Over 30years of STEP: The Pittsburgh experience with first‐episode psychosis

• Published in: Early intervention in psychiatry 2024-10, Vol.18 (10), p.869-876
• Main Authors: Wood, Helen J, Jones, Nev, Eack, Shaun M, Roy Chengappa, K N, Prasad, Konasale M, Kelly, Christian, Montrose, Debra, Schooler, Nina R, Ganguli, Rohan, Carter, Cameron S, Keshavan, Matcheri S, Sarpal, Deepak K
• Format: Article
• Language: English
• Subjects: Clinical outcomes; Clinics; Colleges & universities; Learning; Psychosis; Schizophrenia
• ISSN: 1751-7885; 1751-7893
• DOI: 10.1111/eip.13536

AimsFor over 30 years, combined research and treatment settings in the US have been critical to conceptualizing care for first‐episode psychosis (FEP). Here we describe an early example of such a context, the Services for the Treatment of Early Psychosis (STEP) clinic, which is affiliated with the University of Pittsburgh.MethodsWe describe STEP's historical roots and establishment in the early 1990s; STEP's research and treatment contributions, alongside its growth and ongoing leadership.ResultsResearch‐based clinics, like STEP, preceded and helped pave the way for the Recovery After an Initial Schizophrenia Episode project in the US and the ensuing Coordinated Specialty Care (CSC) approach, now widely adopted in the US. Early clinic‐based research at STEP helped establish protocols for psychopharmacology, the relevance of effective early treatment, including psychosocial approaches, and highlighted disparities in treatment outcomes across race/ethnicity. Multidisciplinary collaboration and dialogue with consumers contributed to early treatment, combining psychosocial and pharmacological approaches. STEP adopted CSC and is situated within a bi‐state Learning Health System. STEP has retained a relatively unique 5‐year treatment model and exists within continuum of care ideally suited to studying psychotic illness and treatment outcomes.ConclusionsSTEP remains the largest academic FEP clinic in Pennsylvania. Academic FEP clinics like STEP will have a critical role within Learning Health Systems nationally to model participatory approaches, sustain early intervention treatment quality and ongoing treatment developments.