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Track outcomes

Outcomes such as decreased relapse rates, decreased medication dosages, reduced family stress, and improved consumer employment and social skills should be tracked for all participants to gauge improvements. The same is true for tracking outcomes for culturally diverse groups, to ensure equity and maximum community benefit.

Maintaining and extending the gains of the family psychoeducation program

  • To ensure that the organization will permanently adopt the family psychoeducation program and that staff will support it as a routine treatment modality, consider the following activities:

  • Visibly recognize staff members who have made family psychoeducation a success in your program.

  • Be prepared to train new staff, including clinical supervisors. This means continuously advocating for funding and changes in staffing patterns.

  • Incorporate family engagement and education into the intake process, making it a clinical policy and routine procedure.

  • Meet with family and consumer advocacy and education organizations to gather their experiences, assessments, and suggestions for improving the program and their role in helping support it.

  • Provide family psychoeducation for all individuals and their families experiencing a first episode of a severe mental illness, especially psychosis.

  • Find ways to gather and tell family psychoeducation success stories. Devote portions of staff meetings to sharing good news. This could include feedback and anecdotes from consumers, families, and employers.

  • Meet with staff and administrators to address problems when they arise whether administrative or clinical in nature.

  • Sponsor banquets to celebrate family psychoeducation achievements. Make a big deal out of the achievements and invite physicians and administrators to come to the celebration. Even consider inviting the director of the state's behavioral health division or the governor.

  • Use relevant outcome statistics to justify the program's benefits and processes for continuously improving its effectiveness. This will clearly reinforce the consumer- centered outcome goal of the family psychoeducation program.

Bibliography

Articles

Anderson CM, Griffin S, Rossi A, Pagonis I, Holder DP, Treiber R: A comparative study of the impact of education vs. process groups for families of patients with affective disorders. Family Process 1986; 25:185-205.

Batalden, P.B. & Stoltz, P.K. (1993). A framework for the continual improvement of healthcare: Building and applying professional and improvement knowledge to test changes in daily work. The Joint Commission Journal on Quality Improvement, 19(10), 424-445.

Batalden, P.B. & Stoltz, P.K. (1993). A framework for the continual improvement of healthcare: Building and applying professional and improvement knowledge to test changes in daily work. The Joint Commission Journal on Quality Improvement, 19(10), 424-445.

Family Psychoeducation Toolkit

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