Sarudiansky Mercedes, Pablo Korman Guido, Lanzillotti Alejandra Inés, Areco Pico María Marta, Tenreyro Cristina, Paolasini Gabriela Valdez, Wolfzun Camila, Kochen Silvia, D'Alessio Luciana, Myers Lorna
CAEA, CONICET, Buenos Aires, Argentina; Facultad de Psicología, Universidad de Buenos Aires, Argentina.
CAEA, CONICET, Buenos Aires, Argentina; Facultad de Psicología, Universidad de Buenos Aires, Argentina.
Seizure. 2020 Aug;80:270-277. doi: 10.1016/j.seizure.2020.04.008. Epub 2020 May 14.
To examine the effects of a three-session psychoeducational intervention on patients diagnosed with psychogenic non-epileptic seizures (PNES) in an Argentinian public hospital. It was hypothesized that patients would experience improvements in their understanding of PNES, illness perception and affective scores, but might not necessarily experience a significant change in post-traumatic and dissociative symptoms and in seizure frequency.
This study included 12 patients (10 women, 2 men) who were invited to participate in a psychoeducational group after receiving a V-EEG confirmed diagnosis of PNES. The group consisted of 3 sessions lasting 2 h each. Pre and post measures included Psychoeducational Intervention Questionnaire, State-Trait Anxiety Inventory, Beck Depression Inventory-II, Brief Illness Perception Questionnaire, Posttraumatic Stress Disorder Diagnostic Scale 5, Dissociative Experiences Scale (DES-M).
This psychoeducational intervention produced results that were similar to interventions reported in US and European studies with regard to changes on psychological measures. Moreover, many patients also reported (on the final day of the intervention) a decrease in seizure frequency. All patients reported that participating in the intervention was a positive experience. Also, all but one patient referred that the participation in the group would have a positive impact on their quality of life.
Psychoeducational interventions appear to have had positive results in Argentinian patients with PNES. This is initial step in the design of empirically based psychoeducational/supportive initiatives for patients in South America.
在一家阿根廷公立医院，研究为期三阶段的心理教育干预对被诊断为心理性非癫痫发作（PNES）患者的影响。研究假设患者在对PNES的理解、疾病认知和情感得分方面会有所改善，但创伤后和分离症状以及癫痫发作频率不一定会有显著变化。
本研究纳入了12名患者（10名女性，2名男性），他们在接受视频脑电图（V-EEG）确诊为PNES后被邀请参加一个心理教育小组。该小组由3个阶段组成，每个阶段持续2小时。干预前后的测量指标包括心理教育干预问卷、状态-特质焦虑量表、贝克抑郁量表第二版、简易疾病认知问卷、创伤后应激障碍诊断量表5、分离体验量表（DES-M）。
就心理测量指标的变化而言，这种心理教育干预产生的结果与美国和欧洲研究中报告的干预结果相似。此外，许多患者（在干预的最后一天）还报告癫痫发作频率有所降低。所有患者都表示参与干预是一次积极的体验。而且，除一名患者外，所有患者都提到参与该小组对他们的生活质量会有积极影响。
心理教育干预似乎对阿根廷的PNES患者产生了积极效果。这是为南美洲患者设计基于实证的心理教育/支持性举措的第一步。
