Course Introduction Psychoeducational Issues of Diverse Learners.
Psychoeducational Psychotherap M.fristad June 22
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Transcript of Psychoeducational Psychotherap M.fristad June 22
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Psychoeducational Psychotherapy: A Model for Childhood
Interventions?
Mary A. Fristad, PhD, ABPPThe Ohio State University
Depts of Psychiatry & Psychology
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Presentation Goals—Attendees should contemplate…1. The focus of psychoeducational
psychotherapy2. The impact of psychoeducational
psychotherapy3. Similarities and differences of consumer
vs clinician led interventions
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Prototypic Medication Trial Benefical medicineBenefical medicine
Works while being Works while being takentaken
Does not accrue Does not accrue benefit when d/c’dbenefit when d/c’d
Most child trials are Most child trials are acute (ie, < 12 wks)acute (ie, < 12 wks)
0
10
20
30
40
50
60
70
Pre-Tx Post-Tx Follow-up
Medicine Control
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Prototypic Psychotherapy Trial Benefical psychotxBenefical psychotx
Begins to work as Begins to work as skills take holdskills take hold
Continues to work Continues to work after tx ends, but after tx ends, but decrement occursdecrement occurs
Most child trials are Most child trials are acute (ie, < 6 mos)acute (ie, < 6 mos)
0
10
20
30
40
50
60
70
Pre-Tx Post-Tx Follow-up
Psychotx Control
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How to Conceptualize Psychoeducational Psychotherapy
Historically, families Have been blamedHave not gotten useful
information/support/skill building This can result in families being “skittish”
or “defensive” about family-based intervention
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Goals of Psychoeducation Teach parents and children about
The child’s illness & its treatment Provide support
Peers (“I’m not the only one”)Professionals - understand the disorder
Build skills problem-solvingcommunication symptom management
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MFPG—Treatment Goal
If you give a If you give a man a fish, he man a fish, he will eat for a will eat for a day. If you day. If you teach a man to teach a man to fish, he will eat fish, he will eat for a lifetime.for a lifetime.
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Why Psychoeducation Makes Sense: Relevant Issues
Service Delivery Adherence/Barriers Expressed Emotion Concordance Father Involvement Caregiver Stress
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Service Delivery Issues Financial pressures: managed care/public sector
How to perform the miracle of providing adequate services with very limited $$?
Pragmatic issues How many sessions can/will a family attend?
What do consumers want?
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What Do Families Want? Hatfield, '81 J Psychiatric Tx and Evaluation;'83, Family Therapy in Schizophrenia Family members were asked directly what their
needs were in caring for the patient 57%: understanding the symptoms 55%: specific suggestions for coping with
behavior 44%: relating to people with similar
experiences There was little congruence between what families
wanted and what they received from professionals
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Why Psychoeducation Makes Sense: Relevant Issues
Service Delivery Adherence/Barriers Expressed Emotion Concordance Father Involvement Caregiver Stress
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Treatment Adherence
1/3 - 2/3 of children in child & adolescent psychiatry outpatient clinics do not keep scheduled appointments Brasic et al, 2001
