ABSTRACT
A new family therapy model for schizophrenia is described, Educational Family Therapy (EFT). This model employs didactic teaching methods and 'user friendly' educational handouts and is provided in a flexible, interactive manner. The results of pilot data show that the model is feasible and suggest family members improve in their understanding of the illness. Data are also presented demonstrating that EFT can be distinguished from another model of family therapy for schizophrenia, Behavioral Family Therapy. The need for research comparing EFT and other family therapy models for schizophrenia is discussed. Such research may have implications for the dissemination of effective family interventions, matching treatment models to family needs and understanding the mechanisms underlying the impact of family therapy on the course of schizophrenia and on family burden.
Subject(s)
Family Therapy/methods , Schizophrenia/rehabilitation , Schizophrenic Psychology , Adult , Family/psychology , Female , Follow-Up Studies , Health Knowledge, Attitudes, Practice , Humans , Male , Pilot Projects , Psychiatric Status Rating Scales , Social AdjustmentABSTRACT
Both psychiatric patients and their relatives benefit from learning about mental illness and how to cope with it, but the specific interests of these consumers remain unclear. To determine specific educational needs and to compare the needs of different consumers, a questionnaire survey was conducted with a sample of patients with schizophrenia and affective disorder and their relatives. Both patients and relatives reported strong interest in learning more about psychiatric illness and strategies for coping with common problems, but patients with schizophrenia were less interested than patients with affective disorder and both sets of relatives. Discriminant analyses revealed that needs differed as a function of patient diagnosis, patient/relative status, and relatives' membership of a self-help and advocacy organisation. Consumers of mental health services are capable of specifying their own educational needs, and educational programmes should be tailored to meet these.
