Introduction

Numerous therapeutic approaches, strategies and actual programs exist that have obvious psychoeducational components, but which may have not been explicitly defined as "psychoeducational" by their proponents.  These are child-focused, non-authoritarian, and seek to develop children's autonomy and independence. They contain a mixture of cognitive, affective, and behavioral  elements.  Thet emphasize the importance of solid, adult-child relationships and mental health.  Since psycho-educators are always looking for strategies that build children's self-esteem and competence, they may use these strategies in their work.  These approaches and strategies have generated many different models of treatment. 

Some of these therapeutic applications, strategies and models are described in books and articles, and so consist of ideas and tactics.  Others literally come in a box, packaged as kits that may be used in an agency or classroom.

Making sharp distinctions between orientations, techniques and models that are "psychoeducational" has proven to be quite challenging.  That is because psychoeducation covers acres of ground!  On the following pages, you will nevertheless find descriptions of general therapeutic approaches for ED/BD children and youth in agency and school settings, some of them philosophical and others practical in nature.  You will also find some specific therapeutic strategies that may be immediately useful.  Finally, you will find a short section describing some model programs for troubled and troubling children.  Please forgive any "overlappingness" or redundancy!