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Stephanie H. Cho, MD, is a Resident Physician, Department of Psychiatry and Behavioral Sciences. Vanessa Torres-Llenza, MD, is an Assistant Professor, Department of Psychiatry and Behavioral Sciences. Kaitlin Budnik, MD, is a Resident Physician, Department of Psychiatry and Behavioral Sciences. Lorenzo Norris, MD, is an Assistant Professor of Psychiatry and Behavioral Sciences, an Assistant Dean of Student Affairs, and the Medical Director of Psychiatry. All authors are affiliated with The George Washington University Hospital.
Disclosure: The authors have no relevant financial relationships to disclose.
Psychoeducation is a powerful tool that can enhance various aspects of psychiatric care, including patient autonomy, therapeutic alliance, treatment adherence, and overall health outcomes. 1-3 Although widely recognized as an important component of psychiatric treatment, there are few consolidated guidelines regarding the current role of psychoeducation in patient care. 4 A clear understanding of psychoeducation, including basic concepts and evidence base, is necessary for successful application in daily practice.
Defining Psychoeducation
Psychoeducation is a well-known concept within the mental health community, yet it is difficult to find a universally accepted definition of the term. 5 Psychoeducation, a category under the broader heading of health education, can be defined as any learning experience designed to facilitate voluntary behavioral changes that improve or maintain health. 5 Psychoeducation, as it relates to psychiatric care, stems from this fundamental idea and refers to interventions in which education is provided to people with psychiatric illness. The rationale is based on the expectation that illness education will influence attitude and behavior, leading to improved treatment outcomes and symptom prevention. 2-4,6
The specific components of any given psychoeducation program vary widely depending on clinical setting, population, and resources. Clinical practice of psychoeducation ranges from passive distribution of materials to active and structured group interventions that incorporate psychotherapeutic principles. 2,7-9 Effective psychoeducation programs focus on four main areas: (1) illness awareness; (2) understanding of treatments and alternatives; (3) early detection of symptoms and recurrence; and (4) support of lifestyle regularity and healthy habits. 10,11
It is commonly assumed that the main benefit of psychoeducation is improving treatment adherence. Although there is some evidence in support of this, the overall benefits of psychoeducation are likely the result of a constellation of factors. 6 Improved illness understanding can empower patients to...