Şizofreni hastalarının bakım vericilerine yapılan psikoeğitimin hastalardaki klinik gidişe ve bakım vericilerin duygu dışavurumu düzeylerine olan etkisi
Bibliographic record
Abstract
OBJECTIVE: The aim of this study was to examine the impacts of psychoeducation among caregivers of schizophrenic patients on both clinical course of the illness and on the level of expressed emotion(EE) in them. \nMATERIALS and METHODS: The sample included schizophrenic patients who were admitted to psychiatry department as inpatients and their primary caregivers (N=39). Initially, a sociodemographic data form, Expressed Emotion Scale, Social Support Scales, State Anxiety Levels(STAI-I),The Inventories of Beck Depression and Anxiety were administered to 39 caregivers who aggreed to participate to the study. Also, the thirty-nine patients were assessed through by a sociodemographic data form, The Scales of Clinical Global Impression (CGI), and Calgary Depression; Positive and Negative Syndrome Scale (PANSS) and Brief Psychiatric Rating Scale (BPRS). A sixteen hours-structured expressed emotion education was administrated to caregivers within two weeks. The same scales were repeated at the end of third month following the education to seventeen schizophrenic subjects and their caregivers. \nRESULTS: There were no significant differences between the clinical scores before and after Psychoeducation.We found no significant improvement in EE levels of caregivers. In addition, the scores of EE tended to decrease by the end of third month following education (p=0,057). The significant correlation between the scores of EE and the duration of illness(r=0.51, p=0.03) may suggest a decline to healthy conditions in EE reaction levels during the long-term course of the illness. \nCONCLUSION: Psycho-educational programs as one of the fundamental nursing responsibilities are very important in adaptation of patients and their families to the institutions. Although it couldn't be shown in this study, it may be stated that, in schizophrenia therapy, in addition to the drug therapy and psychotherapeutic interventions to the patients psycho-educational programs for the families and caregivers might contribute to improve the expression of emotions, effective on the prognosis of the disease.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".