SOCW 6311 wk 10 Assignment: Designing a Plan for Outcome Evaluation

Running head: FAMILY PSYCHOEDUCATION EBP 1

FAMILY PSYCHOEDUCATION EBP 2

Family Psychoeducation EBP in Social Work
SummerLove Holcomb
SOCW 6311
Instructor: Kathleen Schoenecker
03/12/2021

Family Psychoeducation Evidence-Based Practice in Social Work

Introduction

Evidence-Based practice was initially used in the medical field, but it has been adopted by different disciplines in the current world, including teaching child welfare, criminal justice, and mental health. The institute of medicine has explained EBP as integrating researched results and clinical expertise with patient value. In social work, it has EBP can be explained as the processes that create answerable questions based on a given group of people or organizational needs and use the best evidence to respond to the problem (Huber et al., 2017). Many social works try to implement evidence-based practice, which is strongly aided by research but disparity occurs. Such disparity happens when they fail to understand the boundary between their condition of practice environment and the study’s scope. The paper will focus on Family psychoeducation as part of EBP in social work and how Advance clinical practitioners use the EBP in intervening with the disorders caused by depression and other mental disorders.
Psychoeducation is the wide range of interventions geared towards participants’ training and education, supporting programs, and coping skills development towards different living challenges that affect families and groups. Psychoeducation has become widely practiced in social work since 1970 how it is drawing attention to a different level of Evidence-Based Practice to enhance the participants’ outcome through providing support and resources that will improve their status, reduce stigma, change the cognition and explore their feeling and install positive feeling in their lives (Brady, Kangas & McGill, 2017). Psychoeducation provides problem-solving strategies on evidence, creates crisis management skills related to the issue. The target of the program is the families who are the participant and the community in general. The families with individuals living with a disorder like children with HIV/AIDs, Trauma recovery for youth in families, Individuals who have had an experience of sexual harassment.

Summary Article on Psychoeducation

A review from an article titled
Effectiveness of Psychoeducation for depression: A systematic review
showed that although some Pharmacological interventions cannot be dispensed, most people do not respond adequately to the treatment using medication only, which leads to more reoccurrence and the relapse rate increased significantly. Evidence has shown that using a psychosocial treatment like Psychoeducation has been observed to an integral approach to treating depression (Mariana Flávia de Souza Tursi et al., 2013). The study carried out the literature shows that patients with unipolar are posed to respond well to such interventions. The article was published based on 15 studies, with 13 of the studies were concerned about the effectiveness of Psychoeducation for depression-affected patients. There was one that determined the psychoeducational for patients’ families and how patients responded. The evidence showed that when knowledge about depression is available, and its treatment is initiated, the psychosocial burden is reduced.
Another article posted in Psychiatric Times titled
An Evidence-Based Practice of Psychoeducation for Schizophrenia
article observed that giving education to the patient. It was observed that teaching to the patients reduces the lapse rate and the rates of readmission. Patients with schizophrenia, when they receive the right education, increase medication adherence and more satisfaction with mental health (Vreeland, 2012). Psychoeducation brings together clinician expertise to make a shared decision together with the patients. When the decision is shared and based on evidence, they tend to foster autonomy, which yields more value. The shared decision provides a threshold to know the course of action and increases family knowledge about accepting the care health expertise make.

The Differences on Condition of Study and Condition of Practice

There are significant disparities in the existing condition of Psychoeducation as part of an evidence-based practice where the families and patients have not fully acceptant that some situations are not resolved by pharmacology. In contrast, others do not go beyond medical treatment. Although the practice has should that when well-fused to the families and patients with different conditions, the relapse rate has reduced between 50 and 60% over treatment (Schutz, 2018). The conditions of practice call more on scientific testing than psychological intervention, which brings more difficulty in achieving the psychosocial results, as Advanced Clinician Practice more tests should be based on the testing. However, other aspects need a psychiatrist to deliver effectively on the cognitive intervention. Setting programs that fit well to the Psychoeducation can also cause more differences in the study and practice, especially in designing community-based programs. Equitable access to the service users and family members has not been achieved; hence designing EBP around such factors can be challenging. These differences affect the implementation by creating a knowledge gap between the families, patients, and the social workers’ expertise. The difference also makes it hard to develop policies that will bring the participants closer to the services, adaptability, and intervention programs (Schutz, 2018). The difference also creates a gap between the pharmacology intervention and the psychoeducation initiative building the difference in belief and efficacy.
Different steps are initiated toward achieving evidence-based practice. The first step of exploration involves getting started but developing goals and coming up with the best program that marries well with the needs and resources, and nature of the program. The exploration step’s challenges are the limited knowledge of the target population in terms of their needs and accessibility. Limited resource and policy regulations. Such challenges can be overcome by conducting reconnaissance about the community or family needs (Reamer & Lane, 2018). Then asking the institution and government to avail crucial resources. The second step is installing the program, which involves bringing the team together to actualize the set program. The challenge to this step is the cooperation between individuals from different disciplines and budget issues. These challenges can be managed through having coaching and an outspoken leader who can bring a team together. Then there is an initial implementation where the members are required to implement what was designed in exploration and installation, and some challenges are resistance, inertia and adopt the option of the program and unrealistic objectives, which can be solved through proper training and reviewing the goals set to be achievable (Reamer, & Lane, 2018). Last is full implantation, where the program is integrated into the systems and programs. The challenges are withdrawal by some members, shortage of resources, uncertainty, and resistant participants. Such challenges can be managed through continuous training and motivation to the staff as well as setting a miscellaneous budget.

Conclusion

The anticipated results of family psychoeducation program on evidence-based to enhance the family quality of lives through reducing the stigma to families who have children living with a challenging condition like HIV/AIDs and impacting reoccurrence and lapse rate of the people with different challenges in the family-like battling with depression, trauma disorders due to the sexual harassment issues. The result will not differ from that in the articles because they are geared to popularize Psychoeducation as an intervention to the challenges that have not been well solved by pharmacology and impact families and the community at large.
References
Brady, P., Kangas, M., & McGill, K. (2017). “Family matters”: a systematic review of the evidence for family psychoeducation for major depressive disorder. Journal of marital and family therapy, 43(2), 245-263.
Huber, M. J., Oswald, G., Chan, F., Shaw, L. R., & Wilson, J. (2017). A call for a national evidence-based programs and practices registry in vocational rehabilitation. Journal of Vocational Rehabilitation, 46(1), 11-18.
Mariana Flávia de Souza Tursi, C. (n.d.). Effectiveness of Psychoeducation for Depression: A systematic review Mario francisco Juruena, 2013. Retrieved March 11, 2021, from https://journals.sagepub.com/doi/abs/10.1177/0004867413491154
Reamer, A., & Lane, J. (2018). A roadmap to a nationwide data infrastructure for evidence-based policymaking. The ANNALS of the American Academy of Political and Social Science, 675(1), 28-35.
Promising Practice Network. (N.D.).Programs that work. Retrieved from
http://www.promisingpractices.net/programs_indicator_list.asp?indicatorid=7 
Promising Practice Network. (N.D.) Research in brief. Retrieved from http://www.promisingpractices.net/issuebriefs.asp  
Schutz, A. (2018). Sources of Strength: A peer lead suicide prevention program.
Substance Abuse and Mental Health Services Administration. (2018) Evidence-based practice resource center. Retrieved from https://www.samhsa.gov/ebp-resource-center 
Vreeland, B. (2012). An evidence-based practice of Psychoeducation for schizophrenia: A practical intervention for patients and their families. Psychiatric times, 28(14), 34-34.