Suchergebnisse

The recovery movement in mental health and social work has inspired changes in the conceptualization of mental health services, and there has been a call for increasing consumer focus in family education interventions for populations coping with mental illness. However, providers have concerns that family-driven content may not include information believed critical to effective treatment. This study examines the impact of consumer preference in a multifamily psychoeducation intervention. Participant families (N = 123) tested Psychoeducation Responsive to Families (PERF), in which groups (N = 12) specified curriculum topics and rank order uniquely. The results were compared to existing clinician-generated content in a SAMHSA toolkit on psychoeducation: topics tended to recur across multiple groups and eight of the most frequently chosen had substantial overlap with the SAMHSA toolkit. Findings suggest that allowing consumers greater freedom in meeting their educational needs will not lead to exclusion of material viewed as necessary by professionals.

This study's purpose was to learn about survivors' raw personal experiences of the Oklahoma City bombing in terms of reported actions, thoughts, and feelings, and to examine the evolution of their feelings with the passage of time, post-disaster. A randomly selected sample of 182 directly-exposed survivors of the 1995 Oklahoma City bombing were interviewed approximately six months after the disaster and asked four open-ended questions about reactions to the bombing and to reminders of it. Responses to questions were conceptually divided, providing structure for a subsequent qualitative content analysis. Initial thoughts and actions at the time of the bomb blast included efforts to make sense of what was happening and helping themselves and others to safety. Feelings evolved in type and intensity, with varied time courses. Based on these findings, responders, clinicians, and health authorities can anticipate different emotional responses over time, allowing tailoring of mental health interventions to needs.

OBJECTIVE: The mental health effects of major terrorist attacks on diplomatic government personnel have not been well studied. This study examined the psychiatric and psychosocial effects of the 1998 terrorist bombing of the US Embassy in Nairobi, Kenya, on US government personnel exposed to the bombing. METHOD: At 8–10 months after the bombing, 179 US government employees (53 Americans, 126 Kenyans, 53% male, age mean=40.6 and SD=8.4 years ranging 21–65) were assessed with the Diagnostic Interview Schedule for DSM-IV for disaster-related psychiatric diagnoses and the Disaster Supplement Interview and Questionnaire about their immediate disaster experiences, subjective responses, mental health interventions/treatment, safety perceptions, and coping. RESULTS: About one-third (32%) of these US government personnel developed postdisaster psychiatric disorders, mostly bombing-related PTSD (20%), but few received psychiatric treatment. Prevalence rates of all postdisaster psychiatric disorders, including bombing-related PTSD, were similar between subgroups of Americans and Kenyans, despite the Kenyans reporting more direct disaster trauma exposures, subjective postdisaster distress, and posttraumatic stress symptoms. These US government personnel had fewer psychiatric consequences of the Nairobi bombing than their previously studied civilian counterparts. CONCLUSIONS: Possible explanatory factors in the lower prevalence of postdisaster psychopathology in these government personnel compared to the civilians are selection for greater personal resilience for government employment and stigma-based underreporting of mental health needs in governmental workplaces. Stigma is a potential barrier to psychiatric treatment that needs to be addressed in government workplaces.

Research on services for families of children with emotional and behavioral disorders has identified family psychoeducation as a promising modality for service delivery. The current paper reports the results of pilot testing two multi-family psychoeducation groups in a school setting. Parents of 15 children receiving school services for emotional and behavioral disorders participated in two psychoeducation groups. Families completed surveys pre- and post-intervention on family-level and child-level outcomes. Among outcome variables, attention-related problems demonstrated significant improvement and a substantial effect size. Other outcomes were positive, with effect sizes generally in the moderate range. Despite the small sample size and limited measurements, these results offer further support for the promise of psychoeducation for parents of children with emotional and behavioral disorders.