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This study presents an overview of practice and research methodologies in psycho-education to improve students’ mental health knowledge and skills based on optimal individual learning and collaborative learning. First, we examine the trends in psycho-educational programs that target Japanese elementary and junior high school students by identifying various challenges across practice and research. Second, we explore the optimal individual and collaborative learning approaches as well as specific educational practices. Such practices reflect the changing social circumstances, evolving perspectives on how people learn, and ongoing advancements in learning science research. Finally, we investigate how psycho-education can further evolve by employing these educational and learning approaches. Based on the findings, psycho-education must evolve beyond the traditional educator-led knowledge transmission model. In this regard, it is important to create learning environments that promote collaborative learning and emphasize optimal individualized learning experiences, which have been frequently overlooked. The implication of the findings is that by adopting these learning approaches based on student-centered knowledge creation models, psycho-education can foster the development of competencies related to students’ mental health. 【Research Impact】 Traditional psycho-education primarily relies on whole-class direct instructions by an educator along with various collaborative learning activities. Thus, this study highlights the potential of psycho-educational practice and research methodologies that consider students as active, autonomous learners. In this case, by emphasizing different environments and opportunities that support optimal individual and collaborative learning, we demonstrate how psycho-education can foster the development of competencies related to students’ mental health. [ABSTRACT FROM AUTHOR]

Rationale: Psycho‐education application is effective in reducing the risk of postpartum depression (PPD) and increasing the level of social support. The quality of care increases with the implementation of Watson's Theory of Human Caring Model (WTHCM)‐based care programs to reduce the risk of PPD. Aims: This study aimed to evaluate the impact of a psycho‐educational intervention based on the Watson model on pregnant women in preventing PPD. Additionally, the effect of the psycho‐educational intervention on women's perceptions of social support in relation to PPD was evaluated. Methods: A randomized‐controlled pretest–posttest control group intervention study design was used. The sample consisted of 91 women (intervention:45, control:46) in their 20th to 32nd gestational week. While all women received routine care at the family health centre the intervention group was additionally applied a psycho‐educational intervention based on the WTHCM. Chi‐square and t‐test analysis methods were performed to determine the homogeneity of the intervention and control groups. The t‐test method was used to compare group scores. Multiple regression analysis was employed to compare multiple variables. Results: Following the psycho‐educational intervention, the total Edinburgh Postpartum Depression Scale of the intervention group was found significantly lower than that of the control group, but the total and friend subscale scores on the Multidimensional Scale of Perceived Social Support (MSPSS) were higher (p < 0.05). The regression analysis results indicate that friend and family support, which are sub‐dimensions of the MSPSS, exhibited a significant decrease in both groups. Furthermore, this decline had a greater impact on reducing the PPD level in the intervention group compared to the control group. It was found that while the support of the significant other sub‐dimension reduced the PPD level in the intervention group, it did not make a significant difference in the control group. Conclusions: The Watson's Theory of Human Caring Model‐based psycho‐educational intervention program decreased women's risk of PPD and increased their social support levels. It is recommended to use approaches that include psycho‐educational intervention in postpartum midwifery care. [ABSTRACT FROM AUTHOR]

Long-distance married couples tend to experience anxiety, stress, unhappiness, delayed problem resolution, difficulty finding time together, and feelings of helplessness without their partner. However, previous psycho-educational interventions have not utilized symbolic modeling techniques and have not specifically focused on long-distance marriages. This study aims to examine the effectiveness of psycho-education using symbolic modeling techniques in enhancing the subjective well-being of long-distance married couples. An experimental matching control study design was used with 16 participants, divided into 8 in the experimental group and 8 in the control group. The subjective well-being scale was used as the instrument for data collection. Data analysis was conducted using the Wilcoxon Signed Rank Test and the Mann-Whitney U Test. The results of the study show that psycho-education using symbolic modeling techniques is effective in enhancing the subjective well-being of long-distance married couples. Psycho-educational interventions with symbolic modeling can be used to help long-distance married couples achieve wellbeing, making their marriages more meaningful. [ABSTRACT FROM AUTHOR]

Background: In Ethiopia, one in five mothers suffers from postpartum depression, which needs to be prevented through interventions. According to the World Health Organization, maternal healthcare providers have a unique opportunity to provide psychosocial interventions to prevent the damaging effects of perinatal depression. Hence, this study assessed the effectiveness of prenatal group-based psycho-education in preventing postpartum depression (PPD) in primary healthcare units. Methods: We conducted a two-arm cluster-randomized controlled trial, enrolling 550 pregnant women at 12-20 weeks of gestation with a normal score (0-4) and a mild score (5-9) on the Patient Health Questionnaire-9 (PHQ-9). The study utilized simple randomization techniques to assign clusters between arms in a 1:1 ratio. The data was collected through face-to-face interviews conducted at 12-20 weeks of gestation and 6 weeks postpartum. The intervention group received usual care plus five prenatal group-based psycho-education (PGBPE) classes, while the control group received only usual care. The PPD status between arms was compared using the chi-square test of association. A mixed-effects multilevel logistic regression model was also used to examine the predictors of the outcome variables. Results: The overall response rate at the end line was 92.9%. Thus, compared to that in controls, the PPD in the intervention clusters was considerably lower (20 (7.6%) vs. 74 (28.9%)), P = 0.001)/65% (AOR = 0.35, 95% CI = 0.13-0.99), although no difference was detected at baseline. Social support (AOR = 0.04, 95% CI = 0.01-0.15), partner emotional support (AOR = 0.24, 95% CI = 0.12-0.51), PPD literacy (AOR = 0.25, 95% CI = 0.11-0.62), and self-esteem (AOR = 0.22, 95% CI = 0.11-0.47) were more likely to protect mothers from PPD. On the contrary, domestic work (AOR = 9.75, 95% CI = 3.37-28.16), neonates with complications (AOR = 5.79, 95% CI = 2.04-16.45), and unhealthy coping (AOR = 2.39, 95% CI = 1.06-5.42) exposed mothers to PPD. Conclusion: The implementation of a PGBPE in primary healthcare units (PHCUs) was effective at preventing PPD. Therefore, this intervention method has to be promoted and used in PHCUs to prevent PPD. [ABSTRACT FROM AUTHOR]

The aim of this study was to examine the effect of the self-worth strengthening group psycho-education program based on systemic therapy on the self-worth of emerging adults. The study was designed in a static group experimental design including pre and post-tests and follow-up test. The experimental (n = 12) and control groups (n = 12) consisted of a total of 24 emerging adults. The Cooper-Smith Self-esteem Scale was used to test. An eight-sessions group psycho-education was applied to the experimental group. Results revealed that group psycho-education strengthened the self-worth of emerging adults. The results of the research were discussed within the framework of the relevant literature. [ABSTRACT FROM AUTHOR]

Amanda Bevins outlines the strain experienced by patients with end stage kidney disease and dialysis burnout and how healthcare professionals can support them [ABSTRACT FROM AUTHOR]

