Does seeking knowledge of depression make a difference? A randomized study to examine the efficacy of psychoeducational intervention with patients suffering from non-psychotic depression

Abstract

Aims: The primary objective of the study is to assess the efficacy of a systematic patient-centered psychoeducation program on knowledge seeking of depression and on the clinical outcomes, in patients with non-psychotic major depressive disorder. Method: 52 consenting patients with confirmed diagnosis of major depression were randomly assigned to a group (n = 32) who received systematized psychoeducation for depression, and to a waiting group (n = 20) who received standard care. The intervention group received systematic education consisting of (i) Reading material, "depression manual", and (ii) individual or groups educational sessions. The primary clinical outcome measures included the clinician rated quick inventory of depressive symptomatology (QIDS-C) and the self-rated quick inventory of depressive symptomatology (QIDS-SR). Patients in both groups completed QIDS-SR, and the knowledge seeking behavior instrument (KSI), at baseline, at 4th, 8th and 12th weeks. Results: At 12th week, there was significant (p less than 0.01) reduction in the (QIDS-CR) and the (QIDS-SR) scores in both the intervention and waiting group patients. However, there were significant differences between the two groups, with the superiority for the intervention group in reduction of depressive symptoms. The number of hours spent in knowledge seeking as measured by the (KSI), correlated negatively with the scores of QIDS-SR, and QIDS-CR. Conclusion: Systematized education may lead to significant reduction in clinical symptomatology, and to improved knowledge seeking behavior.