Meta-analyses suggest treatment adherence is approximately 50% for most children with chronic health conditions Bryon, 1998
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Why Psychoeducation Makes Sense: Relevant Issues
Service Delivery Adherence/Barriers Expressed Emotion Concordance Father Involvement Caregiver Stress
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What is Expressed Emotion (EE)? Refers to a construct initially coined by British
researchers Critical—hostile--emotionally overinvolved
Has been used in studies examining "big" outcomes for "big" disorders eg, relapse in schizophrenia, recurrent mood
disorders Appears to measure a robust family characteristic
ie, findings are often impressive
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EE as Predictor of Adult OutcomeButzlaff & Hooley, '98, Arch Gen Psychiatr
metaanalysis of 27 studies EE is a general predictor of poor outcome EE can be modified
relapse rates for diagnostic groups: schizophrenia: 65% high EE; 35% low EE--
findings strongest for chronic schizophrenia mood d/o's: 70% high EE; 31% low EE eating d/o's: 3 studies, effect size of .51
(medium to large effect)
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Why Psychoeducation Makes Sense: Relevant Issues
Service Delivery Adherence/Barriers Expressed Emotion Concordance Father Involvement Caregiver Stress
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Caregiver Concordance Disagreement between parents/caregivers on
child-rearing linked with higher rates of child problem behaviors
(Jouriles et al, 1991) poorer marital quality (Lamb et al, 1989) lower levels of family problem-solving
(Vuchinich et al, 1993) decreased parental effectiveness (Deal et al,
1989)
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Why Psychoeducation Makes Sense: Relevant Issues
Service Delivery Adherence/Barriers Expressed Emotion Concordance Father Involvement Caregiver Stress
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Father Involvement Schock, Gavazzi, Fristad et al ‘02, Family Relations Pilot data indicate that fathers
at baselineKnow less about mood disordersHave less positive and more negative
evaluations of their children following intervention—more like mothers
Have a similar knowledge baseEvaluate their child more positively and
less negatively
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Why Psychoeducation Makes Sense: Relevant Issues
Service Delivery Adherence/Barriers Expressed Emotion Concordance Father Involvement Caregiver Stress
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Causes of Caregiver StressHellander, Sisson, Fristad, in Geller & DelBello, 2003
Care of a high-needs childCare of a high-needs child Need to advocate in schoolsNeed to advocate in schools Worry about the future Exhaustion Physical illnesses Financial strain Isolation Stigma Guilt and blame
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Application of Psychoeducational Psychotherapy to Childhood Mood
DisordersThe OSU Childhood Mood The OSU Childhood Mood
Disorders Research ProgramDisorders Research Program
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Future Research Directions—Childhood Mood Disorders Burns, Hoagwood, and Mrazek (1999) Paper based on summary prepared for US Surgeon
General’s Report on Mental Health (2000) 5/11 specific recommendations pertain…
Study treatment efficacy for comorbid d/o’s Involve families in treatment Develop treatments for children < 9 Assess functional status to determine real-world
benefits; and Use manualized interventions
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Childhood Bipolar Disorder—On the Rise?Lofthouse & Fristad, 2004, Clinical Child & Family Psychology Review