BackgroundIn Ethiopia, one in five mothers suffers from postpartum depression, which needs to be prevented through interventions. According to the World Health Organization, maternal healthcare providers have a unique opportunity to provide psychosocial interventions to prevent the damaging effects of perinatal depression. Hence, this study assessed the effectiveness of prenatal group-based psycho-education in preventing postpartum depression (PPD) in primary healthcare units.MethodsWe conducted a two-arm cluster-randomized controlled trial, enrolling 550 pregnant women at 12–20 weeks of gestation with a normal score (0–4) and a mild score (5–9) on the Patient Health Questionnaire-9 (PHQ-9). The study utilized simple randomization techniques to assign clusters between arms in a 1:1 ratio. The data was collected through face-to-face interviews conducted at 12-20 weeks of gestation and 6 weeks postpartum. The intervention group received usual care plus five prenatal group-based psycho-education (PGBPE) classes, while the control group received only usual care. The PPD status between arms was compared using the chi-square test of association. A mixed-effects multilevel logistic regression model was also used to examine the predictors of the outcome variables.ResultsThe overall response rate at the end line was 92.9%. Thus, compared to that in controls, the PPD in the intervention clusters was considerably lower (20 (7.6%) vs. 74 (28.9%)), P = 0.001)/65% (AOR = 0.35, 95% CI = 0.13–0.99), although no difference was detected at baseline. Social support (AOR = 0.04, 95% CI = 0.01–0.15), partner emotional support (AOR = 0.24, 95% CI = 0.12–0.51), PPD literacy (AOR = 0.25, 95% CI = 0.11–0.62), and self-esteem (AOR = 0.22, 95% CI = 0.11–0.47) were more likely to protect mothers from PPD. On the contrary, domestic work (AOR = 9.75, 95% CI = 3.37–28.16), neonates with complications (AOR = 5.79, 95% CI = 2.04–16.45), and unhealthy coping (AOR = 2.39, 95% CI = 1.06–5.42) exposed mothers to PPD.ConclusionThe implementation of a PGBPE in primary healthcare units (PHCUs) was effective at preventing PPD. Therefore, this intervention method has to be promoted and used in PHCUs to prevent PPD.Clinical Trial Registration[Pan African Clinical Trial Registry], identifier [PACTR 202203616584913].

AbstractProblematic technology use is a growing concern among adolescents, with those aged 12-18 being particularly vulnerable. This study aims to investigate the technology usage habits of students, assess their addiction levels, and mitigate any problematic patterns. Conducted at a pilot high school in Ankara, Türkiye, the research involved 630 students aged 14-17. Quantitative data collection utilized the Personal Information Form, Technology Addiction Scale, and Technological Addiction Scale. Qualitative data collection included selecting 10 students for group social work sessions. Quantitative data were analyzed using SPSS and AMOS, while NVIVO was used for qualitative analysis. The study identified high, medium, and low levels of technology addiction among students, highlighting psycho-social difficulties such as social exclusion, impaired functionality, difficulty in controlling technology use, and deprivation. Applying a cognitive-behavioral approach, group social work sessions in the form of psycho-educational groups proved effective in addressing problematic technology use in adolescents. The findings were contextualized within existing literature, with recommendations for future research including the inclusion of control groups and exploration of different therapeutic approaches in group studies. [ABSTRACT FROM AUTHOR]

The aim of this study was to examine the effectiveness of a mindfulness-based physical exercise program on university students' psychological well-being and life satisfaction. In the study, a randomized control group pre-test, post-test, and follow-up test design was used. The study group consisted of 60 students (30 in an experimental group and 30 in a control group) continuing their education in different faculties of a foundation university during the Covid-19 pandemic in Turkey. A personal information questionnaire, Psychological Well-Being Scale and Life Satisfaction Scale were used to collect the study data. The Mindfulness-Based Physical Exercise Program was implemented in the experimental group, once a week for 8 sessions. The results suggested significant differences between the psychological well-being and life satisfaction post-test scores of the experimental and control groups in favor of the experimental group. In the sub-dimensions of psychological well-being, significant differences were found between the experimental and control groups in post-test scores of environmental mastery, personal growth, and purpose in life. There was no significant difference between the psychological well-being, positive relationships with others, autonomy, environmental mastery, purpose in life, and self-acceptance sub-dimensions except personal growth sub-dimensions, and life satisfaction post-test and follow-up test scores of the university students in the experimental group. In the post-test comparisons of two groups, a significant difference was found between total psychological well-being, environmental mastery, personal growth, purpose in life, and self-acceptance, in favor of the experimental group. [ABSTRACT FROM AUTHOR]

Introduction: The activity of podcasting has increased exponentially but little is known about the qualitative listener experiences of podcasts related to mental health. The aim of this study was to understand what listeners of mental health podcasts obtain from this medium. Participants were asked questions relating to mental health literacy, stigma and help-seeking behaviour. Methods: The study gathered data, via an online survey (n=722). This article reports on the responses to open-ended questions: 'What do you take away from listening to mental health-related podcasts? What do you learn about yourself (or a loved one)? What do you find most useful about listening to mental health- related podcasts?' Inductive thematic analysis was utilised. Results: Thematic analysis produced five core themes: accessibility, mental health literacy, potential pitfalls, reassurance and lived experiences. Accessibility of material and discussions featuring professionals and people with lived experience were reported key highlights. Conclusion: Results indicate that podcasts influence the development of mental health literacy, reduce stigma and increase help-seeking. Given the challenges with service access in underserved populations, there is a potential role for the use of podcasts in rural regions. Keywords: Ireland, help-seeking, mental health literacy, podcasts, psycho-education, stigma. [ABSTRACT FROM AUTHOR]

Background: Mindfulness-based cognitive therapy (MBCT) has been documented to be effective in treating obsessive-compulsive disorder (OCD). However, the neurobiological basis of MBCT remains largely elusive, which makes it clinically challenging to predict which patients are more likely to respond poorly. Hence, identifying biomarkers for predicting treatment outcomes holds both scientific and clinical values. This prognostic study aims to investigate whether pre-treatment brain morphological metrics can predict the effectiveness of MBCT, compared with psycho-education (PE) as an active placebo, among patients with OCD. Methods: A total of 32 patients with OCD were included in this prognostic study. They received magnetic resonance imaging (MRI) brain scans before treatment. Subsequently, 16 patients received 10 weeks of MBCT, while the other 16 patients underwent a 10-week PE program. The effectiveness of the treatments was primarily assessed by the reduction rate of the Yale-Brown Obsessive-Compulsive Scale (Y-BOCS) total score before and after the treatment. We investigated whether several predefined OCD-associated brain morphological metrics, selected based on prior published studies by the ENIGMA Consortium, could predict the treatment effectiveness. Results: Both the MBCT and PE groups exhibited substantial reductions in Y-BOCS scores over 10 weeks of treatment, with the MBCT group showing a larger reduction. Notably, the pallidum total volume was associated with treatment effectiveness, irrespective of the intervention group. Specifically, a linear regression model utilizing the pre-treatment pallidum volume to predict the treatment effectiveness suggested that a one-cubic-centimeter increase in pallidum volume corresponded to a 22.3% decrease in the Y-BOCS total score reduction rate. Conclusions: Pallidum volume may serve as a promising predictor for the effectiveness of MBCT and PE, and perhaps, other treatments with the shared mechanisms by MBCT and PE, among patients with OCD.

