WHAT IS PSYCHOEDUCATION?

 Psychoeducation can be defined as ‘systematic, structured, didactic information on the illness

and its treatment, and includes integrating emotional aspects in order to enable patients – as
well as family members – to cope with the illness’ (Bäuml & Pitschel-Walz, 2008).

 It is education and training about a condition that causes stress to the person.

 Having a better understanding of the condition helps with a feeling of having control and

results in reduced stress that is associated with the condition.

 A person will feel more relaxed and in control of their condition if they have a greater level of

understanding.
 IT WILL HELP TO…
 Preventing relapse/hospitalisation by identification of early warning signs of treatment
adherence

 Serving the goal of treatment and rehabilitation

 Enhancing the family coping mechanisms and bringing down the burden of disease

 Improving the quality of life of the patient, caregivers and the community.
 Severe Mental Illness (SMI) is defined as a mental, behavioural, or emotional disorder resulting in

serious functional impairment, which substantially interferes with or limits one or more major life
activities.

 Patients with severe mental disorders may be withdrawn, dependent, and paranoid, have a low

frustration tolerance, and show reduced thinking abilities. The cognitive deficits may make them unable
to benefit from traditional dynamic therapy approaches because of their inability to process the level of
ambiguity and symbolism.

 An educational approach is often more helpful and more acceptable than an attempt at therapy with a

family which simply wants support and knowledge about the illness, its management, and how to cope.
 ACTION MECHANISMS
(COLOM AND VIETA, 2006)
ELEMENTAL MECHANISMS SECONDARY MECHANISMS

• Awareness of disorder • Controlling stress

• Early detection of warning signs • Avoiding substance abuse

• Adherence with treatment • Lifestyle regulation

• Preventing suicidal behaviour

 MODELS OF
PSYCHOEDUCATION
TARGET POPULATION FOCUS

 Individual  Compliance/adherence focused

 Family  Illness focused

 Group  Treatment focused

 Community  Rehabilitation focused

 INDIVIDUAL
PSYCHOEDUCATION
 In this model, the information and content that would be

more relevant for an individual are covered.

 Individual psychoeducation has more impact than the

other modalities.

 It focuses on different domains important for an

individual like illness, treatment, rehabilitation, or

psychosocial support.
 FAMILY PSYCHOEDUCATION
 It is a therapeutic method of training families to take part

collaboratively with the mental health professionals in the

management plan of their family member with a psychiatric
disorder.

 Provide long-term benefits to patients as well as families.

 It provides illness education, ongoing support and crisis

intervention and rehabilitation facilities.

 GROUP PSYCHOEDUCATION
 It is an opportunity for the group members to enhance knowledge about a

particular concern, self-awareness, interpersonal skills and problem-

solving skills.

 It offers a balance of cognitive and affective material with both assuming

equal importance.

 Groups can be classified by their primary purpose: education, skills

training, personal development and life transitions.

 COMMUNITY
PSYCHOEDUCATION
 The information is imparted in community
psychoeducation to a larger mass population that could be
non-homogeneous, irrespective of illness or illness related
risk status.

 Media plays a great role by helping in facilitating such a

process through video conferencing, debate, and talk-

show.
 DIFFERENT APPROACHES
Information model Skill training model

Emphasizes providing families with Aimed at the family members, in making

the knowledge about the psychiatric them develop specific behaviours so that
illness as well as its management. they can enhance their capability to assist
the ill relatives and help in managing the
illness more effectively.
 Comprehensive model

Supportive model Combination approach as it consists of

Enhance and improve the emotional
information, skill training and
capacities, of the family members by
supportive model mentioned above.
sharing feelings and experiences to
help them cope with the burden of
caring for their ill relatives, through the
formation of support groups.
 PSYCHOEDUCATION FOR
SCHIZOPHRENIA
 Family Psychoeducation as per Community Care for People with Schizophrenia in India (COPSI)

1. Awareness of illness:- use the term “break-down” instead of schizophrenia if they are uncomfortable.

2. Understanding the symptoms of schizophrenia:- negative and positive symptoms

3. Discuss the causes of schizophrenia:- address their own understanding of the illness

4. Issues related to medication:- address the myths about medication.

5. Course and prognosis:- focus on reduction of symptoms and improvement.

 MOOD DISORDERS
1. FAMILY-FOCUSED TREATMENT

 David J. Miklowitz and MJ Goldstein came up with this treatment model.

 This model has three modules.

 The first session is psychoeducation which is generally given in seven or more sessions.

 Patients and relatives during this session are told about the symptoms, nature, causes, and treatment of the bipolar

disorder. The targeted people will be educated about the biological and genetic underpinnings of bipolar from a
vulnerability–stress diathesis perspective. Participants are to be educated to know the prodromal signs of illness
and relapsing episodes.

 Second session- communication skill training

 Third session- Problem-solving skills

2. BARCELONA MODEL OF PSYCHOEDUCATION

 Developed by Colom, Vieta and their colleagues in 2003.

 They suggested 9-12 patients for each group but it can be raised to 15, considering the dropout of

participants. Patients in the euthymic phase are eligible to take part in sessions.

 There are 5 important components.

A. Awareness of the disorder

B. Drug Adherence

C. Avoiding substance abuse

D. Early detection of new episodes

E. Regular habits and stress management.

 Psychoeducation avoids the pathogenic model of the relationship between a “healing”
physician and a passive patient. Instead, it provides an appropriate therapeutic alliance based on
collaboration, information and trust. Psychoeducation cures incomprehension, at least patients’
possible incomprehension about what is happening to them. Thus it becomes a need for the
professional to understand which approach suits best for which patient/family, and how to alter
and modify the same to be able to provide the best holistic approach for the patient’s treatment
by involving the family members as well.