Literature review—174 articles/chaptersLiterature review—174 articles/chapters 26 before 198026 before 1980 36 during the 1980s36 during the 1980s 66 during the 1990s66 during the 1990s 46 from 2000-200246 from 2000-2002
Amazon search—18 booksAmazon search—18 books 15 from 2000 to 200315 from 2000 to 2003
Websites—5 since 1999Websites—5 since 1999 Time—cover article, Aug 19, 2002Time—cover article, Aug 19, 2002
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2005 Google Internet SearchLeffler & Fristad (2005)
TopicTopic NumberNumberchildhood mood disorderschildhood mood disorders 517,000517,000adolescent mood disordersadolescent mood disorders 577,000577,000childhood depressionchildhood depression 3,100,0003,100,000
adolescent depressionadolescent depression 3,630,0003,630,000childhood bipolar disorderchildhood bipolar disorder 483,000483,000adolescent bipolar disorderadolescent bipolar disorder 757,000757,000childhood maniachildhood mania 248,000248,000adolescent maniaadolescent mania 645,000645,000
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ODMH Study Fristad, Goldberg-Arnold & Gavazzi, JMFT, 2003 35 children and their parents
54% depressive; 46% bipolar disorders M=3.6 comorbid diagnoses/child
(range, 1-7) C-GAS=51 at baseline 29/35 (83%) on meds 8-11 years old (average, 10.1 yrs) 77% boys
6 month wait-list design 6 sessions, 75 minutes/session, manual-driven treatment
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ODMH Findings Fristad, Goldberg-Arnold & Gavazzi, JMFT, 2003
Parents Increased knowledge of mood disorders Increased positive family interactions Increased efficacy in seeking treatment Improved coping skills Increased social support Improved attitude toward child/treatment
Children Increased social support from parents Increased social support from peers (trend)
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The OSU Psychoeducation Program Orientation
Nonblaming/growth-orientedBiopsychosocial—uses systems and
cognitive-behavioral techniques Education + Support + Skill Building Better
Understanding Better Treatment + Less Family Conflict Better Outcome
Two formatsgroups of families (MFPG) single families (IFP)
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MFPG Session Format
Children aged 8-11 (any mood disorder) 8 sessions, 90 minutes each
Begin/end with parents/children togetherMiddle (largest) portion-separate groups
Children receive in vivo social skills training (in gym) after formal “lesson” is completed
Therapists: 1-parents; 2-children Families receive projects to do between sessions
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8 Session Outline--Parents
1. Welcome, symptoms & disorders2. Medications3. “Systems”: school/treatment team4. Negative family cycle, WRAP-UP 1st ½ 5. Problem solving6. Communication7. Symptom management8. WRAP-UP 2nd ½ of program & graduate
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8 Session Outline--Children1. Welcome, symptoms & disorders2. Medications3. “Tool kit” to manage emotions4. Connection between thoughts, feelings and
actions (responsibility/choices)5. Problem solving 6. Nonverbal communication 7. Verbal communication 8. Review & GRADUATE!
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Our Mottos
The CAUSE of mood disorders is fundamentally biological, their COURSE can be greatly affected by psychosocial events
We don’t get to pick the genes we get or the genes we pass on
“It’s not your fault but it’s your challenge”
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Many Contributors… Parent Group TherapistsParent Group Therapists
Jill S. Goldberg-Arnold, PhD*Jill S. Goldberg-Arnold, PhD* Catherine Malkin, PhDCatherine Malkin, PhD Kitty W. Soldano, PhD, LISWKitty W. Soldano, PhD, LISW