Introduction: The activity of podcasting has increased exponentially but little is known about the qualitative listener experiences of podcasts related to mental health. The aim of this study was to understand what listeners of mental health podcasts obtain from this medium. Participants were asked questions relating to mental health literacy, stigma and help-seeking behaviour. Methods: The study gathered data, via an online survey (n=722). This article reports on the responses to open-ended questions: 'What do you take away from listening to mental health-related podcasts? What do you learn about yourself (or a loved one)? What do you find most useful about listening to mental health-related podcasts?' Inductive thematic analysis was utilised. Results: Thematic analysis produced five core themes: accessibility, mental health literacy, potential pitfalls, reassurance and lived experiences. Accessibility of material and discussions featuring professionals and people with lived experience were reported key highlights. Conclusion: Results indicate that podcasts influence the development of mental health literacy, reduce stigma and increase help-seeking. Given the challenges with service access in underserved populations, there is a potential role for the use of podcasts in rural regions.

Cerebral visual impairment (CVI) is one of the most common causes of visual impairment in children. CVI is a complex visual disorder to understand and explain to others. Understanding one's diagnosis and being able to explain it to others may facilitate adaptive functioning. To educate children and young people on their CVI and accompanying needs, the computerized psycho-educational programme 'My CVI' has been developed. A mixed-methods study was conducted to evaluate the effect of this programme. The aims of the programme are to increase participants' knowledge of CVI, as well as self-esteem (SDQ), adaptive coping (SCQ), and well-being (Cantril, PERIK, HRQoL). Thirty-nine children (aged 7–16 years; 51% boys) participated in a pre-test, post-test, and follow-up assessment. Qualitative interviews were conducted for a subjective evaluation of the programme. Participation in the psycho-educational programme resulted in increased knowledge of CVI, as well as a better teacher-reported social and academic self-concept and less self-reported feelings of social exclusion. No effects of participation were found on self-reported self-esteem, coping or other measures for well-being. An increase in knowledge of CVI was not associated with changes in psychosocial functioning. Qualitative data revealed that children enjoyed participating in the programme; they learned there are others with CVI, and gained more knowledge and practical tools on how to deal with their CVI. The results provide preliminary evidence that participation in the psycho-educational programme 'My CVI' increases children's knowledge of their visual impairment as well as improves social outcomes and feelings of inclusion. The highest gains may be achieved through a personalized approach, depending on a child's (developmental) age and parental involvement. [ABSTRACT FROM AUTHOR]

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Copyright of KADEM Journal of Women's Studies is the property of Women & Justice Association / Kadin & Demokrasi Dernegi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aim: This systematic review and meta-analysis study aimed to investigate the effects of psychoeducation on fear of childbirth and postpartum outcomes. Methods: Literature search was conducted in PubMed, CINAHL, Scopus and Science Citation Index (Web of Science) until December 2022. This work is based on the recommendations of the Cochrane guidelines. The data were analyzed using the Review Manager computer program (Version 5.3). Results: Eight randomized controlled trials were included in the meta-analysis: all 8 studies were combined for fear of childbirth. In the meta-analysis, it was seen that psychoeducation decreased the fear of birth (MD: 10.18 95% CI: 9.32 to 11.05, Z = 23.09, p < 0.00001) in pregnant women, when the anxiety and depression rate (SMD: -0.36 95% CI: -0.57 to -0.15, Z = 3.34, p=0.0008) were examined, it was seen that there was no difference in depression, it decreased the cesarean section (SMD: -0.35 95% CI: -0.49 to -0.22, Z = 5.19, p

ÖZ: Kendine zarar verme ergenlik döneminde en sık görülen risk faktörleri arasında yer aldığı ve kendine zarar vermenin duyguları işlevsel olarak düzenleyememe ile yakından ilişkili olduğu bilinmektedir. Bu çalışmanın amacı; duygu düzenleme psiko-eğitim programının ergenlerde kendine zarar verme davranışı ve duygu düzenleme stratejileri üzerindeki etkililiğini sınamaktır. Bu araştırma 2X2'lik (deney ve kontrol x ön test-son test) yarı deneysel modele dayalıdır. Bu araştırma 2021-2022 eğitim öğretim yılında Şanlıurfa ilinde bir meslek lisesinde okuyan 204 öğrenci ile yapılmıştır. Bu çalışmada Ergenler İçin Duygu Düzenleme Ölçeği ve Kendine Zarar Verme Envanteri kullanılmıştır. Çalışmaya 12'si deney 12'si kontrol grubunda olmak üzere toplam 24 kişi katılmıştır. Deney ve kontrol grubunun ön test ölçümleri alındıktan sonra deney grubu üyelerine araştırmacılar tarafından geliştirilen, duygu odaklı terapi ve diyalektik davranışçı terapi temelli sekiz oturumluk Duygu Düzenleme Psiko-eğitim programı uygulanmıştır. Kontrol grubuna herhangi bir işlem yapılmamıştır. Duygu Düzenleme Psikoeğitim programı tamamlandıktan bir hafta sonra deney ve kontrol grubunun son test ölçümleri yapılmıştır. Psiko-eğitim programının etkililiği karışık desenler için çift yönlü ANOVA ile test edilmiştir. Analizler sonucunda uygulanan psiko-eğitim programına katılan deney grubunun kendine zarar verme ve içsel işlevsel olmayan duygu düzenleme puan ortalamalarının kontrol grubuna göre manidar düzeyde azaldığı görülmüştür. Elde edilen bulgular Duygu Düzenleme Psiko-eğitim programının kendine zarar verme ve içsel işlevsel olmayan duygu düzenleme stratejileri üzerinde etkili olduğunu ortaya koymaktadır. ABSTRACT: Self-injury is among the most common risk factors in adolescence, and it is known that self- injury is closely associated with not being able to regulate emotions functionally. The aim of this study; To test the effectiveness of the emotion regulation psychoeducational program on self- injury behavior and emotion regulation strategies in adolescents. This research is based on a 2X2 (experiment and control x pretest-posttest) quasi-experimental model. This research was conducted with 204 students studying at a vocational high school in Şanlıurfa in the 2021-2022 academic year. Emotion Regulation Scale for Adolescents and Inventory of Statements About Self-Injury were used as data collection tools in the study. A total of 24 people, 12 in the experimental group and 12 in the control group, participated in the study. After the pre-test measurements of the experimental and control groups were taken, an eight-session Emotion Regulation Psychoeducation program based on emotion-focused therapy and dialectical behavioral therapy, developed by the researchers, was applied to the members of the experimental group. No action was taken in the control group. One week after the Emotion Regulation Psychoeducation program was completed, post-test measurements of the experimental and control groups were made. The effectiveness of the psychoeducational program was tested with a two-way ANOVA for mixed designs. As a result of the analysis, it was seen that the mean scores of self-injury and internal dysfunctional emotion regulation of the experimental group participating in the psycho-education program were significantly lower than the control group. The findings reveal that the Emotion Regulation Psychoeducation program is effective on self-injury and internal dysfunctional emotion regulation strategies.

