal of Substance Abuse Treatment, titled “Envisioning a future: Values clarification in early recovery from opioid use disorder,” brief values clarification exercises conducted early in the recovery stage improves self-efficacy for abstinence.
• Ways to build healthy interpersonal relationships: According to this 2019 article by Pettersen et al., published in the journal Substance Abuse: Research and Treatment, titled “How Social Relationships Influence Substance Use Disorder Recovery: A Collaborative Narrative Study,” building positive relationships that provide the companionship and emotional support needed after completing rehab and safeguarding oneself from toxic relationships that fuel addiction are crucial for maintaining abstinence and sobriety. Clarifying personal boundaries and enforcing these in close personal relationships, and learning conflict-resolution skills are crucial components of psychoeducational group therapy.
• Parenting skills: According to this 2013 article by Arria et al., titled “Integration of Parenting Skills Education and Interventions in Addiction Treatment” and published in the Journal of Addiction Medicine, maladaptive parenting styles–impaired parent-child interactions, parent-child conflict, inconsistent discipline, reduced child supervision, and child neglect and/or abuse–in individuals with substance use disorder increase the risk of their children developing addictions. The authors cite several studies that have shown that incorporating parental skills training in adult addiction recovery programs has resulted in increased parenting knowledge, improved parental competence, and fewer family conflicts.
• Dos and don’ts when interacting with the patient: According to this 2024 article by Jing An et al., published in the journal BMC Public Health, titled “A serial mediating effect of perceived family support on psychological well-being,” perceived family and social support plays a significant role in promoting and maintaining an individual’s mental health, especially in times when the latter is going through emotional distress. During a psychoeducational therapy session, the loved ones of the patient are taught ways in which to offer support to the latter while showing respect for their emotions and boundaries. These methods include letting the patient know that they support their treatment journey, demonstrating a non-judgmental attitude when the latter chooses to share their struggles with them, showing trust and respect, and learning how best to help them by asking them respectfully and non-judgmentally. The loved ones of the patient are encouraged to create a supportive environment by helping the latter in practical matters like transportation to clinics and medication management, and removing addiction triggers at home.

Where is psychoeducational group therapy used?

Psychoeducational group therapy is used in the treatment and management of symptoms associated with alcohol or other drug use disorders, schizophrenia, bipolar disorder, anxiety and depressive disorders, personality disorders, and dual diagnosis, according to this 2020 article by Sarkhel et al., published in the Indian Journal of Psychiatry, titled “Clinical Practice Guidelines for Psychoeducation in Psychiatric Disorders General Principles of Psychoeducation.” This therapy mode is also used to treat specific phobias.

The U.S. Department of Health and Human Services (Substance Abuse and Mental Health Services Administration, Center for Substance Abuse Treatment) in their 2005 release titled “Substance Abuse Treatment: Group Therapy” mentions that psychoeducational group therapy is commonly used in addiction treatment. According to the authors of this release, this treatment modality is most helpful for patients in the early stages of recovery where the rate of relapse is high.

What are the interventions used in psychoeducational group therapy?

The interventions used in psychoeducational group therapy are listed below.

