Cozolino L J, Goldstein M J, Nuechterlein K H, West K L, Snyder K S
Pepperdine University, Graduate School of Education and Psychology, Culver City, CA 90230.
Schizophr Bull. 1988;14(4):675-87. doi: 10.1093/schbul/14.4.675.
The demand for information by relatives and the success of family intervention programs with an initial didactic component has resulted in a proliferation of educational interventions in schizophrenia. The present study assesses the impact of a single educational session on relatives of recent-onset schizophrenic patients. Results suggest that relatives who participated in family education experience an increased sense of support from the treatment team and a nearly significant tendency toward a decrease in self-blame regarding the schizophrenic illness. Despite findings in previous studies suggesting information acquisition immediately after education and retention after 6 months, the present study found no information retention after a 2-month period. After family education, relatives rated as high in expressed emotion (EE) reported a significantly increased sense of understanding of the illness and expressed increased feelings of support from the treatment team, whereas low EE relatives did not change significantly in these attitudes as a function of the educational session. Low EE relatives demonstrated more actual information about the illness and were less likely to perceive the symptoms as being done intentionally to bother them.
亲属对信息的需求以及最初包含说教成分的家庭干预项目的成功，导致了精神分裂症教育干预的激增。本研究评估了单次教育课程对近期发病的精神分裂症患者亲属的影响。结果表明，参与家庭教育的亲属从治疗团队获得的支持感增强，并且在对精神分裂症疾病的自责方面有近乎显著的下降趋势。尽管先前的研究结果表明在教育后能立即获取信息且6个月后仍能保留信息，但本研究发现2个月后没有信息保留。家庭教育后，被评定为情感表达（EE）较高的亲属报告对疾病的理解感显著增强，并且表示从治疗团队获得的支持感增强，而低EE亲属在这些态度方面并未因教育课程而有显著变化。低EE亲属展示了更多关于疾病的实际信息，并且不太可能将症状视为故意为之以困扰他们。