Evidence supporting the direct therapeutic benefits of neuropsychological assessment (NPA) feedback relies mostly upon post-feedback consumer surveys. This randomized-controlled trial with cross-over investigated the benefits of NPA feedback in multiple sclerosis (MS). Seventy-one participants were randomly allocated to NPA with feedback or a "delayed-treatment" control group. The primary hypotheses were that NPA feedback would lead to improved knowledge of cognitive functioning and improved coping. Outcome instruments were administered by a research assistant blinded to group allocation. At 1-week post-NPA feedback there were no significant group-by-time interaction effects, indicating no improvement. But nor was there any significant deterioration in psychological wellbeing, despite most participants receiving "bad news" confirming cognitive impairment. At 1-month follow-up, within-subjects' analyses not only found no evidence of any delayed deterioration, but showed clinically significant improvement (small-medium effects) in perceived everyday cognitive functioning, MS self-efficacy, stress and depression. Despite lack of improvement in the RCT component at 1-week post-NPA feedback, the absence of deterioration at this time, in addition to significant improvements in perceived cognitive functioning, self-efficacy and mood at follow-up, together with high satisfaction ratings, all support NPA feedback as a safe psycho-educational intervention that is followed by improved psychological wellbeing over time. Trial registration: Uniform Trial Number identifier: U1111-1127-1585. Trial registration: Australian New Zealand Clinical Trials Registry identifier: ACTRN12612000161820. [ABSTRACT FROM AUTHOR]

Cognitive-behavioral play therapy-based psycho-education program is important because it shows that this type of intervention can reduce levels of violent content digital game addiction and aggressiveness in adolescents. This has implications for the development of effective prevention and intervention strategies and highlights the benefits of integrating play therapy and psycho-education techniques in treating addiction and aggression in youth. The main aim of this investigation is to examine the effect of cognitive-behavioral play therapy-based psycho-education program on the level of addiction to digital games with aggressive content and aggressiveness in children. The study was conducted with 219 students from 4th grade in a primary school in Turkey in 2020. The research, that has an experimental design, has one independent variable which is the cognitive-behavioral play therapy-based psycho-education program and two dependent variables which are digital game addiction and aggressiveness scores. Data was collected through "The Computer Game Addiction Scale for Children" and "Aggressiveness Scales". Data was analyzed by using the SPSS 22.00 packet program. According to the study findings, cognitive-behavioral play therapy-based psychoeducation program was found to have a significant effect on the level of digital game addiction and aggressiveness in the experimental group. However, a positive and high-level correlation was found between digital game addiction and aggressiveness through the correlation analysis. Finally, the findings of the study were discussed in the light of the relevant literature, and recommendations were made for further research. [ABSTRACT FROM AUTHOR]

Abstract Background Autism is a neurodevelopmental disability affecting over 1% of UK children. The period following a child’s autism diagnosis can present real challenges in adaptation for families. Twenty to 50% of caregivers show clinically significant levels of mental health need within the post-diagnostic period and on an ongoing basis. Best practice guidelines recommend timely post-diagnostic family support. Current provision is patchy, largely unevidenced, and a source of dissatisfaction for both families and professionals. There is a pressing need for an evidenced programme of post-diagnostic support focusing on caregiver mental health and adjustment, alongside autism psycho-education. This trial tests the clinical and cost-effectiveness of a new brief manualised psychosocial intervention designed to address this gap. Methods This is a multi-centre two-parallel-group single (researcher)-blinded randomised controlled trial of the Empower-Autism programme plus treatment-as-usual versus usual local post-diagnostic offer plus treatment-as-usual. Caregivers of children aged 2–15 years with a recent autism diagnosis will be recruited from North West England NHS or local authority centres. Randomisation is individually by child, with one “index” caregiver per child, stratified by centre, using 2:1 randomisation ratio to assist recruitment and timely intervention. Empower-Autism is a group-based, manualised, post-diagnostic programme that combines autism psycho-education and psychotherapeutic components based on Acceptance and Commitment Therapy to support caregiver mental health, stress management and adjustment to their child’s diagnosis. The comparator is any usual local group-based post-diagnostic psycho-education offer. Receipt of services will be specified through health economic data. Primary outcome: caregiver mental health (General Health Questionnaire-30) at 52-week follow-up. Secondary outcomes: key caregiver measures (wellbeing, self-efficacy, adjustment, autism knowledge) at 12-, 26- and 52-week follow-up and family and child outcomes (wellbeing and functioning) at 52-week endpoint. Sample: N=380 (approximately 253 intervention/127 treatment-as-usual). Primary analysis will follow intention-to-treat principles using linear mixed models with random intercepts for group membership and repeated measures. Cost-effectiveness acceptability analyses will be over 52 weeks, with decision modelling to extrapolate to longer time periods. Discussion If effective, this new approach will fill a key gap in the provision of evidence-based care pathways for autistic children and their families. Trial registration ISRCTN 45412843 . Prospectively registered on 11 September 2019.

This study assessed the effectiveness of a cognitive-behavioral prevention program for internet addiction. The participants consisted of 52 high school students who were at risk of internet addiction. The study was conducted with two experimental and two control groups. An 8-session cognitive-behavioral psycho-education program for the prevention of internet addiction was implemented in experimental group 1 and experimental group 2. In addition, a 4-session parent psycho-education program was implemented only for the parents of experimental group 1 in order to information on how to prevent internet addiction in adolescents and how to improve parent-adolescent relationships. In the analysis of the data, repeated-measures ANOVA and independent samples t-test were used. The results indicated that there was a significant decrease in the Young Internet Addiction Test and Online Cognition Scale scores of the experimental group 1 and experimental group 2. There was also a greater decrease in the Young Internet Addiction Test scores of the experimental group 1 whose parents also participated in the parent psycho-education program. Based on the findings, it was recommended that mental health professionals should be enlightened on how to use the cognitive-behavioral approach for the prevention of internet addiction in adolescents. [ABSTRACT FROM AUTHOR]

Background: Intellectual disability (ID) is a global public health concern and it causes a significant amount of distress to primary caregivers. This study aims to assess the effectiveness of a psychoeducational module on caregiver's stress and their ability to cope with this disorder. Methodology: An experimental one group pretest posttest design was adopted. Family interview on stress and coping questionnaire was applied to 38 caregivers of children with ID. A brief intervention (psychoeducation) was administered after a pretest. After 15 days, a posttest was conducted. The effect was assessed using the paired t-test. Results: Majority of the caregivers were females 31 (981.6%). At baseline, 33 (86.8%) subjects showed severe stress, 1 (2.6%) had very severe stress and 4 (10.5%) had a moderate level of stress. Coping was inadequate in 26 (68.4%) and adequate in 12 (31.6%) subjects before the intervention. The results showed that the mean scores of stress were decreased from the baseline score of 2.34 ± 0.23 to 2.05 ± 0.40 and that of coping was increased from 2.32 ± 0.47 to 2.84 ± 0.36 and the difference was statistically significant (P < 0.05). Conclusion: Brief intervention (psychoeducation) helps in reducing the stress and improving the coping skills of primary care givers of children with ID.