• Educating patients and their families about the diagnosis and treatment options: According to this 2021 article by Magill et al., published in the Journal of Substance Abuse Treatment, titled “The principles and practices of psychoeducation with alcohol or other drug use disorders: A review and brief guide,” the educational information must be provided in bite-sized chunks, at a moderate pace, and using simple language.
• Encouraging group interactions: According to this chapter titled “Types of Groups Commonly Used in Substance Abuse Treatment” of the 2005 publication Substance Abuse Treatment: Group Therapy [Internet] belonging to the Treatment Improvement Protocol (TIP) Series of the Substance Abuse and Mental Health Services Administration (SAMHSA), psychoeducational groups strive to engage participants in group discussions and take part in group activities. These activities include taking part in recovery-focused coping strategies with group members and discussing how they are relating what they are learning to their specific addiction situation.
• Encouraging consideration of and commitment to therapy: Psychoeducational group therapy encourages individuals to counteract denial and acknowledge that they have a substance use disorder that requires therapy. Psychoeducational therapy also compels individuals to consider reducing their substance use and make plans to seek treatment (SAMHSA, 2005).
• Providing problem-solving training: According to this 2013 article by Mahbobeh Chinaveh published in the journal Procedia: Social and Behavioral Sciences, titled “The effectiveness of problem-solving on Coping Skills and Psychological Adjustment,” being unable to solve one’s real-life problems to one’s satisfaction triggers significant emotional distress and psychological maladjustment in individuals. Increasing positive problem-solving mindsets and skills directly enhances psychological well-being by promoting feelings of self-efficacy, self-esteem, self-mastery, life satisfaction, hope, positivity, and optimism. According to the author, there is a strong positive correlation between enhanced problem-solving skills and positive coping mechanisms.
• Teaching communication skills: Participants are taught positive communication styles, such as using more “I” statements than sentences that start with “you,” which tend to be perceived as blame or coercion, and expressing negative feelings as positive statements. Additionally, participating in group activities helps an individual develop their communication and interpersonal skills, according to this advisory issued in 2021 by the SAMHSA titled “Group Therapy In Substance Use Treatment.” Improving communication skills helps an individual build and sustain healthy relationships.
• Teaching self-assertiveness: According to this 2022 article by Ganji et al., titled “Effect of assertiveness program on the drug use tendency, mental health, and quality of life in clinical students of Shahrekord University of Medical Sciences” and published in the Journal of Education and Health Promotion, assertiveness is an essential life skill that predicts an individual’s attitude to drugs and their tendency toward substance abuse. AuthorsAmal Ibrahim Khalil and Safaa Ibrahem Shattla in their 2024 article titled “How Social Skill Training Can Foster Assertiveness and Reduce Substance Use Relapse among Drug Users: A Quasi-Experimental Study” and published in the Journal of Psychiatry and Psychiatric Disordersmention that incorporating assertiveness training as part of a social skills learning program contributed to reduced substance use among the participants of a study.
• Providing skills development training: Often psychoeducational group therapy incorporates skills development in its curriculum to help patients identify automated behavioral responses, learn alternative ways of dealing with stressors, improve anger management skills, and increase their self-esteem (SAMHSA, 2005).
• Informing about complementary recovery tools: The patients are taught about complementary recovery modalities, such as meditation, anger management, relaxation training, spiritual development, and healthy diets, which support physical and mental healing during their recovery journey (SAMHSA, 2005).

Is psychoeducational group therapy effective in treating addiction?

Yes, psychoeducational group therapy is effective in treating addiction because it has been shown to positively impact relapse rate, social functioning, mental well-being, and stress in individuals with substance use disorder, according to this 2020 article by Maral Kargin and Duygu Hicdurmaz, titled “Psychoeducation Program for Substance Use Disorder: Effect on Relapse Rate, Social Functioning, Perceived Wellness, and Coping” that was published in the Journal of Psychosocial Nursing and Mental Health Services.

Authors M. J. Stark and B. K. Campbell in their 1991 article titled “A psychoeducational approach to methadone maintenance treatment: a survey of client reactions” that was published in the Journal of Substance Abuse Treatment refer to a psychoeducational approach followed in a methadone clinic in Portland, Oregon that led to reduced heroin and cocaine use in patients. The U.S. Department of Health and Human Services (Substance Abuse and Mental Health Services Administration,

Center for Substance Abuse Treatment) in their 2005 publication titled “Substance Abuse Treatment: Group Therapy” recognizes psychoeducational group therapy as one of the five common group therapy models used in substance abuse treatment.

How does psychoeducational group therapy work in addiction treatment?

Psychoeducational group therapy works in addiction treatment by creating a positive impact at the emotional, social, and behavioral levels of the addicted individual. At the outset of therapy, psychoeducation conditions a patient to seek and receive treatment by counteracting denial and educating them about the nature of their diagnosis, its present and future implications if left untreated, and the treatment options available, according to this chapter titled “Types of Groups Commonly Used in Substance Abuse Treatment” of the 2005 publication Substance Abuse Treatment: Group Therapy [Internet] belonging to the Treatment Improvement Protocol (TIP) Series of the SAMHSA.

According to Rajita Sinha in this 2009 article titled “Chronic Stress, Drug Use, and Vulnerability to Addiction” published in the journal Annals of the New York Academy of Sciences, chronic stress is a major risk factor in vulnerability to developing addiction and relapsing.

Psychoeducation group therapy reduces emotional stress in addicted individuals by teaching them the life skills required to navigate the stressors of modern day-to-day living. This is a critical interventional technique that several other psychotherapies fail to address, as noted by Thomas A. La Salvia in the 1993 article titled “Enhancing addiction treatment through psychoeducational groups” published in the Journal of Substance Abuse Treatment.

Psychoeducational group therapy teaches emotion regulation, which has been found to reduce the rate of relapse and improve the patient’s ability to override drug cravings, according to this 2016 article by Choopan et al., published in the journal Addiction & Health, titled “Effectiveness of Emotion Regulation Training on the Reduction of Craving in Drug Abusers.”

