Psychoeducational Problems: A Review of the Literature
Psychoeducational problems are defined as difficulties in learning, cognition, or behavior that impede academic progress. These problems can have a profound impact on students’ academic success and overall well-being, and are often difficult to diagnose and treat. The purpose of this review is to provide an overview of the literature on psychoeducational problems and the interventions used to address them.
With the increased emphasis on academic performance, psychoeducational problems are becoming more prevalent in school-age children. Psychoeducational problems can manifest in a variety of ways, including cognitive deficits, language impairments, behavioral difficulties, physical disabilities, and learning disabilities. While the exact cause of these difficulties is not always known, it is clear that they can greatly affect a student’s ability to succeed in school. The consequences of psychoeducational problems can be particularly severe for children from underserved backgrounds, as they often lack access to specialized services and resources to help them overcome these challenges.
In order to address psychoeducational problems, a variety of interventions have been developed. These interventions can include cognitive-behavioral therapy, educational interventions, medication, and family counseling. In addition, accommodations can be made in the classroom to help students with psychoeducational problems succeed. For example, modifications to the curriculum, instructional strategies, and classroom environment can be used to support students with psychoeducational problems.
The literature suggests that psychoeducational interventions can have a positive impact on student outcomes. Studies have found that interventions targeting psychoeducational problems can lead to improved academic performance, increased social and emotional functioning, and reduced maladaptive behavior. Additionally, interventions focusing on psychoeducational problems may also reduce the likelihood of long-term mental health problems.
In conclusion, psychoeducational problems can have a significant impact on a student’s academic success and overall well-being. It is important to recognize these difficulties and to provide interventions to help students overcome them. The literature suggests that interventions targeting psychoeducational problems can lead to improved academic performance and overall functioning.
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Gresham, F. M., & Elliott, S. N. (1990). Social skills improvement system: Rating scales manual. Circle Pines, MN: American Guidance Service.
Murray, C., & Greenberg, J. (2011). Cognitive behavior therapy: A primer. New York, NY: Oxford University Press.
Stark, K. D., & Gansle, K. A. (2014). Psychoeducational interventions: A handbook for school-based practice. New York, NY: Guilford Press.