Background: Dyslexia is a learning disability that affects children of school-going age and exists in all cultures and backgrounds. Dyslexic children are deficient in phonological awareness, which makes the children to fail to attain the skills of reading, writing and spelling commensurate with their intellectual abilities. Inadequate knowledge about the nature of dyslexia by primary school teachers results in poor categorisation of at-risk children. Aim: This study sought to achieve two objectives. The first was to develop and validate the Teachers Awareness Questionnaire (TAQ), while the second goal was to use the validated TAQ to assess primary school teachers’ level of awareness about dyslexia. Setting: Primary school teachers in Nsukka and nearby rural communities filled the TAQ and the Scale of Knowledge and belief about Developmental Dyslexia. Nsukka is called the university town and it is a slow-paced environment that is devoid of the usual hustle and bustle of most major towns in Nigeria. Methods: The cross-sectional design was employed to gather data for the measurement process. Data were analysed using bivariate correlations and descriptive statistics. Results: The TAQ has good internal consistency (r = 0.77) and an adequate convergent validity (r = 0.74, p 0.01). Results also reveal that primary school teachers possessed low level of awareness about dyslexia. Conclusion: The study findings show that primary school teachers in Nigeria lack the requisite knowledge about dyslexia. The study suggests psycho-education for primary school teachers to empower them with information about the condition. Contribution: This study measured primary school teachers’ level of awareness about dyslexia. The results showed that primary school teachers’ awareness about dyslexia is poor, and this suggests that the use of labels (e.g., dullard) by some primary school teachers to describe their pupils may be incorrect. The study recommend to School Management Boards to take action to improve the teachers level of awareness about dyslexia, which would promote early identification of dyslexic pupils and possible intervention.

Introduction: Paying attention to stigma among caregivers to provide proper care for patients is necessary, and promoting awareness (about mental illness and mental health) to taking care of the caregivers' health, is crucial. Objective: This study aimed to investigate the effect of psycho-education on the affiliate stigma in family caregivers of people with bipolar disorder. Method: This study is a quasi-experimental research with an experimental and control groups. 64 family caregivers of people with bipolar disorder participated in this study (32 in each group). Data was collected using the demographic questionnaire and Affiliate Stigma Scale before and after intervention (with 4 weeks gap). The experimental group received a psycho-education program for four weeks. The control group carried on their normal routine lifestyle. Results: The mean scores of the affiliate stigma of both control and experimental groups before the intervention did not show a statistically significant difference (P =.36), however after the intervention the results were statistically significant and increased in the experimental group (P <.001). Conclusion: According to the findings of this study psycho-education is an effective intervention that can reduce the affiliate stigma among family caregivers of people with bipolar disorder and it can be considered as one of the de-stigmatization strategies for them. [ABSTRACT FROM AUTHOR]

In this research, real experimental design with pre-test, post-test, and follow-up measurements were used. The research was carried out with 20 students attending the 5th and 6th grades of a secondary school in Istanbul. The program is found to cause an increase in the use of refocus on planning, positive reappraisal, and putting in the perspective strategies, and a decrease in the use of self-blame. This increase and decrease both remained persistent until the follow-up measurement. A decrease in the use of catastrophizing strategies was found and this decrease partially preserved its effect until the follow-up measurement. The program had no effect on the strategies of acceptance, rumination, and other-blame. The program led to an increase in the use of positive refocusing, however, this increase failed to maintain its effectiveness in the period until the follow-up measurement. The pilot study concluded that the developed program is effective on some strategies. [ABSTRACT FROM AUTHOR]

Background: Autism is a neurodevelopmental disability affecting over 1% of UK children. The period following a child's autism diagnosis can present real challenges in adaptation for families. Twenty to 50% of caregivers show clinically significant levels of mental health need within the post-diagnostic period and on an ongoing basis. Best practice guidelines recommend timely post-diagnostic family support. Current provision is patchy, largely unevidenced, and a source of dissatisfaction for both families and professionals. There is a pressing need for an evidenced programme of post-diagnostic support focusing on caregiver mental health and adjustment, alongside autism psycho-education. This trial tests the clinical and cost-effectiveness of a new brief manualised psychosocial intervention designed to address this gap.Methods: This is a multi-centre two-parallel-group single (researcher)-blinded randomised controlled trial of the Empower-Autism programme plus treatment-as-usual versus usual local post-diagnostic offer plus treatment-as-usual. Caregivers of children aged 2-15 years with a recent autism diagnosis will be recruited from North West England NHS or local authority centres. Randomisation is individually by child, with one "index" caregiver per child, stratified by centre, using 2:1 randomisation ratio to assist recruitment and timely intervention. Empower-Autism is a group-based, manualised, post-diagnostic programme that combines autism psycho-education and psychotherapeutic components based on Acceptance and Commitment Therapy to support caregiver mental health, stress management and adjustment to their child's diagnosis. The comparator is any usual local group-based post-diagnostic psycho-education offer. Receipt of services will be specified through health economic data.Primary Outcome: caregiver mental health (General Health Questionnaire-30) at 52-week follow-up.Secondary Outcomes: key caregiver measures (wellbeing, self-efficacy, adjustment, autism knowledge) at 12-, 26- and 52-week follow-up and family and child outcomes (wellbeing and functioning) at 52-week endpoint.Sample: N=380 (approximately 253 intervention/127 treatment-as-usual). Primary analysis will follow intention-to-treat principles using linear mixed models with random intercepts for group membership and repeated measures. Cost-effectiveness acceptability analyses will be over 52 weeks, with decision modelling to extrapolate to longer time periods.Discussion: If effective, this new approach will fill a key gap in the provision of evidence-based care pathways for autistic children and their families.Trial Registration: ISRCTN 45412843 . Prospectively registered on 11 September 2019. [ABSTRACT FROM AUTHOR]

