PsychoEd Intervention (2)

Introduction (Part 2)

It is fair to say that psychoeducational interventions are not currently in vogue.  In addition to the requirements of helpers described above, they require extensive training and practice if they are to be implemented correctly.  Since psychoeducational interventions require that the helper interact meaningfully with a troubled child, the helper must be able to tolerate uncertainty and at times, front line abuse.  Finally -- since psychoeducational interventions are inherently complex -- outcomes are not easily quantified.  In a world where the "quick fix" is expected, and where graphic results of behavior change are held up as the sine qua non of good practice, the psychoeducator finds himself or herself working in stark contrast to those who are often satisfied with trivial, but nevertheless measurable differences in human functioning. 

Psychoeducational interventions require artistry as well as science.  The bottom line is, they are not for everyone!

This section of PsychoEd.Net (Psychoeducation 101) describes the basic skills needed to successfully work with troubled children and youth.  Psychoeducation 102 covers some specific techniques.  A subsequent section of the web site covers psychoeducational strategies or approaches.  Finally, we take a look at programs that operate using psychoeducational principles and practices.