Authors Ekhtiari et al., in their 2017 article published in Progress in Brain Research, a series in neuroscience, and titled “Neuroscience-informed psychoeducation for addiction medicine: A neurocognitive perspective” suggest that the coping mechanisms taught in psychoeducational group therapy to counter stress and/or cue-induced cravings has the potential to suppress unconscious and automatic drug use responses and thus, help patients prevent and manage cravings.

What does a psychoeducational group therapy session look like in addiction treatment?

A psychoeducational group therapy session in addiction treatment looks like a highly structured environment that often follows a manual or a pre-specified curriculum, according to the chapter titled “Types of Groups Commonly Used in Substance Abuse Treatment” in the 2005 publication Substance Abuse Treatment: Group Therapy [Internet] belonging to the Treatment Improvement Protocol (TIP) Series of SAMHSA. Since the group consists of members who share a common diagnosis, the topics of discussion tend to focus on coping mechanisms.

Although there is a designated group leader–a mental healthcare practitioner, a peer who shares a similar diagnosis, or a member of the community–authors Magill et al., in their 2021 article titled “The principles and practices of psychoeducation with alcohol or other drug use disorders: A review and brief guide” published in the Journal of Substance Abuse Treatment mention that imparting psychoeducation as part of evidence-based addiction treatments entails creating a collaborative and interactive environment. The primary goals of imparting education are facilitating patient engagement, promoting ease of comprehension and retention of the information provided, and ensuring the instructional content is pragmatic so that the patients are able to utilize the information to solve their real-life problems.

According to Magill et al., (2021), a psychoeducational group therapy session in addiction treatment begins with the therapist or the facilitator requesting permission from the patients to provide information. The patients are asked what they already know about their condition. This knowledge helps the facilitator tailor and structure the content to best meet the latter’s needs. During the session, the facilitator assesses the patient’s understanding of the information by asking them relevant questions.

According to SAMHSA’s 2005 TIP series publication titled “Substance Abuse Treatment: Group Therapy [Internet],” a psychoeducational group session for adults undergoing addiction treatment strives to create an environment that promotes learning through group discussion, sharing of lived experiences, and active exploration of the topics being discussed through role-playing games, group problem-solving exercises, and other structured activities.

What is the therapist’s role in psychoeducational group therapy for addiction treatment?

The therapist’s role in psychoeducational group therapy for addiction treatment is to act as an educator and a facilitator, according to this chapter titled “Types of Groups Commonly Used in Substance Abuse Treatment” of the 2005 publication Substance Abuse Treatment: Group Therapy [Internet] belonging to the Treatment Improvement Protocol (TIP) Series of the SAMHSA. They should demonstrate warmth, authenticity, and unconditional positive regard when interacting with the patients.

The primary role of the therapist in psychoeducational group therapy is that of a teacher. Although they are subject matter experts, the therapist must not act as an expert, according to authors Magill et al., in their 2021 article titled “The principles and practices of psychoeducation with alcohol or other drug use disorders: A review and brief guide” published in the Journal of Substance Abuse Treatment. They must not lecture or verbally dominate the session. Instead, the therapist must encourage the patients to take part in group activities and discussions. The therapist also plays the role of a life skills trainer.

As the leader of the group and a mediator, the therapist has to initiate sessions; manage conflicts between group members, if there are any; and encourage shy patients to take part in group activities and discussions (SAMHSA, 2005). At times, the therapist must play the role of a counselor by reducing the anxiety of group members and managing patients who display problematic behavior that threatens healthy group dynamics. As a group leader, the therapist must ensure emotional safety within the group and create a safe therapeutic setting, according to this 2005 publication by the U.S. Department of Health and Human Services titled “Substance Abuse Treatment: Group Therapy.”

What are the benefits of psychoeducational group therapy in addiction treatment?

The benefits of psychoeducational group therapy in addiction treatment are listed below.

