The presentation will cover what psychoeducational groups are and what this model looks like in treatment. The history of where psychoeducational groups started will be discussed and how the original model has developed into what psychoeducational groups look like today. Why a group model is effective will be covered and why there is an emphasis placed on the group instead of an individual session.

The transformation from how psychoeducational groups started to how psychoeducational groups look now will be discussed on the foundation of various theoretical approaches. The theoretical foundations will include the psychodynamic theory, cognitive behavioral theory, attachment theory, transtheoretical model, and motivational interviewing. There will be a discussion on how the search strategy was carried out throughout the research process including what databases were used, the search terms, and the process of selecting the literature for this project.

Finally, the presentation will include how there can be an improvement in practice, research, and policy. The future of psychoeducational groups will be contingent on how this is carried out.

In a military treatment facility, providers are encouraged to utilize evidenced–based psychotherapies (EBPs) as suggested by the DOD/VA in their clinical practice guidelines. However, there are many barriers and issues with (EBPs) that limit their use. Integrated psychotherapy may be the answer.

This presentation will discuss the concept of Integrated psychotherapy, identify integrated psychotherapies that exist in research on a military population, and discuss the common factors theory. The presentation will also include an example of what an integrated therapy may look like by showcasing a basic conceptual model combining EMDR and Contemporary Psychodynamic therapy techniques. A case study is included in the presentation, in which this model was retrospectively applied to a patient.

There are three separate yet interrelated products that made up this final capstone product. The completed product is focused on pet hospice veterinary support staff and the need for an evidence-based mitigation protocol to combat secondary traumatic stress.

The first product was the Systematic Literature Review (SLR). The SLR utilized a scoping review process to locate prior research or literature related to pet hospice veterinary support staff and secondary traumatic stress. No existing literature or research was found on these two topics.

The second product was a conceptual paper that introduced the creation of psychoeducational support groups for pet hospice veterinary support staff, once the occupational hazard of secondary traumatic stress was defined for this population. Psychoeducational support groups, using the andragogy within adult learning theory as a platform, provided the intervention for support within veterinary medicine.

The third and final product was the practice application paper, which outlined how to operationalize a psychoeducational support group in a pet hospice setting with support staff. This final product also explored limitations and future directions for social work practice.

What is an alternative learning environment, and who attends school in these settings? A quick Google search can answer this and more about alternative learning environments and attendees. However, little is known about the caregivers of these students–the parents, grandparents, and guardians whose lives are significantly impacted by their patterns of school difficulty.

Alternative learning environments are often the last shot at education for students and the last hope for their caregivers. For the latter, there may also be other feelings about the transition, layered with environmental and familial stressors, impacting their beliefs and attitudes about it. This transition is an opportunity for school personnel to address the systemic factors affecting caregivers and students that played a role in this transition. The opportunity begins with reimagining the intake process.

This presentation is for education system stakeholders and participants interested in school social work or school administration, particularly in alternative learning environments. Participants will be challenged to explore reasons why the overall approach to the engagement of caregivers of students in alternative learning environments must change. A brief overview of traditional approaches to engagement will be provided, noting why these approaches have not been effective for this population of students and caregivers. Participants will be introduced to a conceptual model grounded in an ecological systems approach to the intake process. Finally, implications for practice application and further will be discussed.