Abstract
Families need sufficient learning opportunities about mental illness. Therefore, family peer education program has been developed in Japan following the U.S. and Hong Kong. We aimed to identify program components that families recognize which would provide suggestions in modifying the program. We used qualitative and inductive study design. Data were collected through group interviews for six family research participants. We coded the data to focus on relationships between program components, program processes, and impacts. Data Analysis resulted in seven assumptions based on causal relationships and three types of program components: program form, learning style and facilitation skills. The program form is family-led peer group, closed-membership, 5 times per course, and small group. The learning style is combination of textbook and experiential knowledge, family peer learning, and sharing experiences. The facilitation skills are group work focusing on strengths of family members, the acceptance of emotional disclosure, omotenashi, and teamwork skills.
Highlights
IntroductionJapan is widely known to have a high psychiatric
Data Analysis resulted in seven assumptions based on causal relationships and three types of program components: program form, learning style and facilitation skills
Small, Closed Groups Facilitated by Family Members Highlight the Universality of Family and Create High Cohesion; This Leads to a Positive Group Dynamic
Summary
Japan is widely known to have a high psychiatric. Mental health policy in Japan has shifted its emphasis from hospitalization to community-based services. 85% of families live with persons with severe mental illness and provide day-to-day care themselves [1]. The education is the most-needed form of support for their families [2] and is often provided by nurses in psychiatric hospitals and community setting; over 20% of families surveyed reported that it took more than three years for them to gain sufficient information about the mental illness of their loved ones in Japan [3]. To promote a national policy of deinstitutionalization, families should have sufficient opportunities to learn about mental illness
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