Purpose: To evaluate the effects of a single psycho-educational session on tinnitus burden in chronic tinnitus patients. The session is organized at a tertiary referral center for otologic disorders at the University Hospital Antwerp as a group session (maximum of 10–15 patients a time) lasting for approximately 3–4 h. The session focusses on different aspects of tinnitus. Methods: The current manuscript reports on 96 patients who completed the Tinnitus Functional Index (TFI), Visual Analogue Scale for mean loudness (VAS), Hyperacusis Questionnaire (HQ), and the Hospital Anxiety and Depression Scale (HADS) prior to treatment and at 6-month follow-up. The TFI was chosen as the primary outcome. Paired-samples T tests were performed to evaluate therapy effect at 6-month follow-up. In addition, a logistic regression model revealed baseline TFI/VAS scores and duration of tinnitus as contributing factors to a significant decrease of the TFI. Results: The TFI total score showed a significant decrease (p < 0.001) at the 6-month follow-up time point. At follow-up, 75% of patients reported their tinnitus to be under control not requiring any additional treatment. The logistic regression model showed that patients with higher baseline TFI scores, lower baseline mean VAS loudness ratings, and shorter tinnitus duration were more likely to show clinically significant improvement on the TFI scale. Conclusions: Tinnitus Retraining Therapy or Cognitive Behavioural Therapy are effective, though very time-consuming and expensive treatments. A single psycho-educational group session was shown to be highly effective in decreasing the tinnitus burden, which increases feasibility and cost-effectiveness. Trial registration: Not applicable as this is a retrospective reporting of tinnitus outcome in the daily clinical practice, not a clinical trial. [ABSTRACT FROM AUTHOR]

Background: Intellectual disability (ID) is a global public health concern and it causes a significant amount of distress to primary caregivers. This study aims to assess the effectiveness of a psychoeducational module on caregiver's stress and their ability to cope with this disorder. Methodology: An experimental one group pretest posttest design was adopted. Family interview on stress and coping questionnaire was applied to 38 caregivers of children with ID. A brief intervention (psychoeducation) was administered after a pretest. After 15 days, a posttest was conducted. The effect was assessed using the paired t-test. Results: Majority of the caregivers were females 31 (981.6%). At baseline, 33 (86.8%) subjects showed severe stress, 1 (2.6%) had very severe stress and 4 (10.5%) had a moderate level of stress. Coping was inadequate in 26 (68.4%) and adequate in 12 (31.6%) subjects before the intervention. The results showed that the mean scores of stress were decreased from the baseline score of 2.34 ± 0.23 to 2.05 ± 0.40 and that of coping was increased from 2.32 ± 0.47 to 2.84 ± 0.36 and the difference was statistically significant (P < 0.05). Conclusion: Brief intervention (psychoeducation) helps in reducing the stress and improving the coping skills of primary care givers of children with ID. [ABSTRACT FROM AUTHOR]

Since motivation determines progress in the class, it has a significant role in the field of learning English as a foreign language (EFL), contributing to a successful learning process. Therefore, teachers need to motivate learners to achieve their learning goals and provide them with a meaningful learning process in stressful situations. Two factors are required to successfully overcome challenges in scholastic circumstances, such as academic buoyancy and social support. The former can be a significant element in a psycho-educational setting that helps learners with academic difficulties and the latter is another term that is deemed as an important predictor of academic motivation even when considering perceived support from teachers and peers. The functions of academic buoyancy and social support factors in the process of learning and their association with students' motivation have not been taken into account so far. As a result, this review has implications for scholars, theorists, and practitioners in quest of better investigating and addressing the roles of buoyancy and social support on students' motivation. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Bayburt Education Faculty / Bayburt Eğitim Fakültesi Dergisi is the property of Bayburt University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Eurasian Education & Culture is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Background The first months postpartum can be challenging for parents, leading to elevated symptoms of parenting stress, depression and anxiety. In turn, distressed parents are at higher risk for providing suboptimal quality of caregiving. As psychoeducational interventions can be effective in reducing psychological distress, the goal of this randomized controlled trial was to examine the effectiveness of low-intensity universal psychoeducational program to prevent postpartum parenting stress, and to enhance parental well-being and caregiving quality. Method Between 26 and 34 weeks of pregnancy, 138 pregnant women and 96 partners were randomized to the intervention or a waitlist control group. The intervention consisted of a booklet, a video, a home visit, and a telephone call. Information was provided on (1) sensitive responsiveness, adapting to the parental role, and attending to own needs; (2) crying patterns; (3) feeding (arrangements); and (4) sleeping (arrangements). The primary outcome was parenting stress postpartum. Secondary outcomes were additional measures of distress (depression and anxiety), parental well-being, and caregiving quality. Results Both groups showed a rise in distress after birth. No between-group differences were observed on parenting stress, nor on the secondary outcomes. The intervention was rated as useful and of added value by the parents. Conclusion This study offered no evidence that our universal prevention program was effective in decreasing parental distress or in increasing caregiving quality. However, parents found aspects of the intervention useful. More research is needed, including a longer period of follow-up as well as observational measures of parents’ responsiveness. Trial registration This trial has been registered on 15 September 2016 in the Netherlands National Trial Register, ID: NTR6065, https://www.trialregister.nl/trial/5782 .

Since motivation determines progress in the class, it has a significant role in the field of learning English as a foreign language (EFL), contributing to a successful learning process. Therefore, teachers need to motivate learners to achieve their learning goals and provide them with a meaningful learning process in stressful situations. Two factors are required to successfully overcome challenges in scholastic circumstances, such as academic buoyancy and social support. The former can be a significant element in a psycho-educational setting that helps learners with academic difficulties and the latter is another term that is deemed as an important predictor of academic motivation even when considering perceived support from teachers and peers. The functions of academic buoyancy and social support factors in the process of learning and their association with students’ motivation have not been taken into account so far. As a result, this review has implications for scholars, theorists, and practitioners in quest of better investigating and addressing the roles of buoyancy and social support on students’ motivation.

Introduction: The effectiveness of Brief Psycho-education (BPE) is well-established among caregivers of adults with mental disorders, this is however not the case among caregivers of children and adolescents with Intellectual disability (ID) due to the dearth of data occasioned by relatively few studies in the area., Objective: This study assessed the impact of BPE on Caregiver burden (CB) among caregivers of children and adolescents with ID., Methodology: A single-blind RCT was conducted in the Child and Adolescent Clinic in the Psychiatric Hospital, Benin City. Randomization was done via a central computer system and group allocation via a third party. Family caregivers (n=58) were randomly assigned to intervention (n=29) and control (n=29) groups. Intervention and follow-up periods were 4 weeks each. Weekly BPE in addition to routine care (RC) was administered to the intervention group. The primary analysis was based on 58 participants (n=29; n=29) comparing CB in the two groups at the 4th week and 8th week post-intervention., Results: Mean follow-up post-intervention showed a significant reduction in overall CB in the intervention group between 0 and 4th week (mean deviation 6.76, p=0.03) as well as, 4th and 8th week (mean deviation 12.35, p<0.001). For the CB dimensions, mean follow-up scores post-intervention reached a significant reduction in the 8th week for financial/physical strain factor (mean deviation 1.8, p=0.02), time/dependence strain factor (mean deviation 2.4, p<0.001), emotional strain factor (mean deviation 1.3, p<0001), uncertainty factor (mean deviation 1.45, p=0.004) and self-criticism factor (mean deviation 1.19, p<0.001)., Conclusion: BPE was superior to routine care in reducing CB among caregivers of Children and Adolescents with Intellectual disability., Competing Interests: The Authors declare that no competing interest exists, (Copyright © 2024 by West African Journal of Medicine.)

