Efficacy of bifocal diagnosis-independent group psychoeducation in severe psychiatric disorders: results from a randomized controlled trial.

Despite evidence for its efficacy, diagnosis-specific psychoeducation is not routinely applied. This exploratory randomized controlled trial analyses the efficacy of an easily implementable bifocal diagnosis-mixed group psychoeducation in the treatment of severe psychiatric disorders regarding readmission, compliance and clinical variables, for example global functioning. Inpatients of the Psychiatric Hospital of the University of Basel (N = 82) were randomly assigned to a diagnosis-mixed psychoeducational (PE) or a non-specific intervention control group. Relatives were invited to join corresponding family groups. Results at baseline, 3- and 12-month follow-ups are presented. Better compliance after 3 months and a lower suicide rate were significant in favour of PE. For most other outcome variables, no significant differences, however advantages, in PE were found. In summary, it can be concluded that diagnosis-mixed group psychoeducation is effective in the treatment of severe psychiatric disorders. The effects can be classified as induced by distinctive psychoeducational elements. Findings similar to those on psychosis-specific programmes justify clinical application and further investigation.

[The role of psychoeducation in the treatment of psychiatric inpatients]. / Die Rolle der Psychoedukation in der stationären Behandlung psychisch Kranker. Eine kritische Ubersicht.

Psychoeducation has proved to be a highly effective therapeutic method to reduce relapse and rehospitalization rates of schizophrenic patients. Education about their disease has good results on clinical course and especially on compliance. Despite evidence of effectiveness and the recommendations of evidence-based guidelines, psychoeducational programs are underutilized in clinical practice. Based on a review of the literature, we summarize the development and current state of research on psychoeducation. With regard to its broader use in psychiatric inpatient treatment, we examine potential barriers and possible improvements. Characteristics of a psychoeducational concept that meets the demands of the modern structure of psychiatric institutions are discussed. Essential issues are specificity in the traditional diagnosis of schizophrenia and applying integrative concepts to the mainly didactic method used today.