Download Bipolar Disorder Manual: Effective Group Delivery Skills and more Lecture notes Abnormal Psychology in PDF only on Docsity!
Psychoeducation for Bipolar Disorder
Manual Colom, F. & Vieta, E. (2006) Psychoeducation manual for bipolar disorder Cambridge: Cambridge University Press
Knowledge of psychoeducation An ability to draw on knowledge that psychoeducation should: address all aspects of the client’s treatment interventions (both psychological and pharmacological) by adopting a psycho-bio-social model target core psychological issues and employ evidence-based interventions deliver specific information about the disorder and its management using a range of ‘user-friendly’ formats teach, and allow practice of, effective coping skills
An ability to draw on knowledge that evidence-based psychoeducation programmes: are delivered over a large number of sessions in a group setting deliver information in a structured manner (covering specific and specified content in each session) structure sessions so as to ensure that there is always time for clients to learn about relevant issues, to debate them and to reflect on their relevance to their own situations
An ability to draw on knowledge that the primary objectives of psychoeducation (those considered critical to a good outcome) are to: increase awareness of bipolar disorder help clients reconsider attitudes and behaviours in relation to bipolar disorder help the client detect warning signs of new episodes encourage adherence to treatment An ability to draw on knowledge that the secondary objectives of psychoeducation (seen as desirable) are to: help control stress avoid or decrease substance use and abuse regularise social rhythms prevent suicidal behaviour* An ability to draw on knowledge that the tertiary objectives of psychoeducation are to: increase knowledge of the psychosocial consequences of past and future episodes improve interpersonal activity between episodes manage residual sub-threshold symptoms and impairment increase well-being and quality of life
- this objective is “desirable” in the narrow sense that actively suicidal behaviour should be managed through the wider mental health system rather than through a psychoeducation programme
This section describes the knowledge and skills required to carry out group psychoeducation for people with Bipolar Disorder
Effective delivery of psychoeducation for Bipolar Disorder depends on the integration of this competence list with the broader competence framework for people with psychosis and bipolar disorder
An ability to draw on knowledge of evidence of the efficacy of psychoeducation delivered in a group format An ability to draw on knowledge of that (at least some of) the efficacy of group-delivered psychoeducation is assumed to rest on the opportunities it affords for modelling and for mutual support
Ability to set up a psychoeducation group An ability to draw on knowledge that psychoeducation should be introduced when the client is euthymic An ability to draw on knowledge that of dropout in the first few sessions is predictable, and the initial size of the group should take this into account (so as to ensure that the group size remains viable) An ability to draw on knowledge that psychoeducation groups are usually run by at least two therapists with experience of running groups, and of working with people with bipolar disorder An ability to adapt session content such that it maps to the experiences and needs of group members
- competences for delivery of group interventions are listed in the relevant section of this competence framework
Ability to deliver a systematic programme of psychoeducation
Establishing the group An ability to explain the schedule (timing and duration) of the group An ability to explain the rationale for the group and to outline its content An ability to establish ground rules for the group (e.g. confidentiality, expectations around attendance, expectations regarding practice assignments etc)
Psychoeducation - increasing awareness of Bipolar Disorder An ability to increase awareness of the disorder by conveying comprehensive information about bipolar disorders, usually over several of the initial sessions, adopting an open and collaborative approach that encourages dialogue in order: to establish what clients already know to help clients discuss and debate the stance they take in relation to their illness
An ability to convey basic information about bipolar disorder, including: the biological/ neurophysiological basis for bipolar disorder, its heritability and its recurrent course distinguishing potential causes of the disorder (usually biological) from triggers (both biological and psychological/ environmental), and the role of stress in relapse symptoms of mania and hypomania symptoms of depression
early indicators of relapse (rather than indicators associated with the imminent emergence of a full-blown episode) An ability to help clients identify changes that precede the onset of warning signs e.g.: changes in symptoms changes in perceptual experience An ability to help clients develop a list of the specific early indicators of relapse that apply to themselves An ability to help clients identify responses to indicators of relapse (e.g. contacting clinicians, adjusting medication dose, adjusting social regulators etc) An ability to help clients develop a structured ‘action plan’ that can be used to respond to a indicators of relapse
Psychoeducation – regulation and stress management An ability to convey to, and discuss with, clients the importance of maintaining a regular schedule (e.g. of activity, social contact sleep, etc) An ability to help clients consider how to achieve a schedule that balances with their needs and interests against the need for stability An ability to discuss reactions to stress and the ways in which these can be managed more effectively (e.g. through relaxation, or through problem-solving)
Ending the group An ability to review the content covered in the group An ability to help clients review their experience of the group
