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Family Psychoeducation for Serious Mental Illness$
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Harriet P. Lefley

Print publication date: 2009

Print ISBN-13: 9780195340495

Published to Oxford Scholarship Online: September 2009

DOI: 10.1093/acprof:oso/9780195340495.001.0001

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Theoretical Premises and research overviews

Theoretical Premises and research overviews

THE EVIDENCE FOR FAMILY PSYCHOEDUCATION

Chapter:
(p.28) 4 THEORETICAL PREMISES AND RESEARCH OVERVIEWS
Source:
Family Psychoeducation for Serious Mental Illness
Author(s):

Harriet P. Lefley

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195340495.003.0004

This chapter provides a distillation of the theoretical premises underlying family psychoeducation (FPE) and the large research overviews that support its efficacy. FPE is based on the basic premise that underlying biological deficits make certain individuals overreact to environmental stimuli that are experienced as stressful. With appropriate education, FPE not only reduces demands of high EE but under any conditions makes for more competent caregiving and improved relationships. The chapter then presents a large number of comprehensive overviews of randomized controlled studies of FPE, with descriptions of the methodology of several major meta-analyses. Overall, these studies demonstrate significant reduction of relapse and rehospitalizations, reduction of days in hospital, and improvement of family knowledge and wellbeing in patients whose relatives received FPE in contrast to other or no family interventions.

Keywords:   theories of schizophrenia, diathesis-stress, family psychoeducation research, stress and psychobiology, Cochran Review

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