EVIDENCE-BASED PRACTICE: PSYCHOEDUCATION

Year 2011, Volume: 27 Issue: 3, 66 - 74, 01.11.2011

Figen Şengün Besti Üstün Hatice Öner Altıok

Abstract

In the study, the definition, usage and effectiveness of psychoeducation is investigated in the light of the literature. Psychoeducation, one of the evidence-based interventions, is today widely employed in many areas regarding patients/healthy individuals and/or families as one of the several dimensions of psychosocial interventions. Psychoeducation focuses on methods used to improve coping skills of patients/healthy individuals and families, and aims at helping patients and families manage the disease. In the literature, there are several studies in some of which psychoeducation intervention is used alone and in others of which psychoeducation is employed together with other treatment approaches during protection, treatment and rehabilitation stages. However, there is a need to determine the standards regarding the number and frequency of psychoeducational intervention sessions conducted in different groups, by whom the interventions should be performed and what qualifications the persons to carry out interventions should have

Keywords

Psychoeducation, Evidence-Based Practice, Psychosocial Approach

KANITA DAYALI UYGULAMA: PSIKOEĞITIM

Abstract

Bu çalışmada psikoeğitimin tanımı, kullanım alanları ve etkinliği, ilgili literatür doğrultusunda incelenmiştir. Kanıta dayalı uygulamalar arasında yer alan psikoeğitim, günümüzde psikososyal müdahale boyutlarından biri olarak hasta/sağlıklı birey ve aileye yönelik pek çok alanda uygulanmaktadır. Psikoeğitimde hasta/sağlıklı birey ve ailesinin baş etme becerilerini geliştirme yöntemlerine odaklanılmakta ve hastalığı yönetmede hastayı ve aileyi güçlendirme hedeflenmektedir. Literatürde koruma, tedavi ve rehabilitasyon düzeylerinde tek başına psikoeğitim müdahalesi ya da diğer tedavi yaklaşımlarıyla bir arada uygulandığı çalışmalar bulunmaktadır. Çalışmalarda psikoeğitimsel müdahalelerin bakım ve hasta sonuçları üzerine etkili olduğuna dikkat çekilmektedir. Ancak çalışmalar incelendiğinde psikoeğitim müdahalerinin farklı gruplarda oturum sayı ve sıklığının, müdahalelerin kimler tarafından yürütülebileceğinin, müdahaleleri yürütecek kişilerin taşıması gereken yeterlilikler gibi konu alanlarında standartların belirlenmesine gereksinim olduğu görülmüştür

