Sibitz Ingrid, Amering Michaela, Gössler Ralf, Unger Annemarie, Katschnig Heinz
Dept. of Psychiatry and Psychotherapy, Medical University of Vienna, Währinger Gürtel 18-20, 1090, Vienna, Austria.
Soc Psychiatry Psychiatr Epidemiol. 2007 Nov;42(11):909-15. doi: 10.1007/s00127-007-0245-5. Epub 2007 Aug 24.
Psychoeducational groups are a common component of interventions in schizophrenia.
To explore patients' views about wanted and unwanted effects of group psychoeducation.
Subjective feedback of 103 participants of a psychoeducational intervention as well as data from two specific focus groups-one with "enthusiastic" and one with "critical" participants-were analyzed by means of qualitative content analysis.
Participants emphasized the importance of information received and of exchanging information with others suffering from the same disorder. Positive effects on coping, activation and social interaction were reported. Perceived overemphasis on illness related information produced defensive reactions, whereas the integration of quality of life topics was appreciated. A pleasant group atmosphere and clinical stability were suggested as important determinants of success.
Qualitative analyzses of participants' views help to understand the potentials of a psychoeducational intervention in schizophrenia.
心理教育小组是精神分裂症干预措施的常见组成部分。
探讨患者对小组心理教育预期效果和非预期效果的看法。
通过定性内容分析法，分析了103名心理教育干预参与者的主观反馈，以及来自两个特定焦点小组的数据，一个小组由“积极”参与者组成，另一个小组由“批判性”参与者组成。
参与者强调了所获信息以及与其他患有相同疾病的人交流信息的重要性。报告称，这对应对、积极性和社交互动产生了积极影响。参与者认为过度强调与疾病相关的信息会引发防御反应，而将生活质量主题纳入其中则受到赞赏。宜人的小组氛围和临床稳定性被认为是成功的重要决定因素。
对参与者观点的定性分析有助于理解心理教育干预在精神分裂症治疗中的潜力。
