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Dixon, L., McFarlane, W.R. et al. (2001). Evidence-based practices for services to families of people with psychiatric disabilities. Psychiatric Services, 52, 903-910.

Lam, D.H., Knipers, L., Leff, J.P. (1993). Family work with patients suffering from schizophrenia: The impact of training on psychiatric nurses attitude and knowledge. Journal of Advanced Nursing, 1S, 233-237.

Penn, L.D. & Mueser, K.T. (1996). Research update on the psychosocial treatment of schizophrenia. American Journal of Psychiatry, 153, 607-617.

Falloon, I.R.H., Held, T. et al. (1999). Psychosocial interventions for schizophrenia: A review of long-term benefits of international studies. Psychiatric Rehabilitation Skills, 3, 268-290.


Many of the items on this scale call for a calculation of % of families for which a particular element of FPE is documented on standardized charts. This methodology implies that documentation is critical to evidence-based practice. While documentation is an important ingredient, poor documentation for an item does not mean that there is a complete lack of fidelity, nor does excellent documentation guarantee high fidelity of implementation. Fidelity assessors should integrate their observations from multiple sources to reach a reasoned judgment about the ratings for each item. To achieve a 5 (full implementation), all data sources (program coordinator, clinicians, family members, and charts) should agree that the item is fully implemented. If most, but not all, of the clinicians understand and follow the principle or intervention measured by an item, then ordinarily that item would be rated 4. If the organization cannot produce any written documentation whatsoever for implementation of an item, the item ordinarily should not be scored higher than 3. Rate 3 if the documentation is missing, but some clinicians can explain the principle and can give specific examples during the interview. Rate 1 if the documentation is missing and clinicians cannot articulate the underlying principles.

  • 1.

    Family Intervention Coordinator

  • 2.

    Session Frequency for Family Psychoeducation

  • 3.

    Long-Term FPE

  • 4.

    Quality of Clinician-Family Alliance

  • 5.

    Detailed Family Reactions

  • 6.

    Precipitating Factors

  • 7.

    Prodromal Signs

  • 8.

    Coping Strategies

  • 9.

    Educational Curriculum

  • 10.

    Multimedia Education

  • 11.

    Structured Group Sessions

  • 12.

    Structured Problem-Solving Techniques

1. Family Intervention Coordinator


One clinical administrator is designated as overseer of the family psychoeducation program for a substantial portion of his/her job (time depends on size of program). This persons role includes activities such as:

  • Establishing, monitoring, and automating family intake and engagement procedures

Family Psychoeducation Toolkit


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