Stress in adult students with schizophrenia in a supported education program

• 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
• ISSN: 0010-440X; 1532-8384
• DOI: 10.1016/j.comppsych.2004.03.012

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.