Die Rolle der Psychoedukation in der stationären Behandlung psychisch Kranker: Eine kritische Übersicht

Zusammenfassung: Psychoedukation ist ein nachweislich hocheffektives Verfahren zur Reduzierung von Rückfällen und Klinikeinweisungen bei schizophrenen Patienten. Ein günstiger Einfluss findet sich u.a. auch hinsichtlich Wissensstand und insbesondere Compliance, die wiederum eng mit dem klinischen Verlauf korreliert ist. Trotz der Wirksamkeitsnachweise und entsprechenden Empfehlungen in evidenzbasierten Leitlinien sind die therapeutischen Programme aber v.a. im stationären Behandlungssetting unterrepräsentiert. Wir fassen auf der Basis eines Literaturüberblicks den derzeitigen Kenntnis- und Entwicklungsstand zusammen und formulieren offene Fragen, Erklärungshypothesen und Lösungsmodelle im Hinblick auf eine breitere Anwendung von Psychoedukation v.a. in der stationären Versorgung. Wesentliche Aspekte der Erörterung hinsichtlich zeitgemäßer und zielgruppengerechter Formen sind die bislang übliche Diagnosenspezifität des traditionell in der Schizophreniebehandlung eingesetzten Verfahrens sowie eine methodenintegrative Struktur der informationszentrierten Schulungsprogramm

Efficacy of bifocal diagnosis-independent group psychoeducation in severe psychiatric disorders: results from a randomized controlled trial

Despite evidence for its efficacy, diagnosis-specific psychoeducation is not routinely applied. This exploratory randomized controlled trial analyses the efficacy of an easily implementable bifocal diagnosis-mixed group psychoeducation in the treatment of severe psychiatric disorders regarding readmission, compliance and clinical variables, for example global functioning. Inpatients of the Psychiatric Hospital of the University of Basel (N=82) were randomly assigned to a diagnosis-mixed psychoeducational (PE) or a non-specific intervention control group. Relatives were invited to join corresponding family groups. Results at baseline, 3- and 12-month follow-ups are presented. Better compliance after 3months and a lower suicide rate were significant in favour of PE. For most other outcome variables, no significant differences, however advantages, in PE were found. In summary, it can be concluded that diagnosis-mixed group psychoeducation is effective in the treatment of severe psychiatric disorders. The effects can be classified as induced by distinctive psychoeducational elements. Findings similar to those on psychosis-specific programmes justify clinical application and further investigatio

The ERP signature of the contextual diversity effect in visual word recognition

Behavioral experiments have revealed that words appearing in many different contexts are responded to faster than words that appear in few contexts. Although this contextual diversity (CD) effect has been found to be stronger than the word-frequency (WF) effect, it is a matter of debate whether the facilitative effects of CD and WF reflect the same underlying mechanisms. The analysis of the electrophysiological correlates of CD may shed some light on this issue. This experiment is the first to examine the ERPs to high- and low-CD words when WF is controlled for. Results revealed that while high-CD words produced faster responses than low-CD words, their ERPs showed larger negativities (225-325 ms) than low-CD words. This result goes in the opposite direction of the ERP WF effect (high-frequency words elicit smaller N400 amplitudes than low-frequency words). The direction and scalp distribution of the CD effect resembled the ERP effects associated with "semantic richness." Thus, while apparently related, CD and WF originate from different sources during the access of lexical-semantic representations.The research reported in this article has been partially funded by Grants PSI2011-26924 (Spanish Ministry of Economy and Competitiveness) and GV/2014/067 (Conselleria d'Educacio, Investigacio, Cultura i Esport de la Generalitat Valenciana).info:eu-repo/semantics/publishedVersio

Exploring the impact of fossil constraints on the divergence time estimates of derived liverworts

In this study, we evaluate the impact of fossil assignments and different models of calibration on divergence time estimates carried out as Bayesian analyses. Estimated ages from preceding studies and liverwort inclusions from Baltic amber are used as constraints on a molecular phylogeny of Cephaloziineae (Jungermanniopsida) obtained from sequences of two chloroplast coding regions: rbcL and psbA. In total, the comparison of 12 different analyses demonstrates that an increased reliability of the chronograms is linked to the number of fossils assigned and to the accuracy of their assignments. Inclusion of fossil constraints leads to older ages of most crown groups, but has no influence on lineage through time plots suggesting a nearly constant accumulation of diversity since the origin of Cephaloziineae in the early to Middle Jurassic. Our results provide a note of caution regarding the interpretation of chronograms derived from DNA sequence variation of extant species based on a single calibration point and/or low accuracy of the assignment of fossils to nodes in the phylogeny

Efficacy of bifocal diagnosis-independent group psychoeducation in severe psychiatric disorders: results from a randomized controlled trial

Abstract Despite evidence for its efficacy, diagnosis-specific psychoeducation is not routinely applied. This exploratory randomized controlled trial analyses the efficacy of an easily implementable bifocal diagnosis-mixed group psychoeducation in the treatment of severe psychiatric disorders regarding readmission, compliance and clinical variables, for example global functioning. Inpatients of the Psychiatric Hospital of the University of Basel (N = 82) were randomly assigned to a diagnosis-mixed psychoeducational (PE) or a non-specific intervention control group. Relatives were invited to join corresponding family groups. Results at baseline, 3-and 12-month follow-ups are presented. Better compliance after 3 months and a lower suicide rate were significant in favour of PE. For most other outcome variables, no significant differences, however advantages, in PE were found. In summary, it can be concluded that diagnosis-mixed group psychoeducation is effective in the treatment of severe psychiatric disorders. The effects can be classified as induced by distinctive psychoeducational elements. Findings similar to those on psychosis-specific programmes justify clinical application and further investigation