Child Group TherapistsChild Group Therapists Barb Mackinaw-Koons, PhDBarb Mackinaw-Koons, PhD Nicholas Lofthouse, PhDNicholas Lofthouse, PhD Colleen Quinn, MSColleen Quinn, MS Jarrod Leffler, PhDJarrod Leffler, PhD
Graduate Student Interviewers/Graduate Student Interviewers/Co-Therapists/Lab MembersCo-Therapists/Lab Members
Kate Davies Smith, PhDKate Davies Smith, PhD Kristen Holderle Davidson, PhDKristen Holderle Davidson, PhD Dory Phillips Sisson, PhDDory Phillips Sisson, PhD Nicole Klaus, MANicole Klaus, MA Jenny Nielsen, MAJenny Nielsen, MA Matthew Young, BAMatthew Young, BA Ben Fields, MEdBen Fields, MEd Colleen Cummings, BAColleen Cummings, BA Radha Nadkarni-DeAngelis, BARadha Nadkarni-DeAngelis, BA
Data Analysis/ManagementData Analysis/Management Joseph S. Verducci, PhDJoseph S. Verducci, PhD Cheryl Dingus, MSCheryl Dingus, MS Kimberly Walters, MSKimberly Walters, MS Elizabeth Scheer, BSElizabeth Scheer, BS Hillary Stewart, BAHillary Stewart, BA Christina Theodore-Oklata, BAChristina Theodore-Oklata, BA 693 Students693 Students
Graduate Student Interviewers/Graduate Student Interviewers/Co-TherapistsCo-Therapists
Kristy Harai, PhDKristy Harai, PhD Anya Ho, PhDAnya Ho, PhD Rita Kahng, MARita Kahng, MA Becky Hazen, PhDBecky Hazen, PhD Kari Jibotian, MAKari Jibotian, MA Lauren Ayr, MALauren Ayr, MA
165 Families165 Families
*Consensus Conference Reviewer*Consensus Conference Reviewer
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NIMH Study Design, N=165Groupa Time 1
Month 0Time 2Month 6
Time 3Month 12
Time 4Month 18
MFPG +TAUb
Baseline:Pre-treatment
Follow-up Follow-up Follow-up
WLC +TAUc
Baseline Follow-up Pre-treatment Follow-up
aFamilies were enrolled in 11 sets of 15 (7-MFPG/8-WLC) = 165 familiesbMultifamily Psychoeducation Group + Treatment As UsualcWait-List Control + Treatment As Usual
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MFPG Recruitment—N=165 225 families screened225 families screened 203 (90%) passed the screen203 (90%) passed the screen 171 (84%) arrived at baseline assessment171 (84%) arrived at baseline assessment 165 (96%) met study criteria165 (96%) met study criteria Referral sources:Referral sources:
62% health care providers62% health care providers 19% media19% media 19% other 19% other
Rural/geographically remote, 22%Rural/geographically remote, 22%(round trip, 56(round trip, 56±64 mi; range=2-344 mi)±64 mi; range=2-344 mi)
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Study Sample - Family CharacteristicsVariableVariable MFPGMFPG
MFPG+TAUMFPG+TAU((nn=78)=78)
WLC+TAU WLC+TAU ((nn=87)=87)
Family StructureFamily Structure Married bio parMarried bio par Step-familyStep-family Married adop parMarried adop par
Single bio parSingle bio par Single adop parSingle adop par OtherOther
46%46%17%17%5%5%
21%21%1%1%10%10%
40%40%23%23%7%7%
17%17%1%1%12%12%
IncomeIncome <20K to <20K to >100K>100K
M=40-59KM=40-59K
<20K to <20K to >100K>100K
M=40-59KM=40-59K
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Demographics: MFPG Total Sample & BPD Sub-SampleVariableVariable TOTALTOTAL
NN=165=165BPDBPD NN=115=115
Comorbid D/OComorbid D/O AnxietyAnxiety BehaviorBehavior ADHDADHD
67%67%97%97%87%87%
70%70%95%95%80%80%
Two-parent familiesTwo-parent families (includes step-families)(includes step-families)
74%74% 65%65%
Average round tripAverage round trip 56 mi 56 mi (range: 2-344)(range: 2-344)
70 mi70 mi(range: 14-344)(range: 14-344)
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Demographics—Various Samples
VariableVariable BPDBPDn=115n=115
Treated Treated BPD n=89BPD n=89
AgeAge 9.89.8 9.79.7
% Male% Male 7272 6969
% White% White 9191 9494
% Fam Hx-% Fam Hx-ManiaMania
5353 5555
% Fam Hx-% Fam Hx-DepressionDepression
7373 7272
% Fam Hx-% Fam Hx-EitherEither
8484 8383
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Questions1. Does MFPG work for BPD?1. Does MFPG work for BPD?