The aim of this study is to investigate the effect of cognitive-behavioral group psycho-education program on psychological resilience, irrational beliefs, and well-being. In the study, 29 high school students participated. As a data collection, The Resilience Scale, the Irrational Beliefs Scale-Adlescent Form, the Subjective Well-being Scale-High School Form and The Determination of Risk Factors were used. In the study, psycho-education program based on cognitive behavioral approach was applied to experimental group in 10 sessions, once a week. No study was performed with the control group. 2 × 3 experimental design was used in the research. The post-test was administered after the research was completed and follow-up measurements were performed five months later. As a result of the analyzes, it is concluded that there is an increase in psychological resilience levels and a decrease in irrational belief levels of students who participated in psycho-education program based on cognitive behavioral approach. It is concluded that there isn't change in the subjective well-being of the students before and after the application. [ABSTRACT FROM AUTHOR]

[Background] Culturally tailored interventions can increase the engagement and the success rate of psychotherapy in immigrant and ethnic minority patients. In this regard, the integration of the patients’ illness beliefs is a key element. Applying principles of Motivational and Ethnographic Interviewing, we developed a culture-tailored, web-based intervention to facilitate engagement of Turkish immigrant inpatients in psychotherapy. [Method] The different aspects of the engagement intervention development are described and its acceptance and usefulness were tested in a proof-of-concept trial with an experimental control group design (active control condition: progressive muscle relaxation) in a sample of Turkish immigrant inpatients in Germany (N = 26). Illness perception, illness-related locus of control, and self-efficacy were assessed pre and post intervention. [Results] The engagement intervention was rated better than the control condition (p = .002) and in particular, participants felt better prepared for therapy after working with it (p = .013). By working with the engagement intervention, self-efficacy increased (p = .034) and external-fatalistic control beliefs diminished (p = .021). However, half of the participants needed assistance in using the computer and web-based interventions. [Conclusion] The developed intervention provides a first step towards feasible culture-tailored psychotherapeutic elements that can be integrated into routine clinical care. The first results regarding acceptance and usefulness are promising.

Purpose: To evaluate the potential beneficial effect of preoperative face-to-face group education after colonic surgery in a pre-existing ERAS pathway environment. Methods: Patients were randomized to cohorts for 3 weeks to either the standard preoperative counseling by the colorectal surgeon and the nurse practitioner (control group) or to the additional group education (intervention group). Patients scored EORTC-QLQ-info25 after the preoperative information was completed and the EORTC-QLQ-30 and EORTC-QLQ-29 prior to surgery and 1, 3, and 6 months after surgery. Results: A significantly better level of information was scored considering the expectations and patient involvement in the intervention group. This coincided with a significant reduction of the in-hospital stay, enhanced return to the preoperative global health status, and persistent improved body image after surgery. Conclusion: By investing in the preoperative group education patients develop more realistic expectations resulting in a perceived improved quality of life and body image 1 month after operation coinciding with a statistically significant reduction in duration of in-hospital stay in this study. [ABSTRACT FROM AUTHOR]

Psycho-education is a practice often used in autism care, bridging between diagnosis and clinical counselling. In the autism literature, there is a shift towards defining autism in terms of deficit to defining autism in terms of neurodiversity. Literature increasingly indicates that this neurodiversity conceptualisation may lead to a more positive identity and less internalised stigma. Therefore we investigated to what extent this shift to neurodiversity-affirmative psycho-education has already occurred in the context of clinical care in Flanders, Belgium. We reviewed the three psycho-educational tools that are most recommended and practically used in our region (I am special 2, Brain Blocks, Give me 5) , deploying a reflexive thematic analysis. Three overarching themes emerged from the analysis: (1) differing but mainly deficit-based autism conceptualisations (2) needs are important but little specified; (3) knowledge transfer as the main goal. The shift to neurodiversity-affirmative psycho-education has not yet occurred in clinical care in Flanders. We recommend centring lived experiences in psycho-educational tools, including more recent theories such as monotropism and the double empathy problem, and conducting more participatory research concerning different stakeholders' needs. Psycho-education is a practice that is often used in clinical care in the context of autism to bridge diagnostics and clinical counselling. There are different definitions of what psycho-education should entail, but possible themes can be 'what autism is' and how the current needs of the individual and the environment can be addressed. At the same time, there is a shift in literature from defining autism in terms of deficits to defining autism in terms of difference (neurodiversity), where difficulties arise from a mismatch between the individual and their context. In this paper, we investigated three psycho-educational tools (I am special 2, Brain Blocks, Give me 5). More specifically, we investigated to what extent these psycho-educational tools are in line with neurodiversity-affirmative views. We found that the psycho-educational tools did not always specify how they understood autism. Autism was frequently described in terms of deficits. Also, the tools did not always mention which and whose needs they wanted to cater for (an autistic person, relatives,...). Lastly, the tools had a strong focus on addressing 'what autism is' – thereby mainly focussing on knowledge, and less on needs or emotional support. This differs from the approach recommended by recent literature in relevant fields. This paper gives a starting point to evaluate current psycho-education practices and recommends developing new psycho-educational tools that place first-hand autistic needs and experiences at the centre and push back against harmful stereotypes about autism. • Autism psycho-education is an important, yet little theorised clinical practice. • Existing programmes dominantly represent a pathological, outsider view of autism. • Neurodiversity-affirmative psychoeducation should put lived experiences centre stage. [ABSTRACT FROM AUTHOR]

Background: Old age is an inevitable developmental phenomenon and expected to affect psychology of geriatric people. As life expectancy continues to rise, one of the greatest challenges of public health is to improve the mental health and self-esteem. Aim: Study aimed to assess the effectiveness of psycho-education on psychological distress and self-esteem among elderly residing in selected old age home of Punjab, India. Methodology/design: A pre-experimental research approach with one group pre-test post-test design was used. Sixty resident elderly were selected randomly who received psycho educational intervention which comprised of 14 sessions and delivered on daily basis. Each session was 1 h duration. Psychological distress includes depressive symptoms, anxiety symptoms and stress. The socio-demographic profile sheet, DASS- 21 scale and Rosenberg self-esteem scale was used. Follow-up data was collected after one month. Results: Nearly 53.3% had severe depressive symptoms, 15% had severe anxiety, 75% had severe stress before intervention. Psycho-education training was highly effective in improving self esteem (t = −19.64, p=

