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Psychosocial approaches -1 The acute episode and its aftermath
Published in Kathy J Aitchison, Karena Meehan, Robin M Murray, First Episode Psychosis, 2021
Kathy J Aitchison, Karena Meehan, Robin M Murray
The provision of basic information regarding the illness and its treatment is a right of all psychotic patients. The cumbersome term ‘psychoeducation’ refers to the technique of providing the patient and his or her family with the appropriate information about the nature and probable course of psychotic illness, the treatment options available and the resources of the healthcare and community services. The goal of psychoeducation for both patient and family is twofold: firstly, to improve their understanding of the illness itself; secondly, to modify their behaviour and attitudes.20
Can traditional psychoeducation reduce the stigma against depression among teenagers?
Published in Ade Gafar Abdullah, Isma Widiaty, Cep Ubad Abdullah, Medical Technology and Environmental Health, 2020
E. Nurhayati, T. Respati, F.A. Yulianto, B. Budiman, Y. Feriandi
Psychoeducation is one of many ways to provide an understanding of mental health and reduce the negative stigma of depression and other mental disorders. A similar study was conducted by Kassam in which he and his team used psychoeducation to 408 medical students using the Knowledge Quiz and the Mental Illness: Clinicians Attitudes (MICA) Scale. The results of his research showed that the psychoeducation method is effective enough to motivate better understanding (Wassink 2014).
The Effectiveness of Psychoeducation on Knowledge, Anxiety Level and Coping Mechanism of Mothers Towards Immunization of their Children
Published in Teuku Tahlil, Hajjul Kamil, Asniar, Marthoenis, Challenges in Nursing Education and Research, 2020
Mela Hayani, Syarifah Rauzatul Jannah, Dara Febriana, Teuku Tahlil
Psychoeducation refers to the process of providing better information and education through therapeutic communication to those seeking or receiving mental health services (Stuart & Laraia, 2013). Rohmi (2015) found significant differences in anxiety levels in the psychoeducation group before and after the intervention implemented. In addition, psycho-education was proven effective in stress reduction, lower the anxiety and caregiver burden, and able to improve family ability in dealing with psychosocial problems (Zikrillah, 2016).
Using digital interventions to reduce digitalization-related stress: does it work?
Published in International Journal of Occupational Safety and Ergonomics, 2023
Katharina F. Pfaffinger, Julia A. M. Reif, Erika Spieß, Jan Philipp Czakert, Rita Berger
Informational interventions provide education and knowledge on a topic and help participants develop new competences (e.g., [70]). Informational support, which can take the form of advice, knowledge or information on a certain topic, can be considered a form of supportive communication aimed at enhancing another person’s well-being (e.g., [71]). These types of interventions are also called psychoeducation in clinical settings. In passive forms of psychoeducation, clients receive materials such as single leaflets, emails or information websites. Psychoeducational interventions are cost-efficient and easy to administer [72]. Often, educative or information interventions explain how to deal with stressful situations and therefore target problem-focused coping. Due to a low active involvement when reading information, these types of interventions are rather passive.
Comparison of on Site versus Online Psycho Education Groups and Reducing Caregiver Burden
Published in Clinical Gerontologist, 2022
Konstantina Karagiozi, Petrina Margaritidou, Marianna Tsatali, Makri Marina, Tatiana Dimitriou, Hippokratis Apostolidis, Thrasyvoulos Tsiatsos, Magdalini Tsolaki
Caregivers were randomly assigned into: (i) onsite versus (ii) online intervention groups. The onsite group attended the group meetings in the Day Center, while the online group consisted of caregivers who attended the group through a digital platform. The sample of the onsite group was randomized through the respective command of the SPSS (in 30%), because of the big number of beneficiaries who attend the non-pharmacological interventions of the GAADRD. Therefore, via this method, a random sample of cases was generated. Afterward, using the same method, another randomized group was created consisted of those who belonged to the online group. Finally, using the criteria described previously, the mean values of our sample were calculated, and those who were not in line with these criteria were excluded. Both groups of our sample attended a psychoeducational program lasting for 4 months, whereas the duration of each session was 1 hour weekly. Both services were free of charge.
The Effects of Resilience-Focused Psychoeducation in Patients Diagnosed with Depression
Published in Issues in Mental Health Nursing, 2022
The patients included in the sample of this study were first provided with information on psychoeducation. To avoid any influence, a pre-test was first performed on the control group, followed by post-tests after two months. Then the pre-test was performed on the patients included in the experimental group. The patients in the experimental group were then provided with 10 sessions of psychoeducation for 5 weeks, i.e. two sessions per week, each lasting 45–60 minutes. The sessions were carried out as group training with 6–12 subjects in each group. The sessions were provided in the training room of the hospital. Post-tests were performed on the experimental group 2 months after the completion of the education sessions. Within this process, the patients in both the experimental and control groups continued their drug therapies and follow-ups. No other interventions were made to the patients in the control group.