Benefits and changes for Family to Family graduates
Benefits and changes for Family to Family graduates
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DOI：
10.1007/s10464-008-9195-7
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发表时间：
2008-09-01
影响因子：
3.1
通讯作者：
Forbes, Courtney B.
中科院分区：
文献类型：
--
作者：
Lucksted, Alicia;Stewart, Bette;Forbes, Courtney B.
严重精神疾病患者的家庭成员需要信息和支持，以应对他们所经历的巨大压力。家庭对家庭教育方案（FtF）是一个结构化的，同侪领导的，12周的信息和支持自助类，为这些人。狄克逊等人（2004年）先前的研究表明，毕业生的主观负担减少，权力增加。本研究试图了解什么过程中发生的FtF参与，可能会导致这些好处，作为第一步，在建立一个概念模型，FtF如何导致其影响，使用半结构化访谈与31 FtF毕业生。定性数据分析表明，新的事实和情感信息从FtF转变受访者的理解，他们的情况和技能，通过FtF获得，然后让参与者将这些新的观点纳入更适应性的行为。这些变化为接受采访的FtF参与者带来了近端和远端受益。结果进行了讨论的背景下，自助，压力和应对，创伤恢复理论。
Family members of people with serious mental illnesses (SMI) need information and support to cope with the considerable stresses they experience. The Family to Family Education Program (FtF) is a structured, peer-led, 12-week information and support self-help class for such individuals. Previous research by Dixon et al. (2004) shows reduced subjective burden and increased empowerment among graduates. The present study sought to understand what processes take place during FtF participation that might lead to these benefits, as a first step in building a conceptual model of how FtF causes its effects, using semi-structured interviews with 31 FtF graduates. Qualitative data analysis suggested that new factual and emotional information from FtF shifts interviewees' understanding of their situation and that skills acquired through FtF then allow participants to incorporate these new perspectives into more adaptive behaviors. These changes led to both proximal and distal benefits for the FtF participants interviewed. The results are discussed in the context of self-help, stress-and-coping, and trauma recovery theories.