Low social resilience (e.g., susceptibility to social anxiety, and social avoidance) has been associated with poor mental and physical health outcomes, and can lead to ostracism. Support services such as university counselling centres, which deal with non-diagnosable psychological distress, linked to low social resilience, require effective yet brief interventions deliverable by non-experts to meet service demands. As it is not always possible to prevent subjectively negative experiences, acceptance-based interventions aim to change how we respond behaviourally to such experiences. The present study tests the efficacy of an ultra-brief (1hr) non-expert delivered acceptance- and values-based (AV) coaching intervention to increase resilience to negative social interactions. This was compared to a comparable dose of a cognitive restructuring and relaxation-based (CRR) analogue, and a psycho-education and progressive muscle relaxation-based (PE-PMR) control. Participants (N =60) were assessed on perceived burdensomeness, belonging, and 3 scenarios measuring anxiety and likelihood to engage in social situations. Participants then played Cyberball, an ostracising task, before recompleting the aforementioned measures. Physiological measures indicated Cyberball was an aversive experience. In the AV condition only, we observed an improved behavioral intention to engage with social scenarios (d ppc2 =.57). Ultra-brief AV-based coaching interventions delivered by non-expert coaches appear promising in increasing participant's likelihood to continue engaging in social interactions after a stressful social experience. We tentatively conclude that gains in committed action may increase the propensity of at-risk individuals to seek social support. • Our intervention design considered resource restrictions common to support services. • All interventions were delivered by a non-expert in a single 1hr session. • We measured the physiological and self-reported aversive effects of Cyberball. • Those in the Acceptance and value-based condition remained socially engaged following Cyberball. • AAQ-II scores did not change conditional on the intervention type. [ABSTRACT FROM AUTHOR]

Psycho-education may have a positive effect on family caregivers of clients with mental disorders, and promote positive psychological states such as hope. The present study aims to investigate the effect of virtual social network-based psycho-education on the hope of family caregivers of clients with severe mental disorders. This study is a quasi-experimental research with a control and experimental groups. The participants of the study were 72 family caregivers of clients with severe mental disorders (36 in each group). Data were collected using demographic questionnaire and Adult Hope Scale before the study, immediately after the end of the training (first post-test), and 4 weeks afterwards (second post-test). The experimental group received psycho-education through Telegram App for four weeks. The results of the demographic questionnaire showed that both groups were homogeneous. The results of the Adult Hope Scale indicated that the mean score of both control and experimental groups were statistically significant and increased in the experimental group (P < 0.001). In addition, the changes of hope score in the experimental group were statistically significant in the first post-test than the pre-test, and in the second post-test than the first post-test and pre-test (P < 0.001). The findings of this study suggested that virtual social network-based psycho-education promotes the hopes of the family caregivers of clients with severe mental disorders. Due to the low cost and fast access of people to virtual networks, the content of this educational program can be widely used for family caregivers. • In the abstract, "data was" was changed to "data were". • The introduction is limited and the sentence about the study aim is at the end of re-organized Introduction section. • A Literature Review is considered at the beginning of second paragraph. • A study limitations statements is added at the end of the Discussion section. [ABSTRACT FROM AUTHOR]

Introduction The paper presents the results of one international study due by our team in the period of restrictions imposed by Covid-19, between March and June 2020. Objectives To inform the population about the risks concerning the excessiv use of internet To prevent the effects of those behaviors which affects the global functioning of individuals Methods Questionnaire applied to a number of 549 subjects, 18 to 60 years old, 217 from Romania and 332 from other European and Asian countries Results The results allowed us to verify the assumption that there is a change in communications needs of individuals, as well gender and age differences in terms of time spent on the internet during the covid period. Conclusions The issue of psycho-education regarding the awareness of dangers and the traps of the virtual era remain relevant.

The readiness to change among drug addicts is a key strength for successful treatment. Self-awareness, self-determination, and self-efficacy have been identified as the fundamentals of readiness that should be embraced by drug addicts while in treatment. In this article, the shared data were applied to assess the effect of individual psycho-educational intervention based on integrated self-awareness and self-determination theories (i-SEAZ) on self-efficacy amongst opioid-dependent patients undergoing methadone treatment (MT). The effectiveness of the i-SEAZ module was evaluated in a total of 75 opioid-dependent MT participants from five Methadone Clinics under the Ministry of Health, Malaysia located across Klang Valley. The experimental group consisted of 38 participants who received 10 sessions of individual i-SEAZ alongside MT, whereas 37 participants of the control group only received MT. The shared data were collected through three questionnaires, namely Scale for Self-Consciousness Assessment (SSCA), Treatment Motivation Questionnaire (TMQ), and General Self Efficacy (GSE). Data collection was performed twice; the first instance was two weeks prior to initiation of i-SEAZ (pretest), and the second was two weeks post completion of i-SEAZ (posttest). The extracted data were precisely represented in terms of means and standard deviations (SDs).

Abstract Background People with a family history of major depressive disorder (MDD) or bipolar disorder (BD) report specific psychoeducational needs that are unmet by existing online interventions. This trial aimed to test whether an interactive website for people at familial risk for depression (intervention) would improve intention to adopt, or actual adoption of, depression prevention strategies (primary outcome) and a range of secondary outcome measures. Methods In this cluster randomised trial, primary care practises were randomised to either provide the link to the intervention or the control website. Primary health care attendees were invited by letter to opt into this study if they had at least one first-degree relative with MDD or BD and were asked to complete online questionnaires at baseline and 2-week follow-up. Results Twenty general practices were a randomized, and 202 eligible patients completed both questionnaires. Thirty-nine (19.3%) of participants were male and 163 (80.7%) female. At follow-up, compared to controls, the intervention group: (i) were more likely to intend to undergo, or to have actually undergone, psychological therapies (OR = 5.83, 95% CI: 1.58–21.47, p = .008); (ii) had better knowledge of depression risk factors and prevention strategies (mean difference = 0.47, 95% CI: 0.05–0.88, p = .029); and (iii) were more likely to accurately estimate their lifetime risk of developing BD (mean difference = 11.2, 95% CI: -16.52– -5.73, p

Objective:To explore breast cancer survivors’ life experiences and perceptions about participating in a psychoeducational intervention that aimed at reducing psychological distress and in improvement of the quality of life.Materials and Methods:This study was a post-trial qualitative descriptive study. Data were collected at semi-structured interviews three months after the psychoeducational intervention. Interviews were conducted with 32 Turkish breast cancer survivors. Obtained data were analyzed with inductive content analysis.Results:The data were categorized into three themes: personal growth, unmet needs and recommendations about the quality of the psychoeducation. Survivors explained that they had positive changes in their self-concept, view of life and relationships after the psychoeducational intervention. In addition, they mentioned the unmet needs to join support groups and raise public awareness to decrease stigma over breast cancer patients in the society.Conclusion:The results of the present study provide new insights into experiences of breast cancer survivors who participated a psychoeducational intervention and provide guidance for attempts to improve survivorship care via psychoeducation to professionals. Psychoeducational interventions should be continuously offered to provide psychosocial support for breast cancer survivors. Future research into psychoeducation for breast cancer survivors should be restructured to involve social support.