Keywords

Psikoeğitim, Kanıta Dayalı Uygulama, Psikososyal Müdahale

References

• Alataş G, Kurt E, Alataş ET ve ark. (2007). Duygudurum bozukluklarında psikoeğitim. Düşünen Adam, 20(4): 196-205.
• Aydın KB (2006). Stresle Başa Çıkma, Öner U(ed). Nobel Yayın Dağıtım, Ankara.
• Aydın KB (2005). Akış kuramına dayalı stresle başa çıkma grup programının ergenlerin stresle başa çıkma stratejilerine etkisi. Yayınlanmamış Doktora Tezi, Ankara: Ankara Üniversitesi Eğitim Bilimleri Enstitüsü.
• Baker JA (2000). Developing psychosocial care for acute psychiatric wards. Journal of Psychiatric and Mental Health Nursing, 7 (2): 95-100.
• Barsevick AM, Sweeney C, Haney E et al. (2002). A systematic qualitative analysis of psychoeducational interventions for Depression in patients with Cancer. Oncology Nursing Forum, 29 (1): 73-84.
• Bercaw GN (2000). Advocacy training: A look toward the future for pediatric cancer patients and their families. Dissertation Abstracts International: B. Sciences & Engineering, 60: (9-B).
• Blair TD, Raınones VA (1997). Education as psychiatric intervention: the cognitive-behavioral context. Journal of Psychosocial Nursing and Mental Health Services, 35 (12):29-36.
• Boyd M, Nihard, M (1998). Psychiatric Nursing, Lippincott Company p: 313-314.
• Brotto LA (2008). Psychoeducational intervention for sexual dysfunction in women with gynecologic cancer. Arch Sex Behav, 37(2): 317-329.
• Bultz BD, Speca M, Brasher PM et al. (2000). A randomized controlled trial of a brief psychoeducational support for partners of early stage breast cancer patients. Psychooncology, 9 (4): 303-313.
• Cash TF, Hrabosky JI (2003). The Effects of psychoeducation and self- monitoring in a cognitive behavioral program for body-image improvement. Eating Disorders, 11(4): 255–270.
• Ciliska, D (1998). Evaluation of two nondieting interventions for obese women. Western Journal of Nursing Research, 20 (1): 119–135.
• Chan CWH (2005). Psychoeducational intervention: A critical review of systematic analyses. Clinical Effectiveness in Nursing, 9 (3-4): 101–111.
• Cunningham AJ (2000). Adjuvant psychological therapy for cancer patients: Putting it on the same footing as adjunctive medical therapies. Psychooncology, 9 (5): 367–371.
• Cunningham AJ, Edmonds CV, Williams D (1999). Delivering a very brief psychoeducational program to cancer patients and family members in a large group format. Psychooncology, 8 (2): 177 182.
• Colom F, Vieta E, Martinez-Aran A et al. (2003). A randomized trial on the efficacy of group psychoeducation in the prophylaxis of recurrences in bipolar patients whose disease is in remission. Archives of General Psychiatry, 60: 402–407.
• Dale HL, Adair PM, Humphris GM (2010). Systematic review of post-treatment psychosocial and behaviour change interventions for men with cancer. Psychooncology, 19 (3): 227-237.
• Devine EC, Westlake SK (1995). The effects of psychoeducational care provided to adults with cancer: Meta- analysis of 116 studies. Oncology Nursing Forum, 22 (9): 1369-1381.
• Dixon LB, Lehman AF (1995). Family interventions in Schizophrenia. Schizophrenia Bulletin, 21 (4): 631- 643.
• Donker T, Griffiths KM, Cuijpers P et al. (2009). Psychoeducation for depression, anxiety and psychological distress: a meta-analysis. BMC Medicine, 7 (79): 1-9.
• Dowrick C, Dunn G, Ayuso-Mateos JL et al. (2000). Problem solving treatment and group psychoeducation for depression: Mulitcentre randomized controlled trial. Outcomes of Depression International Network (ODIN) Group. British Medical Journal, 321(7274): 1450–1454.
• Edelman S, Craig A, Kidman AD (2000). Group interventions with cancer patients: Efficacy of psychoeducational versus supportive groups. Journal of Psychosocial Oncology, 18 (3): 67- 85.
• Edmonds CV, Lockwood GA, Cunningham AJ (1999). Psychological response to long-term group therapy: A randomized trial with metastatic breast cancer patients. Psychooncology, 8 (1): 74 91.
• Fawzy NW (2007). Psychoeducational interventions rationale, structure, and nursing-sensitive patient outcomes. Eonsnewsletter Spring, 2007: 16-17.
• Fawzy FI, Fawzy NW, Hyun CS et al. (1997). Brief coping-oriented therapy for patients with malignant melanoma. In J. L. Spira (Ed), Group therapy for medically ill patients (pp. 133 164). New York: Guilford Press. Oncology Nursing Forum, 17: 223-229.
• Gibbons C (2010). Stress, coping and burn-out in nursing students. International Journal of Nursing Studies, 47 (2010): 1299-1309.
• Gonzalez-Pinto A, Gonzalez C, Enjuto S et al. (2004). Psychoeducation and cognitive-behavioral therapy in bipolar disorder: an update. Acta Psychiatr Scand. 109 (2): 83–90.
• Gorostidi XZ, Egilegor XH, Erice MJA et al. (2007). Stres sources in nursing practice. Evolution during nursing training. Nurse Education Today, 27 (7): 777-785.
• Griffiths F, Smith D (2010). Psychoeducation intervention for people with bipolar disorder. Mental Health Practise, 13 (9): 22-23.
• Gümüş AB (2006). Şizofrenide hasta ve ailelerin yaşadığı güçlükler, psikoeğitim ve hemşirelik. Hemşirelikte Araştırma Geliştirme Dergisi, 2 (2): 23-34.
• Karahan TF (2008). Bir iletişim ve çatışma çözme beceri eğitimi programı’nın üniversite öğrencilerinin sosyal beceri düzeylerine etkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 41(2): 169-186.
• Kuzucu Y (2006). Duyguları fark etme ve ifade etme psikoeğitim programı, Yeşilyaprak B(ed). Ankara: Nobel Yayın Dağıtım.
• Lukens EP, Mcfarlane WR (2004). Psychoeducation as evidence-based practice: considerations for practice, research, and policy. Brief Treatment and Crisis Intervention, 4 (3); 205-225.
• Mcfarlane WR, Dixon L, Lukens E et al. (2003). Family psychoeducation and schizophrenia: a review of the literature. Journal of Marital and Family Therapy, 29 (2): 223-245.
• Meneses K, McNees P, Azuero A et al. (2009). Preliminary evaluation of psychoeducational support interventions on quality of life in rural breast cancer survivors after primary treatment. Cancer Nursing, 32(5): 385-397.
• Meneses KD, McNees P, Loerzel VW et al. (2007). Transition from treatment to survivorship: effects of a psychoeducational intervention on quality of life in breast cancer survivors. Oncology Nursing Forum, 34 (5): 1007-1016.
• Meyer TJ, Mark MM (1995). Effects of psychosocial interventions with adult cancer patients: A meta analysis of randomized experiments. Health Psychology, 14 (2): 101–108.
• Olmsted MP, Daneman D, Rydall AC et al. (2002). The effects of psychoeducation on disturbed eating attitudes and behavior in young women with type 1 diabetes mellitus. International Journal of Eating Disorders, 32 (2): 230–239.
• Ong SH, Caron A (2008). Family-based Psychoeducation for Children and Adolescents with Mood Disorders. J Child Fam Stud. 17 (6): 809–822.
• Payne DK, Lundberg JC, Brennan MF et al. (1997). A psychosocial intervention for patients with soft tissue sarcoma. Psychooncology, 6 (1): 65-72.
• Rummel-Kluge C, Pitschel-Walz G, Bauml J et al. (2006). Psychoeducation in schizophrenia- Results of a survey of all psychiatric institutions in Germany, Austria, and Switzerland. Schizophrenia Bulletin, 32(4):765-777.
• Stanton ALL, Ganz PA, Kwan L et al. (2005). Outcomes from the moving beyond cancer psychoeducational, randomized, controlled trial with breast cancer patients. Journal of Clinical Oncology, 23 (25): 6009-6018.
• Stuart GW (2001). Principles and practice of psychiatric nursing. 8’th Edition, China: Mosby, 248-249.
• Swaminath G (2009). Psychoeducation. Indian J Psychiatry, 51(3): 171-172.
• Warbah L, Sathiyaseelan M, Vijayakumar C et al. (2007). Pschological distress, personality and adjustment among nursing students. Nurse Education Today, 27 (6): 597-601.
• Yurtsever ÜE, Kutlar T, Tarlacı N ve ark. (2001). Ruh hastalıkları tedavisinde psikososyal bir boyut: psikoeğitimsel bir model. Düşünen Adam, 14 (1): 33-40.