Bipolar SubsampleBipolar SubsampleImmediate Treatment Group=55Immediate Treatment Group=55Waitlist Group=60Waitlist Group=60
2. How does MFPG work for just those families who 2. How does MFPG work for just those families who actually receive it (ie, those who complete actually receive it (ie, those who complete treatment) treatment)
Bipolar SubsampleBipolar SubsampleImmediate treatment group=54 (lose 1)Immediate treatment group=54 (lose 1)Waitlist control group=35 (lose 25)Waitlist control group=35 (lose 25)
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Outcome Measures
MSI=Mood Severity IndexMSI=Mood Severity Index CDRS-R + MRS (equal contributions)CDRS-R + MRS (equal contributions) <10: minimal symptoms<10: minimal symptoms 11-20: mild symptoms11-20: mild symptoms 21-35: moderate symptoms21-35: moderate symptoms >35: severe symptoms>35: severe symptoms
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Outcome Measures
Rage IndexRage Index MRS irritability + disruptive-aggressive MRS irritability + disruptive-aggressive
itemsitems <3: minimal symptoms<3: minimal symptoms 4-8: mild symptoms4-8: mild symptoms 9-12: moderate symptoms9-12: moderate symptoms 13-16: severe symptoms13-16: severe symptoms
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Dr. Fristad--R01 MH61512
Mood Severity Index (Parent, Current) MFPG BPD Sample N=115, all BPDN=115, all BPD
n=55 Immediaten=55 Immediate n=60 Wait Listn=60 Wait List
Pre-post Imm=WLCPre-post Imm=WLC
15
20
25
30
35
Immediate Wait List
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Dr. Fristad--R01 MH61512
Mood Severity Index (Parent, Current) MFPG Treated BPD Sample N=89N=89
n=54 Immediaten=54 Immediate n=35 Wait Listn=35 Wait List
Pre-Post Imm=WLCPre-Post Imm=WLC
15
20
25
30
35
Immediate Wait List
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Dr. Fristad--R01 MH61512
Rage Index (Parent, Current) MFPG BPD Sample N=115N=115
n=55 Immediaten=55 Immediate n=60 Wait Listn=60 Wait List
Pre-post Imm=WLCPre-post Imm=WLC
5
6
7
8
9
10
Immediate Wait List
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Dr. Fristad--R01 MH61512
Rage Index (Parent, Current) MFPG Treated BPD Sample N=89N=89
n=54 Immediaten=54 Immediate n=35 Wait Listn=35 Wait List
Pre-post Imm=WLCPre-post Imm=WLC
5
6
7
8
9
10
Immediate Wait List
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Anecdotal Evaluations--Parents
No matter how bad the situation is…there is hope and treatment. Don’t give up. This program was an eye opener for me. I also was encouraged and relieved to find out that I was not alone.
Listen to what they are saying. They can really help you. Learn what is going on with your child. Stay focused on what is going with your child and do not give up on your child.
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Anecdotal Evaluations--Children
You get to meet new people you never knew before. They help you with your symptoms.
They’re nice and they’re helpful. And you guys support us and give us snacks. You’ve been nice to us and treated us with respect.
It really helps out if you let it.
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Hand-to-Hand EvaluationDavidson & Fristad, 2004, Child & Adolescent Psychopharmacology News, 9(2): 7-9. 46 parents46 parents Assessed twice (n=18)Assessed twice (n=18)
Baseline (Time 1, T1, pre-class) Baseline (Time 1, T1, pre-class) 8 weeks (Time 2, T2, post-class) 8 weeks (Time 2, T2, post-class)
FindingsFindings Parents stressedParents stressed Stress diminishes after H-to-H (p<.05), improved ratings for:Stress diminishes after H-to-H (p<.05), improved ratings for:
Less time for marriage/Sig otherLess time for marriage/Sig other Dealing w/ personal depressionDealing w/ personal depression Getting child to do chores/self-careGetting child to do chores/self-care Witness self-harm/suicidal actsWitness self-harm/suicidal acts Feeling embarrased by child’s public ragesFeeling embarrased by child’s public rages
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Comparisons of Consumer vs Clinician Led Hand-to-Hand Hand-to-Hand Pro’sPro’s
FreeFree Community-basedCommunity-based In the trenchesIn the trenches ModelingModeling
Hand-to-Hand Hand-to-Hand Con’sCon’s Burn-outBurn-out How to deal with How to deal with
clinical content?clinical content?
MFPG/IFP MFPG/IFP Pro’sPro’s Evidence-basedEvidence-based Work directly with Work directly with
children & parentschildren & parents Can address Can address
clinical contentclinical content MFPG/IFP MFPG/IFP Con’sCon’s
AvailabilityAvailability
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What to Do?
BOTH!BOTH! H-to-H and MFPG should work well H-to-H and MFPG should work well
togethertogetherModels are supportive of each otherModels are supportive of each otherInformation will overlap but reinforceInformation will overlap but reinforceEach will contain some unique Each will contain some unique
contentcontent