The impact of education about schizophrenia on relatives varying in expressed emotion.
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.
Cozolino
L J
LJ
Pepperdine University, Graduate School of Education and Psychology, Culver City, CA 90230.
Goldstein
M J
MJ
Nuechterlein
K H
KH
West
K L
KL
Snyder
K S
KS
D000328:Adult; D001288:Attention; D001714:Bipolar Disorder / Q000235:genetics / Q000523:psychology*; D004007:Dichotic Listening Tests; D004292:Dominance, Cerebral; D005260:Female; D006801:Humans; D008297:Male; D008568:Memory; D011939:Mental Recall; D012559:Schizophrenia / Q000235:genetics*; D012565:Schizophrenic Psychology; D013067:Speech Perception; D013850:Thinking