• Increased patient engagement through empowerment: According to this 2021 article by Magill et al., published in the Journal of Substance Abuse Treatment, titled “The principles and practices of psychoeducation with alcohol or other drug use disorders: A review and brief guide,” psychoeducational group therapy empowers patients to become the principal player and collaborator in their treatment. The goal of providing information is to encourage independent action, engender agency, build expertise, spur motivation, and improve self-efficacy.
• Increased support from loved ones: The loved ones of the patient who are taking part in the therapy are enlightened on the behavior of their loved ones in treatment in a way that helps to remove blame, stigma, and feelings of helplessness, and re-establish the channels of communication. They are taught to support their loved one in treatment and identify and alter their enabling behaviors, according to this chapter titled “Types of Groups Commonly Used in Substance Abuse Treatment” of the 2005 publication Substance Abuse Treatment: Group Therapy [Internet] belonging to the Treatment Improvement Protocol (TIP) Series of SAMHSA.
• Increased self-awareness: Psychoeducational group therapy for recovering addicts is an excellent educational tool to help patients recognize their underlying thought patterns, deep-seated traumas, and automated behavioral responses that contribute to their addictive behaviors. Increased self-awareness counteracts denial, makes the patient acknowledge that they have a problematic behavioral pattern, and primes them to seek and receive treatment to address their problems.
• Improved life skills: Learning life skills, such as communicating effectively and respectfully, managing anger, setting personal boundaries, being assertive, and implementing time management and problem-solving techniques, helps patients in recovery navigate life’s usual challenges and stresses without getting overwhelmed and feeling compelled to resort to substances to cope.
• Healthier coping mechanisms: According to this 2013 article by Ahmadpanah et al., published in the Iranian Journal of Public Health, titled “Effectiveness of Coping Skills Education Program to Reduce Craving Beliefs among Addicts Referred To Addiction Centers in Hamadan: A Randomized Controlled Trial,” coping skills training has been shown to have positive effects in decreasing cravings in a study on opium addicts.
• Improved interpersonal relationships: Improving communication skills and learning essential life skills help patients in recovery form and sustain healthy and positive social relationships.

What are the cons of psychoeducational group therapy for addiction treatment?

The cons of psychoeducational group therapy for addiction treatment are listed below.

• Insufficient as the sole mode of treatment: According to this chapter titled “Types of Groups Commonly Used in Substance Abuse Treatment” of the 2005 publication Substance Abuse Treatment: Group Therapy [Internet] belonging to the Treatment Improvement Protocol (TIP) Series of the SAMHSA, psychoeducational group therapy, although effective and necessary, is insufficient as the sole mode of addiction treatment. It should be used as an adjunct therapy to make individuals in denial acknowledge that they have a substance use disorder or people who are contemplating reducing their substance use commit to a treatment program.
• Unsuitable for certain individuals: This mode of therapy is unsuitable for individuals who are unable to adhere to fundamental group rules like preserving the secrecy and confidentiality of group members; are uncomfortable in group settings; and are unwilling to participate in group activities. According to this 2005 publication by the U.S. Department of Health and Human Services titled “Substance Abuse Treatment: Group Therapy,” individuals with impulse control issues, those going through a severe life crisis, and people who have a history of or tendency to drop out are unsuitable for receiving psychoeducational group therapy for addiction treatment.
• Yields poor results if administered improperly: All members in psychoeducational group therapy for addiction should have similar needs (SAMHSA, 2005). Therapy cannot be administered effectively if, for instance, individuals whose addiction co-occurs with a severe personality disorder are placed in a heterogeneous group. Psychoeducation is also ineffective if some group members are unable to speak and/or understand the language of communication. It fails to yield positive results if the therapist is unable to deliver the information in a way that is easily understood by the group members or provides information that is not relevant to the group members. Because psychoeducational therapy aims to impart information, a group should consist of individuals who are in the same stage of recovery and have similar cognitive capacities. For instance, a person in the early stages of abstinence has different informational needs than someone who has relapsed after being sober for two years. Individuals with substance abuse disorder have subtle neuropsychological impairment in the early stages of abstinence and are thus, unable to learn new information quickly.
• Yields poor results if leadership is ineffective: Ineffective leadership manifests as the therapist being unable to adjust their communication styles to align with the needs or cognitive capabilities of the group; failing to manage and/or resolve group conflicts; and/or being unable to ensure emotional safety in the group (SAMHSA, 2005). Psychoeducational group therapy yields poor results if the therapist cannot create a collaborative and interactive environment where every group member feels encouraged to participate in group activities.
• Less focused and intensive intervention for individuals: In psychoeducational group therapy, there is less focused and intensive intervention for a single person compared to individual therapy. It thus becomes the responsibility of the group leader or the therapist to coax individuals who are shy or withdrawn to take part in group activities and discussions.

What are the differences between psychoeducational group therapy and process group therapy?

The differences between psychoeducational group therapy and process group therapy are based on factors like therapy goals, group member demographics, nature of the sessions, levels of engagement of the group leader, and duration of therapy. The differences are described in the table below.