Stress in adult students with schizophrenia in a supported education program

The successful integration of former psychiatric inpatients into the community requires innovative programs of psychosocial rehabilitation, including supported education. This article examines psychological distress as an outcome variable, and social support and coping strategies as mediating variab...

Full description

Saved in:
Bibliographic Details
Published in:Comprehensive psychiatry 2004-09, Vol.45 (5), p.401-407
Main Authors: Ponizovsky, Alexander, Grinshpoon, Alexander, Sasson, Rachel, Levav, Itzhak
Format: Article
Language:English
Subjects:
Adaptation, Psychological
Adolescent
Adult
Aged
Automatic Data Processing
Biological and medical sciences
Cross-Sectional Studies
Education
Education, Special
Female
Humans
International Classification of Diseases
Male
Medical sciences
Mental disorders
Middle Aged
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Reeducation. Readaptation. Sociotherapy
Schizophrenia - epidemiology
Schizophrenic Psychology
Social Support
Stress
Stress, Psychological - epidemiology
Stress, Psychological - psychology
Students - psychology
Studies
Surveys and Questionnaires
Treatments
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The successful integration of former psychiatric inpatients into the community requires innovative programs of psychosocial rehabilitation, including supported education. This article examines psychological distress as an outcome variable, and social support and coping strategies as mediating variables among 70 service-user students (SUS) with schizophrenia and a comparison group of 55 adult students (AS) with no psychiatric diagnosis. Both groups were participants in a supported education program. The study variables were assessed by standardized research instruments: the Talbieh Brief Distress Inventory (TBDI), the Multidimensional Scale of Perceived Social Support (MSPSS), and the Coping Inventory for Stressful Situations (CISS). Univariate and multivariate analyses were used. Compared with the control subjects, SUS reported higher emotional distress and the utilization of emotion-oriented coping strategies, and a lesser availability of social support from family and friends. These variables explained 46.3%, 24.5%, and 22.5%, respectively, of the total variance in psychological distress scores. The findings provide the basis for interventions geared to reduce distress and, as a result, to enable students with severe mental illness to fully utilize the supported education program.
ISSN:0010-440X
1532-8384
DOI:10.1016/j.comppsych.2004.03.012