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Increasing social interactions through the use of group community awareness psychoeducation.

机译:通过使用团体社区意识心理教育来增加社交互动。

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摘要

Social Support is an important factor in helping individuals with Severe and Persistent Mental Illness (SPMI) and who are at risk for repeated hospitalization and/or homelessness. Given the recursive cycles of relapse these individuals experience, social workers have struggled to increase positive social support and community integration, thus reducing social isolation. Community Awareness through Psychoeducation (CAPE), a modified psychoeducational intervention which focused on improving outcomes for the participants as measured by decreased loneliness, increased functioning in everyday activities and increased perception of functioning and coping, was tested at two sites in New York City. The CAPE groups include 12 sessions with each session lasting approximately one and a half hours. The sessions cover a proscribed psychoeducational curriculum which is focused on topics related to SPMI, with an emphasis on stress and coping, hope and resilience, and building self and community awareness as well as individual and community supports. Using an experimental design, 40 participants were assigned to either a CAPE group or were waitlisted for a future group. This waitlist served as a comparison to participants who attended the CAPE intervention. Preliminary findings show that the intervention temporarily improved participants' treatment outcomes, as measured by a reduction in social isolation and an increased ability to adhere to treatment plans and to meet treatment goals.
机译:社会支持是帮助患有重度和持续性精神疾病(SPMI)并有可能再次住院和/或无家可归的风险的个人的重要因素。鉴于这些人经历的递归循环,社会工作者努力增加积极的社会支持和社区融合,从而减少了社会孤立感。在纽约市的两个地点测试了通过心理教育进行的社区意识(CAPE),这是一种经过改进的心理教育干预措施,着重于通过减少孤独感,增加日常活动的功能以及增强对功能和应对的感知来衡量参与者的结局。 CAPE组包括12个会话,每个会话持续大约一个半小时。这些课程涵盖了受禁止的心理教育课程,重点是与SPMI相关的主题,重点是压力和应对,希望和适应力,以及建立自我和社区意识以及个人和社区的支持。使用实验设计,将40名参与者分配到CAPE组或等待列表中的未来组。该候补名单与参加CAPE干预的参与者进行了比较。初步研究结果表明,干预措施暂时改善了参与者的治疗效果,这是通过减少社会孤立感和遵守治疗计划并达到治疗目标的能力来衡量的。

著录项

  • 作者

    Kurzban, Seth.;

  • 作者单位

    Columbia University.;

  • 授予单位 Columbia University.;
  • 学科 Social Work.;Psychology Clinical.;Education Educational Psychology.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 192 p.
  • 总页数 192
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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