The effective psychological treatments for the psychological disorders known today are very varied and contemplate different blocks or steps, in fact, each psychological therapy has its idiosyncrasy.

However, within the framework of cognitive-behavioral therapy, there is a fundamental element for adequate psychological intervention in certain mental disorders: the tool of psychoeducation . In this article we will explain in a simple way what this resource is and in which psychological disorders it is most frequently used, as well as some practical examples of its application.

What is psychoeducation?

Psychoeducation, always carried out by the professional in charge of the treatment, constitutes the prelude to many of the psychological treatments applied in the clinics and hospitals. This does not mean that psychoeducation should only be used at the beginning of the therapeutic process, but that can be dosed to ensure that the problem is understood by the patient or client (or group of patients).

Thus, psychoeducation consists of the explanation by the psychologist in charge of the treatment of different psychological constructs and variables that explain the problem of the patient or group of patients. In general, it is explained what the disorder consists of (although in many cases it is not necessary to label the problem as a “disorder” in the face of the patient, but rather to explain the characteristics of the problem so that he or she understands it and can face it in a more adaptive way), how the disorder affects the patient’s life, frequent symptoms, what treatments exist, what can be done to improve it, etc.

Sometimes, we will call psychoeducation to all the technical information that we explain in therapy that we consider necessary for the improvement of the patient. For example, how we become depressed, what is functional and dysfunctional anxiety, how does marijuana influence our brain, what repercussions does induced vomiting have on our organism?

Tools used in this type of psychological intervention

Although each professional usually prepares his/her psychoeducational script for the sessions with the patients, it is important to emphasize that the content of the explanation has to be adapted to the level of understanding and comprehension of the person, and in most cases the resources that we will see below are always useful.

The use of analogies and metaphors

As psychological phenomena are often complex, it is good to make comparisons with elements of everyday life.

The use of a blackboard or visual support

It is very useful for interacting with the patient while the explanation is being given. For example, by asking questions and having the patient respond based on their own experience).

Provide a summary of what was explained in the psychoeducation session (or sessions)

This is so that the person can take it home, read it quietly and ask any questions about it.

Finally, in order to facilitate the process of psychoeducation and to complement it, we psychologists recommend the reading of didactic manuals about some problems (not with the objective of having them read self-help manuals, but with the aim of better understanding what happens to them and working on it together in the sessions). It is also useful to watch films, documentaries, etc.

Why is psychoeducation so important?

Psychoeducation is therapeutic in itself. Some patients often report that after they have been able to take advantage of the psychoeducation sessions and understand what is happening to them, they deflate like a “balloon” and feel calmer, with better expectations. In fact, many people who suffer from anxiety reduce their symptoms by understanding the mechanisms and causes of it .

It directly reduces the level of uncertainty for many people, and it answers the typical questions: what’s wrong with me, am I going crazy, does it have a “solution”, does it only happen to me or to more people?

Moreover, in some cases and depending on the person’s capacities, only by giving some psychoeducational guidelines in a few sessions the person manages to understand the mechanisms underlying his or her problem and to put new strategies into practice, which is very interesting and often positive for the person.

It is often especially effective in group sessions with people who have similar problems (eg, a group with panic disorder), as sharing similar experiences and feeling emotional support is a very comforting experience. It is a very important aid in the development of individual therapy for these people.

In what types of psychological problems is it used?

In general terms, psychoeducation can be very useful as an initial phase of treatment in most documented psychological disorders or problems. As an example, it is widely used among professionals in such well-known disorders as

  • Anxiety disorders : panic disorder, selective phobia, social anxiety disorder, agoraphobia, generalized anxiety disorder, anxiety disorder in the face of illness (hypochondria)…
  • Bipolar disorder and related disorders.
  • Post-traumatic stress disorder.
  • Pathological grief.
  • Eating disorders : bulimia nervosa, anorexia nervosa, orthorexia
  • Sexual dysfunctions.
  • Addictions .
  • Self-esteem problems: how low self-esteem is generated and maintained

Practical examples

Next we will briefly explain the contents that could be explained in a psychoeducation session in anxiety disorders and post-traumatic stress disorder.

Psychoeducation in anxiety disorders

It is convenient to explain what anxiety is (emotional response to danger/threat), the objective it pursues (to protect the organism – at this point the use of analogies or metaphors would be positive), the relationship that exists between anxiety and the autonomic nervous system, the process of activation that our organism follows at a physical level in the face of a situation of danger and the explanation of all the bodily sensations (muscular tension, increase in heart rate, acceleration of breathing, dry mouth, trembling in the legs…).

How our body reacts to “non-dangerous” situations in which the brain misinterprets that there is danger , how the first panic attack may occur , the role played by our interpretations of body sensations, etc. Obviously, depending on the anxiety disorder, we will have to emphasize some concepts or others.

Psychoeducation in post-traumatic stress disorder

This explanation will vary depending on the type and frequency of the trauma suffered by the victim.

An explanation is given about the typical intrusive responses (why the distressing memories or nightmares occur), the role played by the persistent avoidance of memories or stimuli associated with the event, the cognitive and mood disturbances related to the episode (how exaggerated beliefs about oneself are formed), the significant alteration of activation and reactivity associated with the traumatic event (why does he feel hypervigilant all the time, what are the reasons for the outbursts of anger or irritable behaviour, sleep disturbances…).

Furthermore, the maintenance of PTSD should be explained, for example by a simple adaptation of the Horowitz model (1986) or the Lang model (1988).